Your data seems similar to the trends we are seeing.
Yes, we report the data at the end of the year to Academic Affairs in our yearly report. We also report data to the faculty of the courses and to athletic coaches (when requested).
Gina Burkart, Ed.D.
Learning Specialist, Margaret Mann Academic Resource Center (The MARC)
Clarke University, 1550 Clarke Drive, Dubuque, Iowa 52001-3198
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~“If you never ask yourself any questions about the meaning of a passage, you cannot expect the book to give you any insight you don't already possess.”
¯ Mortimer Jerome Adler
I’m writing to find out what practices learning center administrators engage in around reporting usage rates of their services.
Here’s some brief context. Tutoring for some of the courses we support is used by more than 50% of students and this term for one course more than 90% of students in the course have used our tutoring services. I think it is evident that this statistic
could be interpreted in a variety of ways including in a way that is not a positive reflection on the quality of instruction.
Our Center sees benefits to reporting out to faculty some aggregate data about usage (we don’t include individual students in any reports) of our services related to their courses, including the percentage of students from the course who have used tutoring
in a given semester for a particular course. It seems to us this not only provides useful feedback to the faculty member about the course, but also reveals the vital role tutoring is playing in students’ learning and experience of it. It occurs to us that
someone in the department (e.g. The chair) might also benefit from knowing this information, as well as future faculty teaching the course. Additionally, someone in higher levels of administration might want this kind of information.
I have several questions for the list. The first is whether you distribute this kind of statistic and, if so, to whom? Also, are there considerations about who receives this information and in what form (e.g. In a written report, simple email, in-person
conversation) and with what contextualization that are important for you? Have faculty members or others had interpretations of/responses to this data that were problematic or of concern in some way? If you’ve thought through these questions or the issue
of the “life” of such information, how it can be taken up and used by others without full contextualization, etc. I would appreciate hearing your thoughts.
Dominic (Nic) J. Voge || Senior Associate Director
McGraw Center for Teaching & Learning || Princeton University
328 Frist Center
(609)258-6921 || https://mcgraw.princeton.edu/undergraduates
Life Beyond Grades: Designing College Courses to Promote Intrinsic Motivation
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||Gina Burkart | Learning Specialist Instructor of Language and Literature | Clarke University, Dubuque, IA
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