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At MCC-Penn Valley, an urban community college housing our district
allied health programs, we have a group of dedicated math faculty who
are focused on this issue.  Our developmental numbers and success rates
are not unlike others across the country.  

Our faculty members are researching in the classroom with a
constructivist approach to learning mathematics from basic arithmatic to
college level algebra.  They have worked collectively on developing a
new text book and active, coorperative learning processes in the
classroom.  We have recruited and trained tutors for the classroom and
Paul and Kim Nolting (Winning at Math) conducted workshops for
instructors, tutors, and students.



Zola K. Gordy, Retention Coordinator
Teaching/Learning Center
MCC - Penn Valley 
3201 Southwest Trafficway
Kansas City, MO 64111
(816) 759-4004
[log in to unmask]

What better book can there be than the book of humanity?
--Cesar Chavez

>>> [log in to unmask] 3/23/2006 10:18 am >>>
I think we are going to get a lot of agreement that students are
underprepared and aren't taking responsibility.  I am specifically
interested in the problem as it relates to mathematics.  Our students
are throwing fits because "math is too hard"  "my teacher can't teach"
etc, but upon further inquiry, most of these students are missing class
and don't take notes and don't come to the math lab, etc.

This is my question:  What are colleges and universities doing about
it?  Does anyone have a comprehensive, campus-wide, multi-faceted
approach to solving the problem?  

Thanks, 
Kathy

Kathryn Van Wagoner
Director, Math Advantage Programs
Utah Valley State College
801-863-8411

ad-van-tage   n.  A factor conducive to success.

>>> [log in to unmask] 3/23/2006 8:16 AM >>>
I agree with you 100%. 
I see too many students in my own math class who take no notes, do no
homework, and then blame me for not being able to take the time for
one-on-one instruction. Students need to take some responsibility for
their own education. 


Barbara Kitcey
Remediation Specialist
The Art Institute of Pittsburgh
420 Boulevard of the Allies
Pittsburgh, PA 15219
Tel: (412) 291-6207
Fax: (412) 263-3715
Email: [log in to unmask] 
 
 

-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Karyn Schulz
Sent: Thursday, March 23, 2006 9:53 AM
To: [log in to unmask] 
Subject: Re: funding for tutoring

Good morning everyone

I am sorry but I have to respond to this email...I take offense, in
the
name of every math instructor I have ever worked with, to place blame
on
instruction as a reason for the need for tutoring. In nearly every
case,
this is not the where the "blame" lies. Today's students are either
coming to college without the minimal math skills expected to achieve
in
college level math due to lack of exposure (adults who were not
required
to take algebra in high school), lack of foundation of skills from
their
previous educational experience, "sleeping" in high school math, lack
of
time management and assorted study skills to really put the effort
into
learning this discipline and finally the possibility of undiagnosed
disabilities (small population). 

For tutoring to be directly connected to poor instruction is an insult
to the many instructors who do whatever it takes to teach their
students
the material but don't have that effort reciprocated by the students.
I
cannot tell you how many times I have had tutors tell me that their
tutees admit they don't do their homework and rely on the tutor to
teach
them the materials. They skip classes and expect the tutor to be a
substitute. Tutors are told to not provide tutoring for students who
readily admit this or demonstrate that they did not do any prep
work...the "I don't get it" student who has no display of trying to
get
it. 

Accountability needs to be across the boards, and that includes the
students too. IF they are really putting forth the effort to learn the
material and still don't understand then tutoring is a support system
that can be beneficial. If they are not putting forth the effort then
they need to be responsible for their poor grades. Instructors do need
to be held accountable for their instruction but they cannot be held
accountable because students need tutoring! What happens outside of
the
classroom has a greater affect on our students today than ever
before...

To place the budget in the hands of the instructional department will
not decrease the need for tutoring. There is no correlation that can
be
construed from that since once again, the students need to either
voice
their opinion that they are not receiving good instruction or in most
cases, not doing their part!

Thank you for letting me stand on my soapbox!

Karyn Schulz
Coordinator of Tutoring
University of Baltimore
[log in to unmask] 

-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Robert Hackworth
Sent: Thursday, March 23, 2006 9:27 AM
To: [log in to unmask] 
Subject: funding for tutoring

I think tutoring funds should come from the departments served as part
of their instructional budgets.  For me it is a form of
accountability.
In some instances most of the tutoring that is needed is for lack of
instructional expertise in the classroom.  Maybe if it cost the math
department something every time a student goes to tutoring there would
be more effort to improve instruction.

