Ball State University Learning Center Annual Report...Ball State University Learning Center Annual...

Ball State University Learning Center Annual Report 2016-2017

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2

Table of Contents

3…………………………………………………… Executive Summary

4…………………………………………………….…………… Mission and Goals/Alignment with BSU Strategic Plan

5………………………………………………….……………… Tutoring

5-10 …………………………………………………………….. Usage and Staffing

11 ……………………………………………………………….. Student Outcome

12-14 …………………………………………………………… Demographics

15-17 …………………………………………………………… Training

18 ………………………………………………………………. Assessment

19 ………………………………………………………………. Supplemental Instruction

19-20 …………………………………………………………… Usage and Staffing Summary

21-24 …………………………………………………………… Fall 2016 Usage, Student Outcomes, Assessment

25-28 …………………………………………………………… Spring 2017 Usage, Student Outcomes, Assessment

29 ……………………………………………………………….. Testing Proctoring for Students with Disabilities

29-30 ……………………………………………………………. Usage and Staffing Summary

31-33 ……………………………………………………………. Fall 2016 Details

34-35 ……………………………………………………………. Spring 2017 Details

36 ………………………………………………………………… Learning Center Budget

37-38 …………………………………………………………….. Learning Center Assessment Plan

39 …………………………………………………………………. Learning Center Advisory Board

40 …………………………………………………………………. Learning Center Professional Staff Development

41 …………………………………………………………………. Learning Center Campus and Community Outreach

42-81 …………………………………………………………… Appendix


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Executive Summary

Highlights

The Learning Center has three primary programs: Tutoring,

Supplemental Instruction (SI), and Test Proctoring for Students

with Disabilities. During the 2016-2017 academic year, the

Learning Center supported over 28,754 tutoring sessions, testing

visits, and SI visits, and 757 SI study sessions.

The Learning Center was voted “Best Campus Service” for 2016

by Ball State students (survey sponsored by The Daily News).

Jennifer Haley accepted the position of Learning Center Director

in May 2016. Two new professional staff positions, Assistant

Director and Tutoring Coordinator, were created. Robert

Plienis accepted the position of Learning Center Assistant

Director in May 2016, Plienis resigned from Ball State University

in July 2016. Jim Mills was hired in August 2017 as the Assistant

Director. Elizabeth Fallon was hired in September 2017 as the

Tutoring Coordinator.

Tutoring

The tutorial services offered by the Learning Center include

appointment-based and drop-in for Chemistry. Tutors earn

national certifications through the College Reading and Learning

Association (CRLA) as they participate in required training

activities. Tutors are required to have earned 3.0 GPAs or

above, although the average GPA of our tutors is typically above

3.5. They also must have earned an A or B in the courses for

which they will tutor, and provide a faculty reference. Majors or

minors in the subject area are preferred. The Tutoring

Coordinator is responsible for hiring, training, and supervising

graduate assistants and tutors for this program.

Tutoring Visits and Headcounts

Visits

(contact

hours)

Headcount

Fall 2016 8,546 1,423

Spring 2017 7,712 1,211

Total 16,258 2,184

Supplemental Instruction (SI)

SI is a nationally-recognized program aimed at increasing student

retention and improving student performance. The SI program

features group study sessions facilitated by undergraduate

students who have taken a targeted course and have been trained

in proactive learning strategies. The student leaders conduct

study sessions two to three times a week throughout the

semester. During 2016-2017, 757 study sessions were offered in

24 different courses. A total of 1,679 students attended study

sessions for a total of 10,328 contact hours. The average final

course grade of those students who attended SI was 3.0 as

compared to 2.65 for their cohorts in those courses who did not

attend SI. The Director is responsible for hiring, training, and

supervising the graduate assistant and SI leaders for this program.

SI Visits, Headcount, and Sessions Offered

Visits

(contact

hours)

Headcount

Fall 5,008 899

Spring 5,320 780

Total 10,328 1,615

Test Proctoring for Students with Disabilities

Ball State students who have registered with Disability Services

and who have received testing accommodation may elect to have

their tests administered in the Learning Center. The Learning

Center provides a testing suite with a distraction-reduced

environment and adaptive technology. The most common

accommodations are extended time and distraction-reduced

environment; other accommodations include reader, scribe, and

adaptive technology. The Assistant Director is responsible for

hiring, training, and supervising graduate assistants and proctors

for this program.

