Kaua`i Community Collegeinfo.kauai.hawaii.edu/admin/documents/2011... · Web view(e.g. grading standards, ... In 2010 the first floor of the library was converted into the new Learning

Kaua`i Community CollegePROGRAM REVIEW TEMPLATE

Non-Instructional Programs

Program/Unit Name: Tutoring Services

Report Prepared/Edited by: Tina Castro, Ramona Kincaid

Other Review Participants:

Reviewed by Dean: Ramona Kincaid

Dean’s Signature: Date:

Date submitted to Program Review Committee:

Part I. Program Description

Program Description: Tutoring Services (TS) is located in the new Learning Commons. Its primary function is to provide tutoring to KCC students on an appointment and a walk-in basis. Tutoring is mainly done by peer tutors. Tutoring has a collection of reference materials, mostly books, for student and tutor reference to be used in house. There is also a study room which is used for both group tutoring and quiet study. There are four computers and one printer for student use. In addition to tutoring, Tutoring provides study skills workshops, computer workshops, and the Brush-up program for writing and math. Tutoring services is staffed by a coordinator (APT) and student and volunteer tutors. Typically there are about a dozen tutors who either staff the tutoring area or are embedded in particular classes. There are also tutoring services made available remotely via an online tutoring service called Smarthinking and various remote services from KCC or UH Manoa delivered via video streaming.

Program Mission Statement To help empower students to become efficient, confident, and independent learners anddevelop requisite skills they need to succeed in obtaining their academic, career, andpersonal goals, thus enabling them to lead self-directed and productive lives now and inthe 21st century.

Goal Alignment

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UH System Goals, Kaua‘i Community College Goals, and Strategic Goals

Tutoring Services Program Goals

UH Goal 1: Educational Effectiveness and Student Success

KCC Goal 1: Access & KCC Goal 2: Learning and Teaching

Strategic Goals: Student Recruitment, Retention and Success of All Students and Particularlyo Native Hawaiian studentso Increase success of Remedial/Develomental

StudentsNon-traditional Students in Carreer and TechnicalPrograms

Increased Completion of Degrees, Certificates, and Licensureo Improve partnerships with K-12 to improve

college preparation and to ensure that students are aware of specific opportunities that KCC provides

Relevant Curriculum Developmento Sustainability/Green Jobso Healtho DOE-KCC English Alignmento Increase and improve design and

delivery of distance education offerings

o Increase transfer rates by strengthening four-year pathways, particularly in STEM fields

Completion of o Course Student Learning Outcomes

(CLOs) o Program Learning Outcomes (PLOs)o Institutional Learning Outcomes

(ILOs)o Course Action Forms (CAFs)

Assessment Activities and Analysis

Access: To increase students’ access to the Tutoring Services facilities and services to improve learning and student engagement.

Learning and Teaching: To provide learning assistance and resources for students of all ability levels and class rank to improve class performance, engage with the campus community, and succeed in attaining their academic, personal, and career goals.

UH Goal 2: A Learning, Research and Service Network

KCC Goal 3: Workforce Development & KCC Goal 5: Community Development

Strategic Goals: Increased Job Placement and/or Performance through

o Revised or New Curriculumo Better Coordination with Business

and Industry


UH Goal 3: A Model Local, Regional and Global University

KCC Goal 6 Diversity Strategic Goals:

o Fostering Global Understanding and Intercultural Competence

o Increased Enrollment and Success of International Students

UH Goal 4: Investment in Faculty, Staff, Students and Their Environment

KCC Goal 4: Personal DevelopmentStrategic Goals:

o Professional Development Directed to Any of the Above Goals

o Enriching Student Experience, Particularly Directed to Any of the Above Goals

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UH System Goals, Kaua‘i Community College Goals, and Strategic Goals

Tutoring Services Program Goals

o Increasing the Efficiency, Effectiveness and Sustainability of the KCC Environment

UH Goal 5: Resources and StewardshipKCC Goal 5 Community Development

Strategic Goals: o Reduce Deferred Maintenance

o Address Health and Safety Issues

o Promote Sustainability

Part II. Quantitative Indicators

2008-2010 Annual Report of Academic Support Services Program Data

Quantitative Measure

2008


2009


2010

Tutoring Data (Overall Health) Healthy Healthy Pending

Tutoring Demand (Health) Healthy Healthy

Campus Enrollment FTE (Fall 09) 588 632 779Hours of operation per week 47.5 47.5 47.5

Tutoring Efficiency (Health) Healthy Healthy

Number and description of staff 1.5 3 2Tutor paid hours 599 805 884Number of students tutored 97 164 183Tutor contract hours 149.5 299.5 501Tutor Contact hours per tutor paid hours 0.25 0.37 0.567Tutoring budget per college Budget

Tutoring Effectiveness (Health) Healthy Healthy

Number Tutored Students who passed their courses na 150 152Rate at which Tutored Students pass their courses na 84.70% 82.20%Number Non Tutored Students who passed their classes na 814 978Rate at which Non Tutored Students pass their classes na 74.10% 62.90%Persistence rate Tutored Students na 83% 88.90%Persistence rate Non Tutored Students na 72.40% 73.80%

2011 Annual Report of Academic Support Services Program Data

Tutoring Data (Overall Health) 2010-11

Tutoring Demand (Health)

Number of students tutored per student FTE 198 +109/775=.396Number of students who placed in Dev/Ed through

COMPASS per student FTE 385/775=.50Tutoring Efficiency

(Health) Tutor contact hours per tutor paid hours .445Student contact hours per tutor paid hours .451Number of sessions per tutor paid hours .451

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Tutoring Budget per student contact hours $49,260.97/2492=$19.76Tutoring Effectiveness

(Health) Common Student Learning Outcome: Students who

receive tutoring will pass their tutored course. 72% (Vs Success of non-tutored) 68%CCSSE Indicators See analysis below

4.h. Tutored or taught other students (paid or voluntary) See analysis below

13.d. Peer or other tutoring (frequency, satisfaction, importance) See analysis below

13.e. Skill labs (writing, math, etc.) (frequency, satisfaction, importance) See analysis below

Part II. Analysis of the Program

1. Access: To provide open access to educational excellence for a diverse student population.1.1 Outreach: Increase access to and participation in college programs through coordinated and

continually improving marketing and recruitment activities. Comment on your program's marketing and recruitment efforts. How do students and the

community at large learn about the program? (e.g. print publications, electronic publications, community activities...). Are the results of your efforts satisfactory? What improvements will you make in this area in the next 2 years?