Bob

> From: Susan Henderson <[log in to unmask]>
> Reply-To: Open Forum for Learning Assistance Professionals 
> <[log in to unmask]>
> Date: Wed, 22 Mar 2006 15:01:47 -0700
> To: [log in to unmask] 
> Subject: name of your center? organization? funding?
> 
> As my department undergoes reorganization, it would be helpful if you

> could share with me:
> 1) The name of your center. (Learning center? Academic support
center?
> Etc.)
> 2) Where you housed organizationally. (Student affairs, academic 
> department? Etc.)
> 3) If you have identified any external funding sources to finance 
> tutoring services.
> 
> THANK YOU!!!!
> 
> Sue Henderson
> 
> Assistant Director, University College at the Polytechnic Campus
> 7001 East Williams Field Road
> Academic Center Building room 80, Mail Code 0180 Mesa, AZ  85212
> (480)727-1457 * fax (480)727-1714
> http://uc.asu.edu * http://east.asu.edu/learningcenter 
> 
> 
> 
> 
> 
> 
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals 
> [mailto:[log in to unmask]] On Behalf Of Wickham, Susan M.
> Sent: Friday, March 03, 2006 10:00 AM
> To: [log in to unmask] 
> Subject: Re: College Reading Course Syllabi
> 
> Hello, Lois--
> 
> The Study Mate software was just purchased by our college. It allows
us
> to input information in three formats: one-part (simple concept
cards),
> two-part (suitable for flash cards), and multiple choice. We need to

> enter the information only once. It is then automatically transformed

> into as many of the review formats as we choose. Pretty nifty!
> 
> A similar online service is available through Quia, costing about $45

> per year for an individual subscription. See http://www.quia.com/ for

> information on that program.
> 
> Sue
> 
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals 
> [mailto:[log in to unmask]] On Behalf Of Lois Martin
> Sent: Friday, March 03, 2006 9:45 AM
> To: [log in to unmask] 
> Subject: Re: College Reading Course Syllabi
> 
> Thank you, Sue!!!
> You have some excellent resources associated with this and with your

> study skills course. I am very interested in the Study Mate
software.
> 
> 
> Lois Martin, M.S.
> Director, Academic Support Center
> Goshen College
> 1700 South Main Street
> Goshen, IN 46526
> 574-535-7576
> [log in to unmask] 
> 
> 
> At 04:19 PM 3/2/2006 -0600, you wrote:
>> The syllabus from my Speed Reading course can be accessed at 
>> http://www.dmacc.edu/instructors/smwickham/spdrding.htm 
>> 
>> This course focuses on vocabulary, comprehension, and flexibility in

>> rate.
>> 
>> Sue Wickham
>> Academic Achievement Center
>> Des Moines Area Community College
>> 2006 S. Ankeny Blvd.
>> Ankeny, IA 50021
>> Office: 515-965-7000
>> FAX: 515-965-7080
>> 
>> 
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals 
>> [mailto:[log in to unmask]] On Behalf Of Ramage, Travis
>> Sent: Thursday, March 02, 2006 3:32 PM
>> To: [log in to unmask] 
>> Subject: College Reading Course Syllabi
>> 
>> Dear all,
>> 
>> 
>> 
>> I forwarded the article, "What the ACT Reveals About College
Readiness
>> in Reading/blurb/pdf link to 63 page report", that was posted to the

>> LISTSERV yesterday, to our faculty and staff with the following
>> comments:
>> 
>> 
>> 
>> "I thought this data was interesting and worth sharing.  The article

>> provides strategies for what high schools can do to improve
readiness

>> for reading.  Unfortunately, I didn't see any suggestions in the
> article
>> on what we can do for students who are not ready to read college
> texts."
>> 
>> 
>> 
>> My e-mail resulted in a meeting today with our Campus Dean,
Associate

>> Campus Dean, Assistant Dean for Student Services, Developmental 
>> Writing/Reading Instructor and myself to offer a course from our
> catalog
>> called LEA 101: Speed Reading and Efficiency in Reading.  The course

>> description reads, "The aim of this course is to help the student 
>> develop the vocabulary and comprehension skills needed for studying

>> college material.  The student learns to analyze challenging
materials
>> for immediate understanding and interpret it for long-term memory."
>> 
>> 
>> 
>> Since we have never offered the course before on our campus (we are
one
>> of 13 UW Colleges Freshman/Sophomore campuses in Wisconsin), I am 
>> soliciting your help to provide examples for textbooks and syllabi
that
>> you have used on your respective campuses for courses that match our

>> course description.  I posed a similar question back in May asking
in

>> general about reading courses you offer and found that several
campuses
>> teach a similar course.  However, now that we are going to teach a 
>> course, I am look for specifics rather than having to start from
ground
>> zero in the course development process.
>> 
>> 
>> 
>> Our plan is to offer two sections of LEA 101 as a one-credit,
> non-degree
>> course this fall.  The course will be offered the first five weeks
of

>> the semester, twice a week for 75 min (i.e., T Th from 2:00 pm -
3:15

>> pm).  The target population will be our conditional admit students
who
>> scored less than a 17 on their ACT and/or students who place into
our

>> ENG 098: Basic Composition course based on the University of WI
English
>> Placement Test scores.
>> 
>> 
>> 
>> I would appreciate any guidance you could provide.
>> 
>> 
>> 
>> Thanks in advance for your help!
>> 
>> 
>> 
>> Travis Ramage
>> 
>> Coordinator of Adult Student Services/
>> 
>> Academic Assistance Advisor
>> 
>> UW-Barron County
>> 
>> 1800 College Drive
>> 
>> Rice Lake, WI  54868
>> 
>> Phone: (715) 234-8176  #5438
>> 
>> Fax: (715) 234-8024
>> 
>> E-mail: [log in to unmask] <mailto:[log in to unmask]>
>> 
>> Website: www.barron.uwc.edu <http://www.barron.uwc.edu>
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> 
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