Noelle Call wrote: > > Hello from Utah, > I am currently on a committee to evaluate the format we currently use > for our annual reports from Student Services. Are there any schools > out there who would be willing to share copies of their annual > reports with us... > > Noelle A. Call, Director > Learning and Life Skills Center > UMC 0120 > Utah State University > Logan, Utah 84322-0120 > [log in to unmask] Last year we created an annual report within the context of an "In-Depth Review" of our center for a campus-wide "Institutional Effectiveness" snapshot. As our notebook document ended up being about 33 pages, I have only included the executive summary and list of appendices. Many of the documents included were things we already had, just not collected for review (e.g., flyers, bookmarks, usage statistics). For this next spring semester's review, I have developed an outline of the tentative appendices (See Attachment 2) which we are collecting now (including refernces to some publishing we have done on tutor training). After collecting all the materials, we will do a new executive summary. Each year we plan to use this as a combined annual report; center evaluation; a yearly snapshot of all our goals, staffing, services, etc.; and a valuable resource from which to draw from in the future. Each year will contain a complete set of usage statistics since our opening ten years ago. I also plan to put the complete annual reports beginning with 1996-97 on our LAC web page (probably in May or June 1997): http://www.pvc.maricopa.edu/lac I hope this helps! ---------------------------Attachment 1---------------------------- 1995-96 INSTITUTIONAL EFFECTIVENESS EXECUTIVE SUMMARY OF IN-DEPTH REVIEW PVCC LEARNING ASSISTANCE CENTER (LAC) GOALS AND OUTCOMES The LAC has used several different systems for goals and objectives in the past including a Management by Objective system used on a semester basis. In 1995, the LAC developed objectives for 1996-97 and related these objectives to the college strategic planning goals. The objectives are periodically reviewed and revised, if needed, by the LAC staff. See appendix A for 1996-97 Objectives. SERVICES DESCRIPTION AND ANALYSIS The services offered by the LAC are: tutoring for all students in all academic courses offered by the college, instructional support resources for students and the community, study skills and learning style workshops for students and the community as part of the counseling center’s Adult Re-entry Seminar Series, faculty-run calculator workshops for students, and in-class presentations on LAC services and/or study skills or learning styles or grant services. See appendices B and C for details. Other major activities conducted by the LAC are: a tutor training program certified by the College Reading and Learning Association’s International Tutor Certification Program which includes the course EDU 102, Tutor Training Seminar, and the Faculty Liaison program which facilitates communication between the LAC and the academic divisions by means of full and part-time faculty from each division serving as liaisons to the LAC. See appendices D and E for details. Significant changes which have ocurred in services offered by the LAC in the last two years involve expanded tutoring services to specific target student populations through a variety of federal, state, and internal grants. In response to student demand for increased tutoring options, the LAC hired a Grant Coordinator to conduct student need assessments, write grants, and coordinate and evaluate grant services. For a listing of grants, populations served, funding levels, and results of student needs assessments and grant services evaluations, see appendix F. For both Fall and Spring semesters in 1987-88, the first year of LAC operation, there were 1824 student contacts with the center. In the Fall, 1995 semester alone, there were 12,652 student contacts with the LAC, the majority of these for tutoring. It is projected that there will be more than 27,000 student contacts for 1995-96. See appendix G for detailed student use statistics. LAC daily peak periods are mid-mornings and early evenings. Semester peak periods are the first few weeks of each semester, several weeks before midterms, and several weeks before finals. The normal hours of operation for the LAC are Monday-Thursday 8am-7pm, Friday 8-noon and 2-5pm (tutor training is held from noon to 2pm), and Saturday 9am-1pm. A variety of user evaluation surveys were utilized by the LAC which provided user perceptions of the level and quality of services. These surveys ranged from student evaluations of individual tutors to a Master’s thesis study of student perceived effectiveness of tutoring. In this study of students age 25 and over (n=68 ), 79.41% of students reported that “As a result of the tutoring I received: I have improved my grades.” (Gerkin, 1995) See appendix H for a sampling of student evaluations of tutors, letters of support, and the thesis study conclusions (the thesis is available in the LAC). See appendix