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Undergraduate
Tutorial Center
What
have we learned about our program through engaging in the assessment
process?
We have
learned that the semester-to-semester comparison of data is the
most useful aspect of our assessment; this comparison is used to
make decisions within the tutorial program.
What
have we improved in our program through engaging in the assessment
process?
Types
of tutoring are added, improved upon, or removed based on the comparison
of data as described above.
For example, levels of supplemental instruction attendance have
been recorded and analyzed, leading to the following observations
and actions:
Observation
/ Conclusion:
The Supplemental Instruction Program continues to serve a large
number of NC State students each semester, with a slight increase
in the percent of students attending sessions and a slight decrease
in the number of sessions each student attends.
Action / Decision:
In Spring 2003, SI-supported CSC (computer science tutoring) was
eliminated due to the low attendance in these sections and also
the format of sessions, which deviated from the SI Model. As an
alternative source of assistance for students enrolled in CSC
courses, CSC Drop-In Assistance was created. This has allowed
for more student contact hours with a tutor, a broad range of
assistance available to students enrolled in CSC, and eliminated
the need for the tutor to receive paid time in the classroom.
Additional
adjustments were based on usage data: A Writing and Speaking Tutorial
Services location was added in mid-spring 2003, reflecting growing
demand; Walk-in Tutoring Services (WITS) staffing levels were maintained
and continue to be monitored, and control of the chemistry walk-in
center was given to the chemistry department in order to redirect
efforts on Supplemental Instruction.
What
policy changes have we made as a result of engaging in the assessment
process?
Through
monitoring the data collected, policy decisions regarding assessment
have been made. These include adding questions to the SI leader
self-evaluation form in order to better gauge their self-development
outcomes. Questions will also be added to student surveys in order
to better measure student development outcomes. Many policies have
been maintained based on the data collected. For example, tutor/tutee
cancellation policies will remain the same due to the satisfactory
level of efficiency shown when measuring available appointments
against usage. Based on data analysis, one policy decision will
be reversed:
Observation
/ Conclusion:
In Fall 2002, policy was implemented restricting students with
GPAs of 3.0 and over to only one hour of tutoring per course per
week, therefore the number of tutorials for that group declined.
However, usage at higher levels for students with less than 2.0
GPA/AI also declined.
Action / Decision:
As a staff, UTC can formulate alternative policies that help alleviate
budgetary concerns. Reinstate 2 hrs./wk. for all students as budget
permits.
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