Peer Tutoring A Proposal to Enhance the Quality of Education at - PowerPoint PPT Presentation

Peer Tutoring A Proposal to Enhance the Quality of Education at Brevard Community College Prepared for the Q.E.P. Steering Committee Presented by Dale McGinnis, Lecturer December 12, 2012 Dale McGinnis, Subcommittee Chair Dr. Phil Simpson, Titusville Campus Provost Dr. Dedra Sibley, Administrative Leadership Intern Patricia Carter, Administrative Leadership Intern Vicki Price, VPI College Wide Program Coordinator Nancy Eshenroder, Titusville Campus Learning Lab Coordinator Kelvin Coles, Cocoa Campus Learning Lab Coordinator George Strohm, Melbourne Campus Learning Lab Coordinator Carole Tompkins, Melbourne Campus Learning Lab Specialist Zinnia Long, Palm Bay Campus Learning Lab Specialist

Presentation Summary  Mission Statement  Program Overview  Seven Program Components  Student Learning Outcomes and Assessment  Program Outcomes and Assessment  Timeline for Implementation College-wide  Cost

Program Mission Implementation of a college-wide, staff- supervised, faculty-advised tutoring program in which experienced and skilled students tutor less experienced and less skilled students in subject areas that historically have presented the greatest difficulty and impacted the greatest number of students.

Program Overview  Pilot Program on Palm Bay Campus with College-wide Implementation in Two Years  Broad Spectrum of Target Courses  Com m unications I (ENC-1101)  General Biology I (BSCC-1010)  Preparatory Math (MATV-00xx)  Microcom puter Applications (CGS-2100)  Target Courses Are All “Top DFIW by Impact”  Tutoring Available to Any Enrolled Student  Inherently Scalable to Any Course and Number of Peer Tutors Dictated by Campus Needs

Program Components 1. Program Coordinator 2. Faculty Advisors 3. Faculty Support 4. Peer Tutors 5. Program Space 6. Equipment and Materials 7. Marketing and Advertising

1. Program Coordinator  Duties and Responsibilities  Total Oversight and Management of Program  Develop and Author Program Materials  Recruit Faculty Advisors  Select, Hire, Train, and Supervise Peer Tutors  Advertise Program to Faculty and Students  Coordinate with Faculty Advisors  Collect, Aggregate, and Analyze Success Metrics  Report to Administration

2. Faculty Advisors  One Advisor per Target Course, per Campus  Four Advisors Total per Campus (Only One Advisor for Prep Math Courses)  Duties and Responsibilities  Collaborate with Program Coordinator  Identify and Recommend Peer Tutors  Participate in Peer Tutor Selection, Training, Continuous Retraining, and Evaluation  Provide Relevant Course Materials (Syllabuses, Study Guides, Practice Exams, etc.)  Maintain Dedicated Office Hours to Support Peer Tutors  Promote and Advocate the Program

3. Faculty Support  All Faculty Teaching Target Courses  Work with Program Coordinator to Arrange In-class Visitation by Program Representative Each Semester  Provide Relevant Course Materials (Syllabuses, Study Guides, Practice Exams, etc.)  Advertise Peer Tutoring Services in Class and in ANGEL  Identify and Recommend Peer Tutors to Program Coordinator  Identify Potential Tutees and Encourage Their Participation  Respond to Midterm and End-of-Semester Email Surveys from Program Coordinator Assessing Tutees’ Performance

4. Peer Tutors  Professional Development  Potential Future Educators  Two per Target Course  Eight Total per Campus  Work 15 Hours per Week  Staggered Availability Provides Tutoring to Tutees in Day and Evening Classes

4. Peer Tutors  Application Process Successfully Complete (Grade ≥ B) Course to be Tutored 1. (Complete College Algebra to Tutor Prep Math) Good Academic Standing (GPA ≥ 3.0) 2. 3. Good Financial Standing 4. Submit Documents to Program Coordinator’s Office  Resume  Employment Application  Academic Transcript  Two Letters of Recommendation One from Faculty Member Teaching Course to be • Tutored (or Closely Related Subsequent Course) One from Any Other Faculty Member •

4. Peer Tutors  Selection Process 1. Successful Completion of Application Process 2. Successful Interview with Faculty Advisor in Subject Area 3. Successful Interview with Program Coordinator

4. Peer Tutors  Training Process 1. Successful Completion of Selection Process 2. Completion of Assigned Reading from Peer Tutoring Text 3. Submission of Written Assignments, Based on Reading of the Peer Tutoring Text, to Program Coordinator 4. Shadow a Professional Tutor  Minimum of Three Hours or Six Tutoring Sessions  Receive Professional Tutor’s Written Recommendation 5. Final meeting with Program Coordinator 6. Periodic Re-training with Program Coordinator