The Tutoring Services uses a variety of different ways to advertise its programs and services. Students learn about programs and services through new student orientation sessions, flyers, the Tutoring Services website, faculty endorsement, and by word of mouth. The Tutoring Services website is at https://sites.google.com/a/hawaii.edu/tutoring-services/ .

1.2 Enrollment: Enhance educational success through retention initiatives. Comment on your program's retention efforts over the past 2 years. How have these

efforts affected enrollment and graduation rates? Indicate program plans as a result of the analysis. Identify institutional research data needed to effectively plan student retention strategies.

Tutoring Services operates on the premise that student retention is directly related to classroom performance and academic success. TS offers services and resources to help students gain and improve skills needed for academic success and to improve confidence in themselves. In the 2008-2010 table of program data, the persistence rates for tutored students were compared to non-tutored students is listed. For both 2009 and 2010, the rate was higher for students who were tutored (83% vs 72.4% and 88.9% vs 73.8%, respectively) than for those who were not.

1.3 Placement & Scheduling: Enhance utilization of placement testing and course scheduling processes. Is enrollment in any required program course dependent upon student performance on

assessment/placement tests or prerequisites/co-requisites? Have results of these assessment/placement tests or prerequisites/co-requisites been demonstrated to be related to student success in the program. What strategies will your program use to improve the effectiveness of placement testing practices.

Prior to the building of the OSC, tutoring services was located in the learning center along with a computer lab and testing center. Placement testing took place in the computer lab which was also used for other testing, for classes, and as an open lab when free. Tutoring was also nearby and added to the noise level in the learning center. Testing moved to the OSC in a separate testing center in 2010 which improved the environment for testers who complained of too many distractions. The following is an excerpt from the 2008 Learning Center program review:

Thus, only 48% of respondents gave the LC the highest score for “suitability” of the testing environment; and a significant percentage (15.1%) actually gave it the lowest

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https://sites.google.com/a/hawaii.edu/tutoring-services/

score. Moreover, in the 152 surveys received, 32 respondents took the time to write negative comments regarding the test-taking environment. Typical comments include:

“Students were a bit loud, it was somewhat distracting, and hard to take the test with all the conversations going on.”

“The staff is helpful and friendly. However, the testing students should be separated from the tutoring students. The tutoring sessions require talking, which is distracting for the test takers, even with the ear mufflers on.”

“Today, the Center was quiet and very conducive to taking an exam. Last semester, however, it was very noisy…people talking to each other, asking for assistance and the people in the lab spoke loudly, without regard for those taking tests. I kept wishing I was in a separate room where it was quiet.”

Recognizing this shortcoming, we have supported the plans to move test proctoring to a dedicated testing area in the new One Stop Center. It is our understanding that the delay in implementing the move will soon be rectified. In the meantime, LC staff will continue to make do with the current set-up and look forward to the opening of the new testing area.

Does the current scheduling method adequately support access and completion needs of students? Describe your scheduling method. What other data and/or approaches would help in improving the course scheduling procedure?

Does your schedule meet the needs of special populations (Running Start, Early Admits, Workforce)?

Have you surveyed employers and scheduled according to their needs?

Prior to Spring 2011, tutoring hours of operation were 47.5 per week, in spring 2011 it increased to 54.5, and finally in Fall 2012 it is at 60.5. This is an increase of 24% in the past 3 years. This increase makes tutoring more readily available to students. The hours during the fall and spring semesters are 7:30 am to 7:00 pm on Monday through Thursday and 7:30 am to 4:00 pm on Friday. The shift to increased evening hours accommodates students who cannot be here during the regular Center hours such as Early Admits students, Early Alert students, employed students, Distance Learning students, etc. The increase in hours came as a result of some comments from users and faculty and also as a result of the creation of the Learning Commons in the first floor of the library. The increase in hours has been well received by faculty and staff according to the data in Appendix 3 which shows a 10% increase in satisfaction between 2010 and 2011.

1.4 Support services for access: Strengthen support services processes to better meet student needs. Comment on your program's level of collaboration with access services such as advising,

admissions, registration, financial aid, and business office support services. How could this be enhanced?

The Tutoring Services has a strong working relationship with Student Services and collaborates on several activities such as new student orientation, student referrals, and COMPASS Brush-up. The tutoring services coordinator is involved with new student orientation sessions led by Student Services. Several NSO groups tour the campus resources each summer and winter and tutoring is one of the stops on their tour. Counselors refer students to tutoring for academic and learning skills assistance and tutoring services refers students to student services for academic advising, financial aids, or for other assistance. The tutoring services coordinator works with the Disabilities counselor to work with students and to ensure that the appropriate equipment and software resources are made available in the tutoring area. Tutoring services runs the COMPASS Brush-up program which is designed to provide students preparation to take or re-take the COMPASS placement test. Tutoring maintains a list of students who enroll in the program and advisors and counselors can access the list to determine who will be re-taking the test. A report presented at the Hawaii Strategies Institute details the results of the COMPASS Brush-up program. In summary, 237 students enrolled in the Brush-up program and 179 or 76%completed the program. A total of 131 students participated in the pre and post test and of that group, 95 improved their scores (40% of the original 237). The conclusion of the report suggests several ways to improve student success such as:

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• Targeting students who initially place into Math 24 (esp. with pre-alg scores between 40-46)• Continuing to recommend a minimum of 30 hours in ALEKS since that proved to be a predictor of success• Emphasize course vs. independent format to improve persistence• Expand definition of success to include “success in 1st course taken”

Some of these recommendations will be implemented in the 2012-13 school year.

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning.2.1 Articulation: Improve communication and articulation processes with other KCC programs

as well as secondary and postsecondary institutions. Comment on collaborative efforts with other program units. Assess successes and

challenges and plans for future collaboration.

What has the program done to ensure that it is in communication with high schools and transfer institutions regarding articulation issues and/or problems? Describe successes and challenges and near-term plans for improvement.

The Tutoring Services is not directly involved with articulation issues. The Tutoring Services’s mission and goals involve equipping students with skills associated with academic success here and beyond this institution. These skills, (such as learning and remembering, listening and note-taking, reading text with comprehension, information mapping, and test-taking strategies, computer skills [word processing, electronic mail, Internet research, Excel or spread sheet], and self-management skills [goal-setting, problem-solving and decision-making, time and stress-management] taught to students are transferable skills that students can use in any learning situation, even when they transfer to other colleges and universities.

2.2 Curriculum: Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community. How is program curriculum reviewed for currency and relevancy to institutional,

community, and student needs? Include recent deletions, additions and revisions. What are your upcoming plans in this area?

Tutoring services supports the college’s curriculum and does not create curriculum.

