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Subject:

Re: Best Practices: Tutor to Enrollment Ratios

From:

Laurie Hazard <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Wed, 8 Apr 2015 20:51:28 +0000

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (253 lines)

Hi Eric and Everyone,

A story for you: I think I can attest that there is likely not much scholarly research in this area.  For the most part, in Learning Assistance, we are a field made up primarily of practitioners (as opposed to researchers).  For those of us who may have the autonomy to conduct research, we tend not to have the time given the heavy burdens placed on LACs  and the retention expectation of our units at most institutions. I watch my staff and tutors in back to back appointments, and on most days, they  do not even having time to process their meetings and  record log notes. They are doing this while trying to fit in tutor training and other administrative responsibilities (including even wearing other administrative hats). 

About 8 years ago, I wanted to know what percentages of students utilize LACs based on institution size and type.  I searched high and low for this data, asked on the list-serv, and even called Frank Christ.  He suggested I do my own research, which I did with my colleague Karin Winnard. Guess what, we have some terrific data that has never been published because---we haven't made the time with all of our other demands. Unfortunately, the ratio stat is NOT one we asked for.  There are sooooooooooooo many opportunities in our field for doctoral dissertation projects!  You should go fo it, Eric! Our filed needs that!

Advising has research on caseloads (see link below), but I am not aware of aggregate data in Learning Assistance.

http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Advisor-Load.aspx

I guess we need to mentor young professionals and give them time to do research!

Laurie
www.lauriehazard.com

-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Eric Annala
Sent: Wednesday, April 08, 2015 2:17 PM
To: [log in to unmask]
Subject: Re: Best Practices: Tutor to Enrollment Ratios

Ok, I have a decent baseline from which to work the other variables for our own college culture and tutoring programs now.  I wonder if there is any scholarly research to suggest a target ratio regarding tutors to students (as they do with faculty and counselor to student ratios).  I am sure all of the other factors you all mentioned would have some weight in those numbers as well.  Positive thought to self:  Given all of this wonderful additional information that you have sent me, I think this just may be a doctoral dissertation project for me.  Thanks everyone so much!

Respectfully,

Eric Annala | Director of Academic Support Services
1900 W. Van Buren St. | Chicago, IL 60612 p 312.850.7473 | c 502.298.1983 http://www.ccc.edu/colleges/malcolm-x

"Education is the passport to the future, for tomorrow belongs to those who prepare for it today". ~ Malcolm X​​

*Please consider the environment before printing this email.
Information transmitted is intended only for the person/entity to which it is addressed and may contain confidential and/or privileged material. ​Any review, re-transmission, dissemination or other use of, or taking of any action in reliance upon this information by persons/entities other than the intended recipient is prohibited. If you received this in error, please contact the sender and delete the material from any computer.

________________________________________
From: Open Forum for Learning Assistance Professionals <[log in to unmask]> on behalf of Golson, Martin <[log in to unmask]>
Sent: Wednesday, April 08, 2015 12:58 PM
To: [log in to unmask]
Subject: Re: Best Practices:  Tutor to Enrollment Ratios

I can.
* We hire approximately 360 hours of tutoring per week to support Writing, Mathematics, Sciences, Business, some languages, Nursing, and most core courses.
* We have just over 10000 students enrolled at our university.

This supports a university which is:
* 31% non-traditional
* 25% military related
* 34% minority
* 44% entering with one or more academic deficiencies
* 54% Pell recipients

We will interact with over 15% of our students in the Writing Center and over 10% of our students with Peer Tutoring.

The problem, unless your structured very similarly to our institution, your numbers could be vastly different.


Martin Golson
Director, Academic Support
Austin Peay State University

(931) 221-6553



-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Eric Annala
Sent: Wednesday, April 08, 2015 12:41 PM
To: [log in to unmask]
Subject: Re: Best Practices: Tutor to Enrollment Ratios

So you can't tell me how many tutors you employ and how many students are enrolled?


Sent from my T-Mobile 4G LTE Device


-------- Original message --------
From: "Golson, Martin"
Date:04/08/2015 12:36 PM (GMT-06:00)
To: [log in to unmask]
Subject: Re: Best Practices: Tutor to Enrollment Ratios

Eric,

I think it would be nearly impossible to determine the appropriate ratio of tutors employed to students enrolled for all institutions. There are simply too many variables.
* Demographics of the student population
* Average number of hours tutors work
* Subjects supported by tutors
* Faculty engagement with students
* Etc.

I think that there are other numbers which are far more meaningful to our services.

* Clients/ tutoring session:
        * For some support (writing) 1:1 seems the best ratio.
        * For most, I have found that 5:1 appears to be the maximum for effective tutoring. Beyond that ratio, student performance declines and students are less likely to return for future visits.
        * Average for the center: I have found that we typically hover around the 2.75:1 ratio (this includes the Writing Center).

* Tutor utilization: We look at this two ways.
        * Percentage of available spaces used for a subject area: This helps determine when to adjust the number of hours to allocated to a specific subject area or to increase advertising to a department. I generally want try to keep this at 70-85% utilization.
        * Percentage of available spaces used for a specific day/ time: This helps determine utilization trends of the students so that we can schedule tutors at the times that will best support student study habits. I have had semesters where 100% of available spaces were used for specific time periods. I try to keep this between 70 & 80 percent.

