available, the Math Lab would like the funding for these programs to be incorporated into the Math Lab’s yearly tutoring budget allocation. Objective 5: Improve synergy among Tutoring Programs, Academic Programs, and Student Services SCC Goal A: Teaching and Learning SCC Goal B: Student Completion of Educational Goals SCC Goal C: Organizational Effectiveness Standardize policies and procedures for tutoring Improve communications regarding tutoring Provide study skills information to Distance Education students C. PROCEDURES AND RESOURCE REQUIRMENTS FOR THE PLANNING YEAR: PROCEDURES Objective Procedure Timeline Responsible persons Funding Source(s) General Funds except where noted Objective 1 A. Hire and employ tutors Beginning of and throughout each semester College-wide Faculty Tutoring Coordinators Instructional Assistants Tutorial Services Assistant Clerks VTEA where applicable GF Objective 1 B. tutor training classes Fall LTAT 310 -2 sects. LTAT 311 -1 sect. LTAT 312 -1 sect. Spring LTAT 310- 2 sects. LTAT 311 -1 sect. LRC Faculty Tutoring Coordinators Objective 1 C. Provide tutoring in all the tutoring centers/labs Throughout the fall and spring semesters Some centers/labs also during summer College-wide Faculty Tutoring Coordinators Instructional Assistants Tutors VTEA GF Objective 1 E. Organize Tutor Appreciation Event Annually LSTC Faculty Tutoring Coordinators VPI Special Activities Objective 1 F. Allocate centralized tutoring program budget Annually LSTC Faculty Tutoring Coordinators in consultation with college Faculty Tutoring Coordinators and college-wide Deans Objective 1 G. Monitor centralized tutoring program budget Ongoing LSTC Faculty Tutoring Coordinators College-wide Faculty Tutoring Coordinators Instructional Assistants Tutorial Services Assistant Objective 1 H. Adherence to Title 5 regulations & Accreditation Standards Ongoing LSTC Faculty Tutoring Coordinators
College-wide Faculty Tutoring Coordinators Objective 1 . I. Complete VTEA reports Quarterly LSTC Faculty Tutoring Coordinators College-wide Faculty Tutoring Coordinators Objective 1 J. Evaluate college-wide tutoring services Ongoing Tutoring Work Group Members Objective 2 A. Identify the platform/technology to be used for online tutoring Ongoing LSTC Faculty Tutoring Coordinator Tutoring Work Group Distance Education Coordinator Instructional Assistants Objective 2 B. Identify tutoring programs that want to or expand online tutoring Ongoing LSTC Faculty Tutoring Coordinator Tutoring Work Distance Education Coordinator Instructional Assistants Objective 2 C. Use LR-119 for Writing Center and Learning Skills & Tutoring Center online tutoring sessions as cited in the Distance Education Program Plan (Procedure 4a: Augment LR119 to include a dedicated online tutoring space for the Writing Center and Learning Skills and Tutoring Center…). Ongoing LSTC Faculty Tutoring Coordinator Writing Center Coordinator Distance Education Coordinator Media Services Instructional Assistants Objective 3A Request funding for Statistics tutors in the Math Lab Annually Math Faculty Tutoring Coordinator LSTC Faculty Tutoring Coordinator Objective 3B Implement 2 tutor training sessions each semester for Math Lab tutors to focus on best-practices while tutoring in the Math Lab and provide time for tutors to exchange ideas related to tutoring in the Math Lab Annually Math Faculty Tutoring Coordinator LSTC Faculty Tutoring Coordinator Objective 4 Long-term objective to institutionalize Math tutoring programs currently supported with BSI funding when BSI funding is no longer available Annually Math Faculty Tutoring Coordinator LSTC Faculty Tutoring Coordinator BSI
APPENDIX G Advanced Technology Design Lab Usage Statistics Fall 2014 Fall 2011 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Total Student Hours 14515.45 13274.49 11742.63 13454.59 14617.67 12984.58 GCOM EDT HSER (Not GCOM or EDT) All but 11313.03 1431.70 1397.17 473.55 14041.90 10270.86 1157.56 1246.50 599.56 12674.92 9431.82 1258.98 680.96 370.88 11371.76 10507.40 1350.16 999.97 597.05 12857.53 798.03 998.71 336.57 11002.18 737.66 1244.74 14281.10 Transactions 7276 6789 6270 6699 7205 6355 GCOM EDT Other 5315 366 674 Duplicated Head Count 680 628 547 570 615 506 GCOM EDT Other 484 86 110 415 99 114 399 68 80 407 65 98 465 60 90 393 48 65 Unduplicated Head Count 460 444 389 417 425 367 GCOM EDT Other 325 63 72 291 74 79 289 52 48 297 53 67 315 270 48 35 62 62 Days Open 95 96 96 95 95 96 Average Student Hours per Day Open 152.79 1002 138.28 999 122.32 1001 141.63 986 153.87 995 135.26 999 Average Students per Hour 14.49 13.29 11.73 13.65 14.69 13.00 GCOM EDT Other 11.29 1.43 1.87 10.28 1.16 1.85 9.42 1.26 1.05 10.66 1.37 1.62 12.55 0.80 1.34 11.01 0.74 1.25 Average Hours per Student 31.56 29.90 30.19 32.27 34.39 35.38 GCOM EDT Other 34.81 22.73 25.98 35.30 15.64 23.37 32.64 24.21 21.91 35.38 25.47 23.84 39.63 16.63 21.54 40.75 21.08 20.08
How many semesters have you been in college? 1 (This is my first semester) 2-3 semesters 4 or more semesters No Entry Fall 2012 20% 40% 38% 2% Spring 2014 11% 43% 44% 3% This question was broken out in more detail the Spring 2014 Survey. In Spring 2014 Only 11% of the respondents were in first semester of college, 62% had been in college between 2 and 4 semesters, and 25% had been in college 5 semesters or more. How many semesters have you been in college? 1 (This is my first semester) 2 semesters 3 semesters 4 semesters 5 or more semesters No Entry Spring 2014 11% 17% 26% 19% 25% 3% There was an increase from Fall 2012 to Spring 2014 in the percent of students using the tutoring areas for more than one semester. Have you used this tutoring area for more than one semester? Yes No No Entry Fall 2012 47% 50% 3% Spring 2014 55% 41% 4% Students using the tutoring areas have many different majors The Spring 2014 survey asked about the student’s major. The most common majors are shown in the table below. Over 80 majors were represented by the survey respondents. The most common majors represented in the study are shown below. Major Number ECE/Child Development 43 Photography 45 Allied Health Occupations 77 Computer Information Science/Graphic Communication 82 Business fields 124 Nursing – RN/LVN 127 Undecided 180 How does tutoring help? A large majority of students felt that tutoring helped them become active problem solvers and solve problems and complete the class work on their own. These results were quite consistent for both the Fall 2012 and the Spring 2014 surveys. Over 80% of the respondents strongly or somewhat agreed that tutoring helped them solve problems themselves and encouraged them to be active learners.