Are instructional methodologies appropriate for program content? Explain. Do instructional methodologies utilize available, current technology? Explain. Indicate recently implemented innovations in instructional methodology or use of technology as well as changes your program is considering within the next two years?

Services provided by this unit are appropriate to meet student needs and the methodologies used are suitable for the types of services or programs offered to students. These are adjusted or modified based on faculty and students’ reactions or responses to TS’s delivery of services or via surveys. In a response to lack of accessibility the tutoring center recently added an online tutoring service, Smarthinking, to provide 25/7 access for students with home computers. Tutors have also been trained to deliver their services over a Google videoconferencing utility for those students who cannot make it to the campus.

What steps are taken to develop and ensure consistent application of academic standards? (e.g. grading standards, course objectives...etc). Comment on plans you have to improve this process.

This unit supports instructional programs by providing tutoring which allows the programs themselves to develop and ensure consistent application of academic standards. As the data shows (Part II. Quantitative Indicators), students who are tutored have been successful in the courses that they have been tutored in which indicates that they have achieved the student learning outcomes (standards) for the course.

Comment on how your program addresses the learning needs of under-performing students. Are there strategies you are considering to strengthen this process? If so, describe them. Are there other programs and services currently not available that would

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help in this area?

Tutoring Services addresses the needs of underprepared students by providing access to resources such as one-to-one or group tutoring, COMPASS Brush-up, peer tutoring, books, and online tutoring services. Tutoring services was also involved with the Achieving the Dream project. An implementation strategy was created to address gatekeeper courses in English and Math. These courses were primarily developmental courses. A 2009 analysis of the strategy revealed the following:

An initial analysis of the data shows that tutoring continued to have a positive impact on students who received tutoring in the five gatekeeper courses (M22, M24, Eng21, Eng22, and Eng100) during the Fall 2009 semester. Evidence of this is in the following:

A higher rate of success (C or better) among all students who received tutoring (83.3%) than those who did not receive tutoring (63.5%)

A significantly higher rate of success (C or better) among Native Hawaiian students who received tutoring (77.8%) than Native Hawaiians who did not receive tutoring (50.7%)

An increase in success rate for all tutored students from Fall 2008 (77.5%) to Fall 2009 (83.3%)

An 50% increase in the total number of Native Hawaiian students tutored in gatekeeper courses as well as in the rate that they used tutoring (from 5.6% in Fall 2008 to 6.1% in Fall 2009)

Tutoring also seems to positively impact persistence as evidenced by the following:

There was an almost 90% rate of persistence among all students who used tutoring . There was a 100% rate of persistence among Native Hawaiian students who used

tutoring. The persistence rate among all tutored students (89.7%) was significantly higher

compared to all students who did not receive tutoring (77.4%). The rate of persistence among Native Hawaiians who received tutoring (100%) was

significantly higher compared to those who did not receive tutoring (69.9%)

At the same time, there also seems to some areas that need attention, specifically:

While there was an overall increase in the number of students tutored in gatekeeper courses (from 444 in Fall 2008 to 543 in Fall 2009), there was a slight decrease in the rate that students in gatekeeper courses used tutoring (from 9% in Fall 2008 to 7.7% in Fall 2009.

There was a lower rate among Native Hawaiians in gatekeeper courses who use tutoring services (6.1%) than among non-Native Hawaiian students in the same classes (8.3%).

There is an unacceptably low rate of success for Native Hawaiians in the Math 22 and, especially, Math 24 classes.

As a result of this, the following conclusions can be made:

We need to tutor more students, especially Hawaiian students! We need to focus specifically on Math 22 and Math 24.

Since this time tutoring has developed or strengthened partnerships with the College Success Center and the Waialeale Program which target developmental and Native Hawaiian students respectively. Services such as peer mentoring, embedded tutors, classroom visits, workshops, tours, etc. have been used to support students.

What assessments are being used to determine if current teaching methods used in the program are adequately meeting student needs. How are the results of these assessments currently being used?

Tutoring services does not assess teaching methods per se. Assessments are used to measure

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student and faculty satisfaction with the services and to measure whether tutoring has impacted student success and retention. As noted in the 2008-2010 Annual Report of Academic Support Services Program Data (table above), the rate at which tutored students passed courses in which they were tutored was 84.7% and 82.4% in 2009 and 2010, respectively. Non-tutored students passed the same classes at the rate of 74.1% and 62.9%, respectively. As mentioned earlier persistence rates for tutored vs non-tutored was higher (by 12-15%) in 2009 and 2010. Given these results, the tutoring center asked for a guaranteed operating budget of $18,000/year for tutors and received it. Student and faculty satisfaction surveys will be discussed in the Strengths and Weaknesses section of this report.

DL: What distance learning options are available in your program. How is your program responding to student needs by using distance learning? Do you have a timeline?

Tutoring services has expanded services or procured software to support distance learning students. The tutoring services web page provides information and access to its services 24/7. The page includes self-paced tutorials, valuable links, contact information for tutors and appointments. In 2011, tutoring services acquired a subscription to Smarthinking which is an online tutoring utility that is open to all KCC students. Smarthinking provides tutoring to distance learning students at any time and from any computer with an Internet connection.

2.3 Remedial/Developmental: Review the college's current strategies for dealing with remedial students and, based on the findings, modify offerings to meet their needs. How has your program addressed academic remediation for students? Has this been

effective? What proposals for change in this area does your program have?

Current strategies for developmental students include, peer tutoring, online tutoring, group tutoring, COMPASS Brush-up, College Success Center and Waialeale partnerships, and general tutoring. Peer tutoring has been used successfully, particularly in developmental Math and English courses as discussed in questions under 2.2. In this initiative tutors were placed in the classroom with students to assist the instructor and they were also available at the tutoring center. Online, group, and general tutoring are existing services that serve all students and developmental students use these services as well. In general, students who are tutored tend to succeed in their classes (A-C) and persist more than students who are not tutored. Although tutoring center has not extracted developmental student statistics from this data, we assume that tutoring benefits those students just as well.

The College Success Center, which is located near tutoring services, was created to specifically help underprepared students. Tutoring is a partner with the CSC and is currently participating in the IS 103 Scale Up project. This is a mandatory course for all students that place into two developmental classes. The tutoring coordinator visits each class to ensure that students are introduced to the services and Smarthinking is also used in the course. A partnership with the Waialeale program has been established. Waialeale students are supported with tutors that are funded by the program. Some Waialeale students are selected to be tutors for the program.