Tests

administered

(including

Finals

Week)

Headcount Tests

administered

during Finals

Week

Fall 1,119 194 267

Spring 920 177 187

Total 2,039 278 454

16,25810,328

2,039

Learning Center Visits

Tutoring SI Testing


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Learning Center Mission and Goals/Alignment with Ball State University

Strategic Plan

Mission

The mission of the Learning Center is to enhance the academic

success of Ball State University students by providing free peer

tutoring, Supplemental Instruction, and test proctoring for

students with disabilities. In addition, the Learning Center serves

as a scholarly pre-professional experience for undergraduate and

graduate student employees. Finally, the Learning Center strives

to impact the extended university community through

collaboration with faculty and staff and through outreach

programs.

Goals

Maintain the university’s commitment to the promotion

of student success by providing academic assistance

through peer tutoring, Supplemental Instruction, and

program development which pertains to specific classes

as well as broader academic skills.

Develop in each student the skills necessary for the

attainment of academic, career, and life goals.

Contribute to the retention rate of first-year students.

Support the four-year graduate rate goal of 50% by

2017.

Continue professional training of the professional and

student staff so that current theories, research, and

teaching strategies can be implemented within the

program.

Guide students to reach their academic potential while

realizing the benefits of academic collaboration.

Students who participate in Supplemental Instruction

will develop study skills and a greater understanding of

course content, and they will successfully complete

high-risk courses.

Students who attend tutoring sessions will be successful

in gaining study skills and content knowledge in a

relaxed, informal learning environment with their peers.

They will benefit from interactive tutoring sessions that

focus on problem-solving and critical reading and

thinking.

All students with disabilities who are registered with

the Office of Disability Services and choose to take

advantage of our test proctoring services will receive

accommodations that are flexible, individualized, and

confidential.

All tutors and SI leaders will benefit from a pre-

professional instructional experience.

Alignment with Ball State University’s Strategic Plan

Ball State University aspires to be a model of the most student-centered

and community-engaged of the 21st century public research universities,

transforming entrepreneurial learners into impactful leaders – committed

to improving the quality of life for all.

To fulfill The Centennial Commitment, 18 major goals (targets for

accomplishment) are organized within three major themes outlined in the

vision. There are many university goals that directly align with the

Learning Center mission and goals:

Ball State University will be recognized as:

Student-Centered

Promoting Student Success

Providing Extraordinary Student Life Experiences

Enhancing Post graduation Career Preparation

Promoting Diversity

Promote the success of our students by increasing four- and six-year graduation rates.

o Increase four-year graduation rate to 50% by 2017.

o Increase six-year graduation rate to 65%. o Achieve and maintain a first-year retention rate of

80%.

The Learning Center was specifically mentioned in the Centennial Commitment (18 by ’18) portion of the strategic plan:

“The Learning Center served 3,569 students in 30,660 visits. This is a 15.5 percent increase in visits compared to the 2013-2014 academic year and the first time since the center opened in 1985 that tutoring sessions

topped 30,000”.

“Learning Center Supplemental Instruction (SI) reports show the

effectiveness of the program by indicating that students obtain one-half to an entire letter grade increase if they utilize the SI review sessions

compared to those students who did not participate”.


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Tutoring: Staffing and Usage

Staffing: AY 2016-2017

Graduate

Assistants

Tutors

Tutoring

Desk

Assistants

Fall 2016 7 78 6

Spring 2017 7 83 6

Summer

2017

2 Several on

call

1

Usage: AY 2016-2017

Fall 2016 Fall 2015 Fall 2014 Fall 2013 Tutoring

Cumulative Visits Avg. # of Visits per Student

Cumulative Distinct Students

Top Course

8,546 6.0

1,427

CHEM 111

7,616 4.5

1,699

CHEM 111

7,774 4.1

1,876

MATH 132

8,025 4.4

1,833

n/a

Spring 2017 Spring 2016 Spring 2015 Spring 2014

Tutoring

Cumulative Visits

Avg. # of Visits per Student

Cumulative Distinct Students Top Course

7,475

5

1,474 MATH 125

6,040

6

946 CHEM 112

6,718

5

1,238 MATH 125

6171

U/A

U/A U/A

Total summer visits: 85

Total visits: 16,106

Total distinct students: 2,157


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Fall 2016 Usage Summary

Visits increased 12% from Fall 2015.

