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Subject:

Re: Academic Support Workshops

From:

Nic Voge <[log in to unmask]>

Reply-To:

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

Date:

Fri, 31 Jul 2015 13:35:56 +0000

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (415 lines)

Hi Michele,
As a Berkeley alum and former program coordinator at Berkeley’s Student
Learning Center, I appreciate this example greatly! My colleague Richard
Gibson, who oversees the truly outstanding science program in the SLC, is
probably lurking on this list, but would likely never comment on the
incredible successes of his program. I learned a great deal from him and
the way he runs that program.

If you want more information along these lines, here at Princeton over
half the freshman class uses tutoring (offered for only about 15
courses/semester) and nearly half the sophomore class does as well. With
an undergrad enrollment of about 5,000, we get about 6,000 visits per year
to tutoring and 9,000 visits to the center. This does not include similar
number of visits to the writing center and the many thousands of visits to
tutoring in academic departments, etc. every year. And the admissions
criteria are even higher here than at Berkeley. If this information—and
images—can be used to normalize utilization of learning support on other
campuses, I’m happy to be of help.

All the best,
Nic

________________________________________


Dominic (Nic) J. Voge  ||  Associate Director
Undergraduate Learning Program
McGraw Center for Teaching & Learning ||  Princeton University
328 Frist Center
(609)258-6921  || http://www.princeton.edu/mcgraw/us/







On 7/31/15, 12:08 AM, "Open Forum for Learning Assistance Professionals on
behalf of Michele Doney" <[log in to unmask] on behalf of
[log in to unmask]> wrote:

