Whoever asked this question has a lot to learn about education, in my opinion. But, perhaps you can play along. I suggest you ask for a similar formula for the number of deans on your campus. Or, perhaps, one for the number of ladder-rank faculty.
Once you have those formulae—and the models that undergird them—you’ll have a starting point for answering their question. I’ll be
And, of course the amount of academic support expected is in large part dependent on faculty—their numbers, training, emphasis on teaching, grading, etc. You can tell them that it appears that the strongest predictor of use of tutoring on Princeton’s campus is the instructor. Sometimes because they promote the service, sometimes because they are excellent and the course is very challenging, and sometimes because instruction is not effective. What formula would capture those dynamics?
There are numbers out there. Do they reflect ‘best practices’ or simply norms? Probably the latter.
Best of luck,
Dominic (Nic) J. Voge || Senior Associate Director || he, him, his
McGraw Center for Teaching & Learning || Princeton University
328 Frist Center
(609)258-6921 || https://mcgraw.princeton.edu/undergraduates
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The Insiders’ Guide To Princeton Academics—Add Your Voice!
I have been asked to provide (if one exists) a mathematical formula for best practices that may factor in number of tutors, student population, number of tutoring hours. If there some kind of formula or formal recommendation out there? I cannot find one in a cursory search.
We have multiple tutoring centers across campus and are in the process of evaluating the effectiveness of the centers and making recommendations. We have around 1200 students in traditional undergraduate program and then about 800 students in various graduate and undergrad night school programs.
Any research you can point me to that may assist in providing some structural best practices would be much appreciated!
Christian Brothers University
650 East Parkway South
Memphis, TN 38104
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