2.4 Student Learning Outcomes: Develop, implement and sustain an assessment process that fosters innovative and continuous improvement of student learning outcomes at the college, program, and course level. How does your program encourage and assess student growth in areas such as:

communication, cognition, information competency, social interaction, and personal development and responsibility? What are the results of the assessment and what plans do you have to improve SLO's in these areas?

List the student learning outcomes that you have identified for the program. What is the minimal level of performance that you expect program completers to accomplish? How are student-learning outcomes monitored and assessed?

Tutoring services addresses the college’s student learning outcome indirectly by tutoring in discipline areas that involve communication, cognition, and information competency. Even social interaction and personal development and responsibility are promoted through workshops, tutoring, and modeling but the CSLOs are not assessed directly. Tutoring services has two program learning outcomes, the first one is a UH system tutoring outcome that is used at all of the UHCCs and that has undergone a revision in recent years..

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Program Student Learning Outcome #1Prior to 2011 the student learning outcomes measurements for tutoring were:a. Students will pass their tutored course at the same rate as or higher than nontutored studentsb. Students will reenroll (persistence) at the same rate as or higher than non tutoredstudents

An excerpt of the program health indicators table for 2008-2010 shows that these student learning outcomes were achieved in 2009 and 2010. In both years, the achievement of tutored students was about 10% higher than non-tutored students and persistence was higher in both years as well. Tutoring services recognizes that there can be any number of reasons for higher percentages in success and persistence, instructors, methodologies, counseling, etc. but the fact that these numbers are higher and not lower, provided tutoring with some justification for continuing similar services in the ensuing years.

Measurement 2009 2010Number Tutored Students who passed their courses 150 152Rate at which Tutored Students pass their courses 84.70% 82.20%Number Non Tutored Students who passed their classes 814 978Rate at which Non Tutored Students pass their classes 74.10% 62.90%Persistence rate Tutored Students 83% 88.90%Persistence rate Non Tutored Students 72.40% 73.80%

In 2011, the systemwide tutoring student learning outcome was changed to, students who receive tutoring will pass their tutored course. In 2011 the tutored students passed their tutored course at the rate of 72% and the non-tutored rate was 68%. The numbers do not appear to be as dramatic as the previous two years but there is a difference of 4% and that figure does not take into consideration the effect of students who used Smarthinking exclusively.

Program Student Learning Outcome 2: Student engagement with tutoring will increase.The most recent Community College Survey of Student Engagement (CCSSE) was administered in 2010 (Appendix 1). It shows that 76% of the students don’t participate in tutoring of any kind and that has not changed since the 2008 survey. Twenty-four percent of the students surveyed use tutoring sometimes or often (down from 31% in 2008) and curiously, more students 40% are satisfied (somewhat or very) than the percentage who actually report that they use tutoring. More than 70% of the students rated tutoring useful. The skills lab usage has dropped by 16% to 31% from 47% in 2008. While 43% of the students are somewhat or very satisfied with the lab it is slightly lower than in 2008 (4%). Sixty-six percent of the students rated this as an important service. What this tells us is that while students think that tutoring is valuable, less than 24% of the students actually use the service. Our challenge will be to increase usage.

2.5 Academic support: Support student success through accessible, reliable, and user-focused academic support services. Comment on program use of auxiliary resources- e.g. library, instructional media,

laboratory resources, computer assets. How can you improve utilization of these resources?

In 2010 the first floor of the library was converted into the new Learning Commons which includes Library services, Tutoring services, Instructional Technology services, and College Success Services. In addition, the Learning Commons has about 40 computers for student use (desktops and laptops) located throughout the first floor. Students now have a virtual one stop center for academic support within the Learning Commons. All of these services collaborate, the same software is loaded on all computers such as the Hawkes math software used in many of the math courses, tutoring can refer students to the different nearby services such as reference services, librarians refer students to the media studio, etc. Media services is located in the same area as well so if help with AV or graphics support is needed, students can be referred to there.

What tutoring, mentoring, and/or counseling services are available to support students in your program? Comment on ways that your program can work with these groups to improve service to students.

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The Tutoring Services is the Academic Support unit that provides tutorial assistance to students in the instructional programs. If counseling services are needed students are referred to the appropriate counselor (e.g. Disabilities Counselor, program counselor, Hawaiian Counselor, etc.). Mentoring is not a service provided by tutoring but it is provided by the Waialeale program for their students. Tutoring Services works with the Waialeale program in providing space for their tutors and mentors.

2.6 Faculty & staff: Create an environment that attracts, retains, and supports qualified personnel. Describe strengths and weaknesses of faculty/staff appropriate to the program's current

status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and projected future staffing needs

The Tutoring Services at Kauai Community College is technically a one-person unit within Academic Support. There is the coordinator and about a dozen tutors on staff who are paid or who are volunteers. A student worker is also used as a receptionist during the busy hours of the day. The College Success Center staff are housed within the tutoring area and provide tutoring one evening each week as does the tutoring coordinator.

2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support

institutional and student needs. Comment on facilities that the program uses, their current adequacy and any immediate

needs.As mentioned in 2.5, Tutoring Services was moved to the newly created Learning Commons in 2010.

Comment on the currency of equipment and technology for the program. Indicate immediate needs.

The computer hardware and networked software are current and adequate. The Tutoring area has four desktop computers for student use aside from the staff computers. These computers are equipped with MS Office for use in many courses including English, Hawkes software for math, and software for students with disabilities, as well as Internet access to tutorials and other tutoring resources. The software in the computers are updated regularly by computer services.

2.8 Financial Resources: Strengthen processes to develop and better utilize fiscal resources. What efforts has the program made to investigate entrepreneurial opportunities or

alternative funding sources to support program goals? Describe your programs level of success in obtaining funds and future plans.

Tutoring services has been very active in procuring funding and support for its program. Tutoring services, like all college units, participates in the annual program review update (APRU) process. This is the process that states the program goals and the steps tutoring will take to achieve them. One of the recent funding developments that occurred to support the program is the renovation of the Learning Commons tutoring area which was a joint APRU request by the library, Instructional Technology and the former Learning Center. Funding for new furniture, equipment, and books was requested through the same process the following year and it was granted ($6,000).

Prior to 2010, a Title I grant helped to support tutor wages. Once the grant ended, tutoring made an APRU request that the college ensure the continued support of tutor wages at $18,000 annually and it was granted. In the last Title III grant, tutoring services received funding for peer tutoring and currently, the Waialeale Program provides tutoring support though primarily in conjunction with their students.

3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.3.1 Program articulation with workforce needs: Articulate educational programs with workforce

needs by utilizing input from advisory groups and other relevant sources of information. How does the program identify applicable workforce trends? What trends or projections

in your discipline may affect your program in the next five years? How will you address this?