>This is an ongoing challenge for us as well.  One thing I've tried that
>works really well:  UC Berkeley has a great photograph on its website of
>students packing the chemistry tutoring center.  When I speak to the
>incoming science majors here at their orientation, I start by asking them
>what they know about Berkeley.   At least a few people in the room always
>know it's a top school full of really high achievers.  Then I share a few
>statistics about how strong those students actually are-- average GPA of
>admitted students, percent of applicants that actually get in, etc.  THEN
>I show them the photo of the chem tutoring center, which is absolutely
>jammed full of students.  Message:  Some of the brightest, most
>academically gifted students on earth flock to their tutoring centers
>because they're smart enough to utilize all their resources.  If they're
>doing it, so should you!
>
>Michele Costabile Doney, MSEd
>Director, Math & Science Resource Center
>Adjunct Instructor, Department of Mathematics & Computer Science
>Recording Secretary, Higher Education Officers Council
>Secretary, Association for the Tutoring Profession
>NCLCA Certified Learning Center Professional – Level One
>John Jay College of Criminal Justice
>
>Room 01.94 NB
>524 W 59 ST
>New York, NY 10019
>T.646-557-4595
>
>"Helping Under-prepared Students Prepare, Prepared Students Advance, and
>Advanced Students Excel" – The NADE Motto
>
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Joy Deleon
>Sent: Thursday, July 23, 2015 4:52 PM
>To: [log in to unmask]
>Subject: Re: Academic Support Workshops
>
>​James,
>
>I like to liken it to "using what you have already paid for"  (tutoring is
>free here, when you pay a hefty tuition bill).   I like to compare it to
>using the Library  - it is a resource for you to use because we don't
>expect you to know everything. ​  Do they every go on-line to ask
>questions they don't know?  With tutoring you get a real person that the
>professor has indicated actually knows something about the subject.
>Sometimes I get a little chippy with the student (who has a personality
>and we have the relationship to handle it) and say something like, "It's
>kind of dumb NOT to use it."
>
>​As you can see, I try almost anything to reframe it.
>
>Joy​
>
>
>
>Joy de Leon
>Assistant Dean of Students
>Director, Learning Enrichment and Disability Services Beloit College
>700 College Street
>Beloit, WI 53511
>(608) 363-2572 (office)
>(608) 363-7059 (fax)
>[log in to unmask]
>
>Access and Inclusion are Everyone's Responsibilities.
>*The fact is that ours [people with disabilities] is the only minority
>you can join involuntarily, without warning, at any time*—Nancy Mairs,
>author
>
>On Thu, Jul 23, 2015 at 3:16 PM, James Scudder <[log in to unmask]> wrote:
>
>> Good morning,
>>
>> I too have encountered tutee's, active and prospective, who struggle
>> with the word 'tutoring' as a negative term that indicate that they
>> "need to be helped" or "that they should be help" - even when they
>> know that they are in need of the help in the context of tutoring. Has
>> anyone associated tutoring as "collaborative learning" ? I assume that
>> over time this too will become a negavite concept as well.
>>
>> Jen, I like the idea of "helping students reframe the idea of "help"
>> as showing maturity and a competency they can leverage in the real
>> world." I also like to help reframe by using the examples based on the
>> history of education and the origins of tutoring. If I have this
>> right, in many cases, education was accomplished through tutoring. It
>> was also a way to establish credibility for ones knowledge or
>> expertise. In modern times, we see this happening in the form of
>> internships as well as apprenticeships. I'll get off my soapbox :-).
>>
>> On Mon, Jul 20, 2015 at 8:26 AM, Jennifer Daniel <[log in to unmask]>
>> wrote:
>>
>> > One other point to consider is the age of the student.
>> >
>> > First year students "don't know what they don't know," so having
>> > some required visits for learning support might not be a bad idea.
>> > For us - there are times when first year students don't get options
>> > b/c the
>> research
>> > tells us that they need help.
>> >
>> > After that point - I would agree with the sentiments below.  The
>> > motivation isn't there, so the appointments are ineffective.
>> >
>> > For us our goal has been the change the narrative of what tutoring
>> > is in college.  Also, we try to reframe the idea of "help" as
>> > showing maturity and a competency they can leverage in the real world.
>> >
>> > Jen
>> >
>> > Jennifer Smith Daniel,
>> > Director of Writing and Learning Services
>> >      The Center for Student Success
>> > Queens University of Charlotte
>> > 1900 Selwyn Avenue
>> > Charlotte, NC  28274
>> > 704-337-2209
>> > 704-688-2738 Fax
>> >
>> > “Non ministrari sed ministrare”
>> >
>> >
>> > -----Original Message-----
>> > From: Open Forum for Learning Assistance Professionals [mailto:
>> > [log in to unmask]] On Behalf Of TRPP
>> > Sent: Friday, July 17, 2015 4:44 PM
>> > To: [log in to unmask]
>> > Subject: Re: Academic Support Workshops
>> >
>> > Here's another reason not to offer incentives for tutoring.
>> >
>> > Research shows that external rewards do not foster intrinsic
>> > motivation and, in fact, are counterproductive to it!
>> >
>> > Thanks for this discussion
>> >
>> > Sharon
>> >
>> > Sent from my iPhone
>> >
>> > > On Jul 17, 2015, at 2:34 PM, Nic Voge <[log in to unmask]> wrote:
>> > >
>> > > Very illuminating example, Michele. Thanks for sharing it.
>> > > Nic
>> > > ________________________________________
>> > >
>> > >
>> > > Dominic (Nic) J. Voge  ||  Associate Director Undergraduate
>> > > Learning Program McGraw Center for Teaching & Learning ||
>> > > Princeton University
>> > > 328 Frist Center
>> > > (609)258-6921  || http://www.princeton.edu/mcgraw/us/
>> > >
>> > >
>> > >
>> > >
>> > >
>> > >
>> > >
>> > >> On 7/17/15, 3:00 PM, "Michele Doney" <[log in to unmask]> wrote:
>> > >>
>> > >> I also have very mixed feelings about requiring/incentivizing
>> > >> tutoring as a way to get people to go.  Due to the limits of our
>> > >> ever-shrinking budget, tutoring capacity is very much a zero sum
>> > >> game for us.  People who show up just to get the points are