* Sessions required to achieve the desired impact on student performance:
        * Effect on grade: We have found that generally, 5 or more sessions will result in a grade change of 1/2 a grade level for most courses. There is some difference on this effect for different subject areas. There seems little additional advantage for students who attend more than 10 sessions.
        * Effect on retention: We see that tutoring generally increases retention by 3-9%, depending on the subject supported. This number is handy to have around budget time.


Martin Golson
Director, Academic Support
Austin Peay State University

(931) 221-6553




-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Eric Annala
Sent: Tuesday, April 07, 2015 4:47 PM
To: [log in to unmask]
Subject: Best Practices: Tutor to Enrollment Ratios

Hello everyone!  First of all I want to express my sincere gratitude to all of you who are so steadfast in participating in this ListServe.  It makes such the difference in enhancing all of our common goals, so a big THANK YOU!!!

Secondly, does anyone have any 'best practices' information regarding tutor to enrollment ratios in higher education.  I know these ratios may differ from institution type and focus, but I am just trying to get a general baseline from which to approach a more healthy schedule here at Malcolm X College, one of the City Colleges of Chicago.  I have searched and searched online but seem to only be able to get the faculty to student ratio.  Any information you might have would be greatly appreciated!

Respectfully,

Eric Annala | Director of Academic Support Services
1900 W. Van Buren St. | Chicago, IL 60612 p 312.850.7473 | c 502.298.1983 http://www.ccc.edu/colleges/malcolm-x

"Education is the passport to the future, for tomorrow belongs to those who prepare for it today". ~ Malcolm X​​

*Please consider the environment before printing this email.
Information transmitted is intended only for the person/entity to which it is addressed and may contain confidential and/or privileged material. ​Any review, re-transmission, dissemination or other use of, or taking of any action in reliance upon this information by persons/entities other than the intended recipient is prohibited. If you received this in error, please contact the sender and delete the material from any computer.

________________________________________
From: Open Forum for Learning Assistance Professionals <[log in to unmask]> on behalf of Lois Martin <[log in to unmask]>
Sent: Tuesday, April 07, 2015 4:06 PM
To: [log in to unmask]
Subject: Re: PA/NJ CRLA Free Webinar - Friday, April 10

What a great topic! Thanks for opening it up to us all.

Lois

On Mon, Apr 6, 2015 at 3:18 PM, Lauren Humphries <[log in to unmask]
> wrote:

> Dear Colleagues,
>
> The PA/NJ chapter of the CRLA is hosting a free webinar on Friday, 
> April 10,, 2015 at 12:30pm (EST). This year we are excited that 
> Cynthia Carroll from the University of North Texas Health Science 
> Center will speak about Using Cognitive Psychology Techniques with 
> Students in the Academic Support Meeting. Cynthia is a licensed 
> professional counselor with experience ranging from the clinical 
> setting to the educational setting. She currently works at the UNT 
> Health Science Center counseling students who are entering into 
> various medical fields. She has worked with these students for over 
> five years now, and as a result has gained extensive knowledge in how 
> to handle difficult emotions, especially anxiety and stress. She is 
> excited about this opportunity to share what she has learned over the years, to help you, to help others through you, and to learn from you as well.
> Since academic support specialists are on the front lines of student 
> support, they are often the first to see students struggling with 
> anxiety or depressed mood, possibly because of an emotional or 
> personal issue. It is believed that by utilizing the methods of 
> Cognitive Psychology, learning specialists can improve student 
> support, academic progress, and retention, and help reduce the need for immediate, traditional therapy.
>
> During the webinar, Cynthia will demonstrate the importance of 
> addressing the personal (cognitive and emotional) components of a 
> student's success and how to provide students with initial cognitive 
> information that can sometimes defer an immediate referral to the 
> counseling center.  With this information, participants will be able 
> to promote better academic functioning by training students on the 
> topic of how to cope with intrusive cognitions. After this webinar, 
> academic support professionals will be equipped with knowledge to 
> positively influence students regarding personal, and consequently, academic concerns.
>
> To sign up for the webinar, please visit 
> http://www.signupgenius.com/go/10c0b49a8af2eaa8-2015. We are limited 
> to
> 100 log-ins for Adobe Connect, so we highly encourage those at the 
> same institution to gather in one space to watch the webinar if at all possible.
>
> The day before the webinar, you will receive an email from me with the 
> link you need to access the Adobe Connect space.
>
> Best,
> Lauren Humphries
> PA/NJ CRLA President
>
>
> Lauren Humphries
> Assistant Director, Tutoring Center (Writing) Bucks County Community 
> College
> 215-968-8378
>
>
> ~~~~~~~~~~~~~~~
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> browser to http://www.lists.ufl.edu/archives/lrnasst-l.html
>
> To contact the LRNASST-L owner, email [log in to unmask]
>



--
Lois Martin
Director, Academic Resource & Writing Center Goshen College Goshen, IN
574-535-7576
[log in to unmask]

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