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The Tutoring Services does not train students for specific jobs in the Labor Market. However, it recognizes its responsibility to help prepare students to become successful learners and employees whatever jobs they may engage in and wherever they may find employment.

How is the selection of courses reviewed for relevancy to community and workforce needs? What recent changes have resulted from this review? How has your program addressed professional development needs which have risen from the changes?

TS has no courses to review but having identified workforce needs, TS offers resources and services to help students gain some of the skills they would need as productive members of the labor force.

What method is used to assess student and employer satisfaction with the program's offerings and operations. What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results?

The Tutoring Services does not work with employers, there is no assessment involving them.

What program initiatives have been implemented to improve course completion, and job preparation?

What are the expected career/occupational outcomes for students? (e.g. transfer, employment)?

These questions do not apply to this unit.

Does the program have an Advisory Board Committee? How does the program work with the Advisory Board to assess effectiveness?

The Learning Center had an advisory board in 2005 but since that time there have been staff changes and attrition of the services that were provided. At one time the Learning Center had Testing, Computer Labs, Tutoring, and Instructional Technology. Today tutoring is the sole responsibility of the unit. An advisory board for the services will be re-visited.

3.2 Certification/Licensure, Job Placement, Transfer: Meet workforce needs, increase students' rates of certification, licensure, job placement and/or transfer to appropriate baccalaureate programs by providing relevant education and training programs.

What is the percentage of your graduates that receive licensure/certification? Is this satisfactory? How can this be improved?

Comment on the level of job placement in the field of study. Is this satisfactory for your program?

Do you have a percentage of program graduates that are expected to transfer to an appropriate upper division program? If so, what is this percentage and has your program met this benchmark? If not, would this be one appropriate index of your program's success. Please comment.

These questions do not apply to Tutoring Services.

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.4.1 Faculty/Staff Development: Foster faculty and staff currency of expertise in their areas of

responsibility through support of professional development activities. Explain how faculty and staff maintain expertise in their discipline or area of

responsibility.

There are a number of professional development opportunities offered by the campus in a given year. The new tutoring services coordinator attended several of these in the past year that she has been onboard they include, Cultural Barriers to Success, College Conversations on Institutional Learning Outcomes, Convocations (which include workplace violence and sexual harassment workshops), Mathematics College Conversation, GoogleDocs workshop, Google Calendar workshop, College Conversation on IS 103, and several accreditation workshops.

Describe the Professional Development plan, including availability of resources and the process of allocating these resources. Does this plan adequately meet Professional

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Development needs?

4.2 Student Development: Foster personal enrichment of students by providing opportunities that broaden their college experience. Describe program faculty involvement in providing opportunities for students' personal

enrichment through co-curricular activities.

The former tutoring coordinator who was in place from 2005-2011 was a co-advisor to the International Club for students on the campus for three years.

Does the program support non-traditional approaches to education? If so describe these. What outcomes are expected from these approaches, and how have they affected student success across the curriculum?

The Tutoring Services supports non-traditional approaches to education. Tutoring services provides opportunities for students to learn and gain academic and self-management skills on their own (online resources) or with assistance from staff. The math software Hawkes is made available via the computers and access to online tutorials and Smarthinking is 24/7.

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.5.1 Leadership:

Comment on activities initiated and lead by program faculty and staff that have positively impacted our community. List pertinent community services and activities. Discuss leadership roles in other community activities that you are interested in pursuing.

The tutoring coordinator was a member (President) of the founding group for Kawaikini New Century Public Charter School, a K-12 Hawaiian immersion school located on the campus of KCC. He served (Vice Chair) on the statewide board of ALU LIKE, Inc., one of the largest non-profits in the state providing work and other opportunities for Native Hawaiians. He also served as Vice President for the Punana Leo o Kaua'i Hawaiian immersion preschool parent group. The group's mission is to ensure the continued survival and prosperity of the Hawaiian language.

5.2 Collaboration: Establish active collaborative arrangements to support community goals and needs. What has the program done to establish communication, partnerships, and cooperation

with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned and how these findings will be applied in future plans.

The Tutoring Services has no formal involvement with the high schools.

6. Diversity: To foster a global understanding and appreciation for diversity.6.1 Diversity: Support diversity and cultural awareness through campus programs.

How does your program support diversity and cultural awareness? What are the desired outcomes? How have these outcomes been met?

Tutoring services supports diversity and cultural awareness in a few indirect ways. The staff have modeled cultural awareness and diversity through their involvement in the Makaloa Council and International Education. One of the coordinators was the co-advisor to the International Students Club and created a Diversity Corner outside of the Learning Center. The staff ensures that equipment and technology can be used by students with disabilities. Tutoring works closely with the College Success Center and the Waialeale program to tailor services that will meet the needs of both the underprepared students and Native Hawaiian students.

6.2 International education: Foster global understanding, develop partnerships with communities and organizations both within and beyond Hawai‘i. What academic relationships does your program have beyond Kaua‘i, Hawai‘i, the U.S.?

Describe these and their impact on student learning experiences. If none, what areas of the program could benefit from such relationships? Describe plans ready for implementation and/or projects to be developed.

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The previous tutor coordinator is an active participant in international education effort at the college. As a member of the college’s International Education Committee he is involved in the development of an International Education program and the ELI program that will support it. Right now the effort is focusing on the existing OCET partnerships with Okinawan and Japanese colleges. In the past ELI courses were taught in the Learning Center by the tutor coordinator. Today it has moved to the English Department but it is supported by tutors as are other discipline.

Strengths and Weaknesses

An area of emphasis of the program has been improving upon the relatively low rate that students have availed themselves of the tutoring opportunities being provided. In the 2008-09 year, students received tutoring at a “use rate” of only 36; for the 2009-10 year, this rate increased to 64%; and for the current (2010-11) year this amount decreased to 44% as students received 1096 hours of tutoring out of a total of 2492 hours offered. These figures include tutoring provided by both faculty and student tutors. Specific measures were incorporated to help achieve efficiency including: 1) more vigorous outreach to classes; 2) introduction of demand-based scheduling for under-utilized subject areas; 3) development of a mid-term performance evaluation to include a detailed record of use rate; 4) responsive reduction in hours of under-utilized tutors; and 5) more emphasis on tutor and workplace training to improve return rates of tutored students.

The number of students tutored per student FTE is 40% which is an increase from last year. The number of students who place into developmental education is at 50% when compared to our student FTE. Last year (2009-10) the percentage of the number of students tutored rose slightly. More students sought tutoring despite the renovation work being done. This can be attributed to more study groups, especially in the sciences and closer work with the Waialeale program.