>> > >> taking up seats that could go to students who actually want to be
>> > >> there.  Case in point:  For the past several years, students in
>> > >> biochemistry were given bonus points for attending at least one
>> > >> tutoring session before
>> > each of the four exams.
>> > >> What we saw:  with almost no exceptions, biochem students
>> > >> attended tutoring EXACTLY four times per semester, and their
>> > >> tutors complained bitterly that students showed up for their
>> > >> tutoring sessions unprepared and it was difficult to get them to
>> > >> engage during the session.  I finally begged the biochem
>> > >> instructor to take the bonus points out of his syllabus (he had
>> > >> inherited the practice from the previous instructor and was very
>> > >> willing to be flexible- I wish I had
>> > asked much sooner!).  The !
>> > >> result:  biochem tutoring fell by a whopping 92% in a single year.
>> > >> This freed up enough tutoring capacity to allow students in paced
>> > >> general chemistry to sign up to receive weekly one-on-one
>> > >> tutoring, which everyone agrees is a much better use of tutors'
>>time.
>> > >>
>> > >> M
>> > >>
>> > >> Michele Costabile Doney, MSEd
>> > >> Director, Math & Science Resource Center Adjunct Instructor,
>> > >> Department of Mathematics & Computer Science Recording Secretary,
>> > >> Higher Education Officers Council Secretary, Association for the
>> > >> Tutoring Profession NCLCA Certified Learning Center Professional
>> > >> ­ Level One John Jay College of Criminal Justice Room 01.94 NB
>> > >> 524 W 59 ST
>> > >> New York, NY 10019
>> > >> 646-557-4595
>> > >>
>> > >> ________________________________________
>> > >> From: Open Forum for Learning Assistance Professionals
>> > >> [[log in to unmask]] on behalf of Rebecca Sue McGuire
>> > >> [[log in to unmask]]
>> > >> Sent: Saturday, July 11, 2015 11:35 AM
>> > >> To: [log in to unmask]
>> > >> Subject: Re: Academic Support Workshops
>> > >>
>> > >> As Coordinator of Tutoring Services I also see some of these same
>> > >> issues tied to getting students into the Tutoring Center. We
>> > >> frequently hear from students once they have come to the center
>>"Boy!
>> > >> I wish I had started doing this earlier". So why don't they come
>> > >> earlier? As Morgan stated, many students do not want to attend
>> > >> anything that would imply "I need help", even when it is obvious
>> > >> that they need help. We have bounced around the idea of other
>> > >> names than "tutoring" but have yet to come up with anything that
>> > >> the students feel would make a difference to prospective tutees.
>> > >>
>> > >> As for mandating a tutoring session I have seen mixed results.
>> > >> Some students see it as a required part of an assignment and just
>>do it.
>> > >> And yes, some of those students do see the benefits of this
>> > >> resource and do return. Then there are those students that come
>> > >> but have no intention of participating and resent the fact they
>> > >> have been required to set foot in the Tutoring Center. This is
>> > >> quite frustrating for the tutors and does not make for a pleasant
>> > >> atmosphere at all. There are also those students that do not show
>> > >> up in the Tutoring Center even when it is required. Is it worth
>> > >> the frustration and difficult sessions if only a few are going to
>> > >> see the benefit of this added resource? Absolutely! If we can get
>> > >> a handful of
>> > students to see the benefits of tutoring it is well worth it.
>> > >> I do ask my tutors to note a difficult session, particularly if
>> > >> it is because of a tutee's attitude. If the teacher that is
>> > >> requiring the session asks for a record of the sessions, this is
>>passed on !
>> > >> as we see necessary.
>> > >>
>> > >> One thing we are working on is to make the Tutoring Center and
>> > >> spaces more inviting. Anything from art work on the walls to a
>> > >> friendly and inviting face right as you walk in are being used.
>> > >> Any wonderful ideas and suggestions along this line are more than
>>welcome.
>> > >>
>> > >>
>> > >> R. Sue McGuire
>> > >> Coordinator of Tutoring Services
>> > >> Learning Specialist
>> > >> Lees-McRae College
>> > >>
>> > >> ________________________________________
>> > >> From: Open Forum for Learning Assistance Professionals
>> > >> <[log in to unmask]> on behalf of Morgan Church
>> > >> <[log in to unmask]>
>> > >> Sent: Friday, July 10, 2015 1:44 PM
>> > >> To: [log in to unmask]
>> > >> Subject: Re: Academic Support Workshops
>> > >>
>> > >> Eric,
>> > >>
>> > >> I am new to this field but recently diving into to the Academic
>> > >> Support Department. I have found out form other colleges that
>> > >> many students do not like to attend things if they could be
>> > >> classified as ³We need help² workshops. I am not sure exactly how
>> > >> you have been advertising for these classes but it could help to
>> > >> change the title to something that doesn¹t make students feel
>> > >> some of the stereotypes behind receiving help form academic
>> > >> support. I might also help students attend if instructors could
>> > >> mandate that students attend at least one workshop or provide
>> > >> extra credit for those who attend. This would encourage students
>> > >> that excel to attend and possible help students that are
>> > >> struggling feel less threatened. It might also be a more
>> > >> comfortable setting if you could house these workshops in student
>> > >> friendly environment rather than a set classroom or tutoring
>>center area.
>> > >> I know that others
>> > >> have suggested to partner with the residence halls which is a
>> > >> great
>> > idea.
>> > >>
>> > >> Sincerely
>> > >>
>> > >> Morgan Church
>> > >> Graduate Student, Appalachian State University Caldwell County
>> > >> Family Literacy Instructor
>> > >>
>> > >> ~~~~~~~~~~~~~~~
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>> > >>
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>>
>>
>> --
>> James
>>
>> ****************************
>> James Scudder
>> Alpha Scholars Program
>> Administration Building 315A
>> jms97w.youcanbook.me
>> Tel: 325-674-2667
>> email: [log in to unmask]
>> [image: View photo in message]
>>
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