4. Peer Tutors  Duties and Responsibilities 1. Successfully Complete Peer Tutor Training 2. Maintain Assigned Schedule and Open Communication with Program Coordinator and Faculty Advisor(s) 3. Tutor Students in Target Course(s) 4. Advertise and Advocate the Peer Tutoring Program 5. Improve, Refine, and Enhance Skill Set in Target Course(s) 6. Perform Other Responsibilities Assigned by Program Coordinator – Examples:  Facilitate Group Study Sessions for Target Course(s)  Assist Professional Tutors in Other Areas Where the Peer Tutor has Demonstrated Competence  Could Go from Application to Tutoring in as Little as Two Weeks

5. Program Space  Pilot Program in Palm Bay Learning Lab  Program Space Options May Vary from Campus to Campus  Optimal Criteria for Program Space Outlined in Peer Tutoring White Paper  Examples Include:  Dedicated and Quiet Working Space  Monitored by Staff / Faculty  Full of Necessary Support Resources

6. Equipment and Materials  Textbooks  Course Textbook provided by Tutee  One Peer Tutoring Textbook per Peer Tutor  Text Option: Students Helping Students: A Guide for Peer Educators on College Campuses. (Jossey-Bass, 2000)  Text Option: A Training Guide for College Tutors and Peer Educators (Prentice Hall, 2010)  Four Tablet or Laptop Computers per Campus  One per Target Course (One for Prep Math)  Shared by Peer Tutors Tutoring Same Course  Miscellaneous Office Supplies  Program Coordinator’s Office  Program Space on Each Campus

7. Marketing and Advertising  Prominent Placement on College Website  ANGEL Announcements  Email Advertisements  Poster Placement in Common Areas  In-Class Visitation by Program Coordinator, Faculty Advisors, and/ or Peer Tutors  Promotional Event

Student Learning Outcomes and Program Outcomes

Student Learning Outcomes  Peer Tutor Reports or Demonstrates:  Enhanced Metacognitive Skills  Deeper Understanding of Subject Matter  Ability to Modify Instructional Methodologies In Response to Tutees’ Needs  Ability to Communicate to Diverse Audiences  An Interest in a Career in Education

Student Learning Outcomes  Tutee Reports or Demonstrates  Increased Understanding of Subject Matter  Increased Confidence as a Student  Ability to Prepare Questions Prior to Tutoring Session  Knowledge of Other Academic Support Services  Augmented Support Network of Peer Tutors, Faculty, and Staff

Assessment and Evaluation of Student Learning Outcomes  Program Coordinator Assesses Knowledge, Skills, and Ability by Evaluating:  Tutee Data  End-of-Session Survey Responses  End-of-Semester Email Survey Responses  Faculty Data  Midterm Email Survey Responses  End-of-Semester Email Survey Responses  Peer Tutor Data  End-of-Semester Survey Responses  Session Journal  Reflection Paper  Semester-to-Semester DFIW Comparisons in Target Courses

Peer Tutoring Program Outcomes  Increased Student Access to Tutoring Services  Increased Student Awareness of Academic Support Services  Increased Student Utilization of Academic Support Services  Enhanced Culture of Learning

Assessment and Evaluation of Program Outcomes  Program Effectiveness Demonstrated by:  Increasing Number of Students Seeking Academic Support Services Each Semester  Increasing Number of Students Seeking Peer Tutoring Services Each Semester  Increasing Number of Peer Tutor Applications Each Semester  Peer-Tutored and Non-Tutored Students Complete and Re-enroll in Target Courses at the Same Rate  Reduction in DFIW in Target Courses

Data Acquisition  Program Coordinator Conducts Email Surveys of Faculty, Tutors, and Tutees  Program Coordinator Reviews Tutor Journals and Reflection Papers  Program Coordinator Analyzes End-of-Session Tutee Data  Tracking Software Presently Piloting on Palm Bay Campus  Data Collected  Names of Tutor, Tutee and Tutee’s Faculty Instructor  Tutor and Tutee B#s  Target Course Tutored  Time and Duration of Tutoring Session  Options for Peer Tutoring Session Evaluation by Tutee  Automated Pop-Up Survey on Logout  Completion of Survey Card  Completion of Email Survey

Program Timeline

Program Timeline  Semester 1  Hire or Designate Program Coordinator  Author and Acquire Program Materials  Application / Selection / Hiring Checklist  Peer Tutor Manual and Guidebook  Peer Tutor Textbooks  Peer Tutor Assignments  End-of-Session Assessment and Evaluation  End-of-Semester Assessment and Evaluation