Tutor evaluations submitted by students after each tutoring session reveal an overwhelming level of satisfaction with tutoring services. Students are asked eight questions and are asked to rate their tutoring experience on a scale of 1-3. Eighty-seven percent of the questions answered reported to be in the highest rating, 11% reported to be in the middle rating and 2% reported to be in the lowest rating. A table is located in Appendix 2.

Brush-Up program – The Brush-Up program served 68 students in the 2010-11 school year and is a slight increase from the previous school year. Data on persistence rate as related to the Brush-Up program is not available and cannot be reported at this time.

The most recent Community College Survey of Student Engagement (CCSSE) was administered in 2010 (Appendix 1). It shows that 76% of the students don’t participate in tutoring of any kind and that has not changed since the 2008 survey. Twenty-four percent of the students surveyed use tutoring sometimes or often (down from 31% in 2008) and curiously, more students 40% are satisfied (somewhat or very) than use tutoring. More than 70% of the students rated tutoring useful. The skills lab usage has dropped by 16% to 31% from 47% in 2008. While 43% of the students are somewhat or very satisfied with the lab it is slightly lower than in 2008 (4%). Sixty-six percent of the students rated this as an important service.

The faculty and staff survey (Appendix 3) has shown improvement in all categories. There has been an increase of more than .4 in the ratings for customer service and satisfaction with the hours of service.

The decrease in some of our measurements in 2010-11 is partly the result of our move to a new location. Shortly after our move it became apparent that we had a need for a type of receptionist. The physical configuration of the tutoring area is such that the staff offices are not in sight of the entryway. It was noted that many students seemed at a loss of where to go or who to approach for assistance. Also, last year we had a full time developmental math coordinator who conducted much of the math tutoring, adhoc, for her classes. No numbers were tracked for her services. Lastly, in the spring of 2011 a new coordinator was hired and had less experience scheduling.

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Part III. Action Plan

#1) Improve delivery and efficiency of tutoring services to more closely align with the 2009-10 school year. This is aligned with Goal 1 (Educational Effectiveness and Student Success – a) Student Retention and Success of all Students; b) increased Completion of Degrees, Certificates, and Licensure; and c) completion of Program Student Learning Outcomes (SLO’s).

Improve marketing by: create a new brochure email instructors at the beginning of each semester inviting instructors to invite Tutoring

staff or peer tutors to do a 3-5 minute presentation to their classes during the first weeks of classes each semester.

Advertise math and writing instructor availability for tutoring at least one night a week. Include any volunteer faculty members. Methods of advertising could be mentioning it in class presentations and on website, including photos in the Meet the Tutors section on the website.

Look into Laulima and library links to tutoring.

Improve efficiency:

Track tutor hours closely and reduce hours when number of walk-ins diminishes Provide more PAP tutors

#2) Expand the Brush-Up program further and report on the success of the program. Aligned with UH Goal 1 Educational Effectiveness - a) Student Retention and Success of All Students; b) Increase Completion of Degrees, Certificated and Licensure; and c) completion of Program Student Learning Outcomes (SLO’s).

Make contact with students via email or telephone who have not started their self study program and invite them to join the next scheduled class.

Explore the possibility of offering an intensive brush up in a different format, for example, offer it a week or two before the fall semester begins which would meet 4 or 5 times a week.

Develop a Brushup pep talk and explore an academic coaching system via phone.

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Action Plan(s)

Tutoring ServicesProgram Review Action Update Plans

2010-11

PROGRAM

GOAL

ACTION ITEMRESOURCES

NEEDED

PERSON(S)RESPONSIBLE

TIMELINE OUTCOME orINDICATOR OFIMPROVEMENT

PLO Impacted STATUS

Access: To increase students’ access to the Tutoring Services facilities and services to improve learning and student engagement.Learning and Teaching: To provide learning assistance and resources for students of all ability levels and class rank to improve class performance, engage with the campus community, and succeed in attaining

2. Increase delivery and efficiency of tutoring services.

Improve marketing by:

create a new brochure

email instructors at the beginning of each semester inviting instructors to invite Tutoring staff or peer tutors to do a 3-5 minute

1. Time of Tutoring Services Coordinator2. Time of IR to develop tracking and report mechanism

Tutoring Services Coordinator, IR, Dean of Student Services, CS.

Target: Fall 2012

1) Additional improvement (+5%) in use rate (defined as percentage of tutoring hours actually spent tutoring”)

AND:

2) Equal or greater amount of total tutoring hours provided

Students who receive tutoring will pass their tutored course

Outcome #1:2009-10: Achieved improvement of +29.6 from 24.3% in 08-09 to 53.9% in 09-10) 2010-11: 44%

Outcome #2:2009-10: Achieved (240% increase from 405 in 08-09 to 974 in 09-10) excl volunteers

2010-11: 1096 incl volunteers

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their academic, personal, and career goals.

Strategic Priority: Goal 1: Educational Effectiveness and Student Success – a) Student Retention and Success of All Students; b) increased completion of degrees, certificates, and licensure; and c) completion of Program Student Learning Outcomes (SLOs).

presentation to their classes during the first weeks of classes each semester.

Advertise math and writing instructor availability for tutoring at least one night a week. Include any volunteer faculty members. Methods of advertising could be mentioning it in class presentations and on website, including photos in the Meet the Tutors section on the website.

Look into

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Laulima and library links to tutoring.

Improve efficiency:

Track tutor hours closely and reduce hours when number of walk-ins diminishes

Provide more PAP tutors

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The Tutoring ServicesProgram Review Action Update Plans

2010-11

GOAL ACTION ITEMRESOURCES

NEEDEDPERSON(S)

RESPONSIBLETIMELINE INDICATOR OF

IMPROVEMENTPLO

IMPACTEDSTATUS

Access: To increase students’ access to the Tutoring Services facilities and services to improve learning and student engagement.Learning and Teaching: To provide learning assistance and resources for students of all ability levels and class rank to improve class performance, engage with the campus community, and succeed in attaining their academic, personal, and career goals.

Strategic Priority: Goal 1: Educational Effectiveness and

3. Expand, and report on the success of, the COMPASS Brush-up program and increase success of students in the program.

Make contact with students via email or telephone who have not started their self study program and invite them to join the next scheduled class.

1. Time of LC Coordinator2.

Tutoring Services Coordinator,

Target: Fall 2012

1) Additional 5% increase in number of Brush-up participants during F09/S10.

2) Report documenting success (persistence, success in classes) of Brush-up students

3) 5% increase in success rate of students taking the Brush-up class.