F for grant student tutoring evaluations. From 70 to 150 students from targeted or special populations have been served each year since 1992 by one of the LAC grants. These populations include handicapped, financially disadvantaged, limited English proficient, academically disadvantaged, displaced homemakers, single parents, adult re-entry, first time technology users, and ADA disabled. See appendix F for details. I t is recommended that continuing funds be established to support expanded tutoring services for special at-risk student populations rather than utilizing one-time grant funds. These expanded services will help maintain the current high retention level attributed to these services by students. ORGANIZATIONAL STRUCTURE AND PERSONNEL The LAC permanent staff includes: Dr. Rick Sheets, Director of the LAC and MicroComputer “E” Lab (full-time MAT, Grade III), David Gerkin, Coordinator, Learning Center (full-time MAT, Grade I), Suzy Crescenti, Scheduling and Records Coordinator (3/4 time PSA, Grade 6), and Alison Livingston (1/2 time PSA, Grade 6, 10 month). The LAC part-time, temporary and student employees include a Grant Coordinator (Dr. Nancy Berk), 2-3 grant support staff, a Site Supervisor, 2 receptionists, and 40-55 tutors. See Appendix I for the LAC organizational chart. Staff development activities in which the LAC staff have participated include the Winter Institute for Learning Assistance Professionals, College Reading and Learning Association National Conference, Maricopa’s Student Success Conference, MAT and PSA retreats, Quantum Quality training and Learning Centered Systems training. There has been broad based participation in these activities by permanent and temporary staff. In addition, all tutors complete EDU 102, Tutor Training Seminar, to earn Level One Certification, and many continue to earn Level Two and Level Three Tutor Training certification. To maintain expanded tutoring services for special at-risk student populations (see Appendix F) and to serve the increasing numbers of students utilizing the LAC (see Appendix G), it is recommended that the LAC staff be increased to include: one At-Risk Student Services Coordinator (full-time PSA, Grade 10), one LAC Technician (full-time PSA Grade 8), and one LAC clerk (full-time PSA grade 5) within the next three years. It is anticipated that there will be a need for two additional full-time positions in the following two years to continue to maintain expanded tutoring services for special at-risk student populations, to serve increasing numbers of students, and to allow for growth due to Phase II expansion of the LAC. OTHER COSTS APPENDICES A. 1996-97 LAC Objectives B. Student Options C. Adult-Reentry Workshop Flyer D. Tutor Notebook Introduction Pages E. Faculty Liaison Contract/Liaison Newsletter F. Grant Services G. LAC Student Use Statistics H. LAC Student Evaluation Survey Results ---------------------------Attachment 2---------------------------- Institutional Effectiveness In-Depth Review 1996-97 TABLE OF CONTENTS: 2 Executive Summary of In-Depth Review APPENDICES: A LAC Structure A1 Organizational Chart and Description (?) A2 Goals & Objectives (3+ year plan) A3 Budget Projection (3 year plan) B Services Offered (Student Options) C Flyers, Bookmarks, Guest Packets, & other promotional materials C1 Bookmark C2 LAC Home Page on the World Wide Web C3 Adult Re-entry Flyer C4 Calculator Workshop Flyer C5 Classroom Flyer C6 Guest Packet D Tutor Training Program D1 Award Ceremony Program D2 Schedule D3 Tutor Notebook Introductory Pages D4 Tutor Mentor Program (?) D5 Sample Certificate (?) E Faculty Liaison Program E1 Job Description E2 Faculty Flyer (How you can help the LAC help your students) E3 Faculty Tutor Recruitment Form E4 Faculty Referral Form E5 Retreat Agenda F Special Programs (for At-Risk Students) F1 Overview F2 CPII F3 Student Assist & Excel F4 Foundations & Endowments F5 Other G Lists of Tutors G1 List of Volunteer Tutors at PVCC G2 List of PVCC Tutors 1996-97 H LAC Student Use Statistics H1 Use History (Numbers & Graph) H2 Use History by Year (Current First) I LAC Evaluation I1 Student Survey I2 Sample of Student Evaluation of Individual Tutors I3 Tutor Evaluation Sample & Summary I4 Faculty Evaluation Sample & Summary I5 Letters of Support J Tutor Management System (TMS) Materials K Construction Planning L External Publishing: L1 National Journal Articles (one on Tutor Training) L2 Master’s Thesis on Tutor Training L3 Doctoral Dissertation on Tutor Training Note: The refernces and abstracts for the publishing mentioned here can be found at: http://www.pvc.maricopa.edu/lac/ref_tutor_training.html I have not yet linked to it from the LAC homepage as I need to proof it better than I have done. However, I wanted to provide the link to you all now. -- Rick A. Sheets, Ed.D. “None of us is as smart Paradise Valley Community College as all of us.” 18401 N. 32nd St. Phoenix, AZ 85032 voice: (602) 493-5755 fax: (602) 493-2894 email: [log in to unmask] web home page: pvc.maricopa.edu/~sheets