Outcome #1: 2009-10: Not met. Number of participants decreased by 1.7% from 61 in 08-09 to 60 in 09-10 (i.e., 1.7%)

2010-11: 68 students

Outcome #2: 2009-10: Awaiting data on success/persistence

Outcome #3: TBD

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Student Success – a) Student Retention and Success of All Students; b) increased completion of degrees, certificates, and licensure; and c) completion of Program Student Learning Outcomes (SLOs).

Explore the possibility of offering an intensive brush up in a different format, for example, offer it a week or two before the fall semester begins which would meet 4 or 5 times a week.

Develop a Brushup pep talk and explore an academic coaching system via phone.

Access: To increase students’ access to the Tutoring Services facilities and services to improve learning and student engagement.

4. Improve access to tutoring by making Smarthinking (online tutoring service) available to

$5000/yr subscription fee

Tutoring Services Coordinator

Annually beginning Fall 2012

Improvement in CCSSE indicators.


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all students 24x7

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Appendix 1: 2010 CCSSE Survey

4h . Tutored or taught other students (paid or voluntary)2006 2006(%) 2008 2008 (%) 2010 2010 (%)

Never 66 72.5 71 75.5 93 76.2Sometimes 20 22.0 16 17.0 22 18Often 4 4.4 5 5.3 4 3.3Very often 1 1.1 2 2.1 3 2.5

13. D Frequency Peer or other tutoringDo not know/not applicable 27 32.9 27 30.0 35 31Rarely/Never 33 40.2 35 38.9 52 46Sometimes 20 24.4 23 25.6 21 18Often 2 2.4 5 5.6 5 6

13. D Satisfaction Peer or other tutoringNot applicable 36 45.0 38 42.2 59 54.1Not at all 10 12.5 10 11.1 6 5.5somewhat 25 31.3 31 34.4 25 22.9very 9 11.3 11 12.2 19 17.4

13 D Importance Peer or other tutoringNot at all 24 30.8 24 26.4 31 29.2somewhat 28 35.9 29 31.9 31 29.2very 26 33.3 38 41.8 44 41.5

13 E Frequency Skills LabDo not know/not applicable 20 24.7 20 22.2 33 29.2Rarely/Never 37 45.7 27 30.0 44 38.9Sometimes 18 22.2 31 34.4 20 17.7Often 6 7.4 12 13.3 16 14.2

13 E Satisfaction Skills LabNot applicable 28 35.0 35 39.3 54 49.5

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Not at all 13 16.3 10 11.2 7 6.4somewhat 30 37.5 30 33.7 26 23.9very 9 11.3 14 15.7 22 20.2

13 E Importance Skills LabNot at all 22 27.8 23 26.4 29 28.2somewhat 27 34.2 22 25.3 27 26.2very 30 38.0 42 48.3 47 45.6

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Appendix 2: Tutor evaluations Total returned Surveys: 998

Did the tutor arrive on time for the appointment?Did the tutor seem supportive?Was the tutor knowledgeable in the specific subject area?Did the tutor respond positively to your questions and concerns?Did the tutor provide adequate explanations?Did the tutor give his or her complete attention?Would you recommend this tutor to another student?Do you feel better prepared after tutoring than you did before?

Yes = 87% Somewhat = 11% No = 2%

Appendix 3: Academic Support Survey of Faculty and Staff:

2009 2010 2011The Tutoring Services staff is friendly and helpful when working with my students.

4.69 4.14 4.81

I am satisfied with the Tutoring Services’s hours of operation. 4.5 3.92 4.30

I am satisfied with the quality of tutoring services that are offered at the Tutoring Services to students in my classes.

4.25 3.93 4.14

I am satisfied with the tutors’ hours of availability. 4.57 3.68 4.13

I am satisfied with the competence 4.88 3.82 4.04

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of the tutors who conduct tutoring for students in my classes.

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2011 Comments:

I have had several students tell me that Tina Castro has been exceptionally helpful to them.

During the summer semester my students didn't have any support, since the Tutoring Services was closed. The College should be aware of that problem when offering summer classes. Students need tutoring during that time as well!

I've heard nothing negative, but this is a question for students.

Some of the tutors in English are not very knowledgeable. We should do a better job in finding qualified tutors. They are friendly, though.Isn't it the TUTORING SERVICES?Tina is very organized and she is the epitome of professionalism.

I am not sure my students are using these services

Tina is exceptional. She really cares about our student's success.

I picked who I wanted as a tutor, it wasn't "their choice".

Could hours could be posted or sent through e-mail?

Although students have been sent to the tutoring service, I have not had feedback from students or Tina. I did observe an session at the beginning of the semester. The presentation did not engage the students.

Tutoring seems to have improved dramatically in the past year or two. It seems that more high-quality tutors are available. It seems like in the past the tutors were advanced students who had never taken any of our classes, but these days there seem to be a lot more tutors who have had our classes. I think it helps them work with our students because they are familiar with the teaching styles of our instructors. They seem to pick up more of our emphasis on teaching and learning, as opposed to the "impatient guru" style that seemed more prevalent in the tutors we used to have.

I haven't used them, but the services I see offered look AWESOME

Very open and friendly

It's great that the lbrary and TS are open until 7 Mon-Thurs. I haven't heard any student complaints this semester.

Please be sure that people remove reminder signs that they post around campus.

Life Savers for both me and my students.Appreciate the expanded (evening) hours.I haven't use that area yet.

Achieving the Dream Implementation StrategyTutoring for Gatekeeper Courses in Math and English

Data

I. What I can provide (from SARS):1) List of all students who received tutoring during F082) For each of these students:

a) SS#b) Course #s (ex. Eng. 100) of classes that these students received tutoring in

II. What we need to measure

1) Success (grade of C or better) in Math/English gatekeeper courses

a) Historical baseline: Success of N.H vs. non-NH students in all Math/English gatekeeper courses (ENG100, ENG22, MATH24, MATH22, ENG21) (ex: F04/05/06)

b) Impact of tutoring on all students: Success of all tutored students vs. success of all non-tutored students in these courses (F08)

c) Impact of tutoring on N.H. students: Success of tutored N.H students vs. success of non-tutored N.H. students in these courses (F08)

Success (“C” or better) in Eng 22All students = 108 All tutored students = 4All NH students = 28 Tutored NH students = 3

Fall 2007 Fall 2008 Fall 2009 Fall 2010a. 1. all N.H. 18/30

(60%)11/18

(61.1%)17/28

(60.7%)TBD

2. all non-N.H. 38/69 (%)(55.1%)

48/70(68.6%)

58/80(72.5%)

TBD

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b. 1. all tutored not available 10/13(76.9%)

3/4 (75%)

TBD

2. all non-tutored not available 49/75(65.3%)

72/104(69.2%)

TBD

c. 1. N.H. tutored not available 2/2 (100%)

2/3(66.7%)

TBD

2. N.H. non-tutored not available 9/16 (56.3%)

15/25(60%)

TBD

Success (“C” or better) in Eng 21All students = 60 All tutored students = 6All NH students: 16 Tutored NH students = 1

Fall 2007 Fall 20 08 Fall 2009 Fall 2010a. 1. all N.H. 4/8

(50%)1/9

(11.1%)11/16

(68.8%)TBD

2. all non-N.H. 25/27(92.6%)

24/42(57.1%)

25/44(56.8%)

TBD

b. 1. all tutored not available 0/0(n/a)

5/6(83.3%)

TBD

2. all non-tutored not available 29/51(56.9%

31/54(57.4%)

TBD

c. 1. N.H. tutored not available 0/0n/a

1/1(100%)

TBD

2. N.H. non-tutored not available 1/9(11.1%)

10/15(66.7%)

TBD

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Success (“C” or better) in Eng 100All students = 206 All tutored students = 20All NH students = 52 Tutored NH students = 3


(38.7%)28/47

(59.6%31/52

(59.6%)TBD

2. all non-N.H. 83/119(69.7%)

87/121(71.9%)

110/154(71.4%)

TBD


18/20(90%)

TBD


123/186(66.1%)

TBD

c. 1. N.H. tutored not available 3/4(75%)

3/3(100%)

TBD


28/49(57.1%)

TBD

Success (“C” or better) in Math 22All students = 73 All tutored students = 2All NH students = 32 Tutored NH students = 1


(50%)12/19

(63.2%)13/32

(40.6%)TBD

2. all non-N.H. 27/48(56.3%)

27/42(64.3%)

32/41(78%)

TBD

b. 1. all tutored not available 0/2(0%)

2/2(100%)

TBD

2. all non-tutored not available 39/59 43/71 TBD

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(66.1%) (60.6%)

c. 1. N.H. tutored not available 0/0n/a

1/1(100%)

TBD


12/31(38.7%)

TBD

Success (“C” or better) in Math 24All students = 96 All tutored students = 10All NH students = 19 Tutored NH students = 1


(42.9%)7/13

(53.8%)5/19

(26.3%)TBD

2. all non-N.H. 31/59(52.5%)

45/63(71.4%)

51/77(66.2%)

TBD


7/10(70%)

TBD


49/86(57%)

TBD

c. 1. N.H. tutored not available 0/0(n/a)

0/1(0%)

TBD


5/18(27.7%)

TBD

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Success (“C” or better) in all Math/ English Gatekeeper courses: Eng 100, Eng 22, Eng 21, Math 22, Math 24All students = 543 All tutored students = 42All NH students = 147 Tutored NH students = 9


(48%)59/106(55.7%)

77/147(42.4%)

TBD

2. all non-N.H. 204/322(63.4%)

231/338(68.3%)

276/396(69.7%)

TBD


35/42(83.3%)

TBD


318/501(63.5%)

TBD

c. 1. N.H. tutored not available 5/6(83.3%)

7/9(77.8%)

TBD

2. N.H. non-tutored not available 54/100(54%)

70/138(50.7%)

TBD

2) Persistence (re-enrollment in any class in the following semester) after completing Math/ English gatekeeper courses

a) Historical baseline: Persistence of N.H vs. non-NH students in all Math/English gatekeeper courses (ENG100, ENG22, MATH24, MATH22, ENG21) (for F07/F08)

b) Impact of tutoring on all students: Persistence of all tutored students vs. all non-tutored students in these courses (F08)

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c) Impact of tutoring on N.H. students: Persistence success of tutored N.H students vs. non-tutored N.H. students (F08)

Persistence (enrollment in any class during the following semester)Spring 2008 Spring 2009 Spring 2010 Spring 2011

a. 1. all N.H. TBD 259/321(80.7%)

TBD

2. all non-N.H. TBD 81/112(72.3%)

TBD

b. 1. all tutored not available TBD 35/39(89.7%)

TBD

2. all non-tutored not available TBD 305/394(77.4%)

TBD

c. 1. N.H. tutored not available TBD 9/9(100%)

TBD

2. N.H. non-tutored not available TBD 72/103(69.9%)

TBD

III. Analysis of the data

Fall 2009

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An initial analysis of the data shows that tutoring continued to have a positive impact on students who received tutoring in the five gatekeeper courses (M22, M24, Eng21, Eng22, and Eng100) during the Fall 2009 semester. Evidence of this is in the following:

A higher rate of success (C or better) among all students who received tutoring (83.3%) than those who did not receive tutoring (63.5%) A significantly higher rate of success (C or better) among Native Hawaiian students who received tutoring (77.8%) than Native Hawaiians who did not receive tutoring

(50.7%) An increase in success rate for all tutored students from Fall 2008 (77.5%) to Fall 2009 (83.3%) An 50% increase in the total number of Native Hawaiian students tutored in gatekeeper courses as well as in the rate that they used tutoring (from 5.6% in Fall 2008 to

6.1% in Fall 2009)

Tutoring also seems to positively impact persistence as evidenced by the following:

There was an almost 90% rate of persistence among all students who used tutoring . There was a 100% rate of persistence among Native Hawaiian students who used tutoring. The persistence rate among all tutored students (89.7%) was significantly higher compared to all students who did not receive tutoring (77.4%). The rate of persistence among Native Hawaiians who received tutoring (100%) was significantly higher compared to those who did not receive tutoring (69.9%)

At the same time, there also seems to some areas that need attention, specifically:

While there was an overall increase in the number of students tutored in gatekeeper courses (from 444 in Fall 2008 to 543 in Fall 2009), there was a slight decrease in the rate that students in gatekeeper courses used tutoring (from 9% in Fall 2008 to 7.7% in Fall 2009.

There was a lower rate among Native Hawaiians in gatekeeper courses who use tutoring services (6.1%) than among non-Native Hawaiian students in the same classes (8.3%).

There is an unacceptably low rate of success for Native Hawaiians in the Math 22 and, especially, Math 24 classes.

As a result of this, the following conclusions can be made:

We need to tutor more students, especially Hawaiian students! We need to focus specifically on Math 22 and Math 24.

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Documents

Kaua`i Community Collegeinfo.kauai.hawaii.edu/admin/documents/2011... · Web view(e.g. grading standards, ... In 2010 the first floor of the library was converted into the new Learning