The average number of visits per student increased 33% since Fall 2015.

The top five courses (visits) were CHEM 111, CHEM 101, CHEM 231, MATH 125, and MATH 132.

The top five courses (distinct students) were CHEM 101, CHEM 111, MATH 125, Writing, and ANAT 201.

136 different courses were tutored.

The average final grade of those who attended tutoring in the courses we offered was 2.38.

The average final grade of those who did not attend tutoring in the courses we offered was 2.60.

The average final grade of those who attended eight or more tutorial sessions was 2.56.

The data suggests that the number of tutorial sessions attended makes a significant difference in final grade: those who

attended eight or more sessions earned more than ½ a letter grade above students who attended 1-4 sessions, and

earned a final course grade comparable to their peers who felt they did not need tutoring.

The busiest time for tutoring was Thursdays at 4pm. The busiest time overall was 4pm. The busiest day was

Wednesday.

Spring 2017 Usage Summary

Visits increased 24% from Spring 2016.

The average final grade of those who attended eight or more tutorial sessions in the top 20 courses (visits) we offered

was 2.6.

The average final grade of those who did not attend tutoring in the top 20 courses (visits) we offered was 2.59.

The data suggests that the number of tutorial sessions attended makes a significant difference in final grade: those who

attended eight or more sessions earned more than ½ a letter grade above students who attended 1-4 sessions, and

earned a final course grade comparable to their peers who felt they did not need tutoring.

138 different courses were tutored.

The busiest time for tutoring was Wednesdays at 2:30pm.


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Although these 20 courses accounted for 48% of the total tutoring in Fall 2016, it’s important to note that

the Learning Center tutored for 136 different courses, demonstrating our commitment to providing

academic assistance across a broad range of courses and content.

CHEM 111, 877, 7%

CHEM 101, 787, 6%

CHEM 231, 514, 4%

MATH 125, 489, 4%

MATH 132, 462, 4%

PHYS 215 , 294, 2%

ECON 201, 283,

2%Writing, 253, 2%

HIST 150, 235, 2%

PHYC 110, 213, 2%

PSYS 100, 210, 2%

BIO 112, 180, 1%

MATH 112, 166, 1%

ACC 201, 163, 1%

SP 201, 159, 1%

CHEM 112, 139, 1%

MATH 165, 135, 1%SP 102, 133, 1%

SP 202, 130, 1%

Other, 6370, 52%

Fall 2016 Top 20 Courses: Most Visits


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Fall 2016: Average Visits Per Student for Top 20 Visited Courses

CHEM 231 8.3

SP 102 8.3

SP 201 7.2

CHEM 112 7.0

PHYC 110 6.9

CHEM 111 6.6

MATH 132 6.6

PHYS 215 6.3

MATH 165 5.9

ANAT 201 5.7

CHEM 101 5.5

BIO 112 5.1

MATH 112 4.7

PSYS 100 4.5

BIO 111 4.4

MATH 125 4.3

ECON 201 4.2

ECON 221 3.7

HIST 150 3.7

ACC 201 3.5

BIO 113 3.5

Writing 2.3


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MATH 125, 600, 8%

CHEM 112, 510, 7%

ECON 201, 442, 6%

ECON 221, 381, 5%

BIO 113, 374, 5%

MATH 132, 262, 4%

ANAT 201, 257, 3%

CHEM 111, 257, 3%

CHEM 231, 213, 3%

ACC 201, 212, 3%

CHEM 232, 211, 3%PHYS 215, 211, 3%

MATH 165, 195, 3%

BIO 111, 193, 3%

Writing, 189, 3%

HIST 150, 166, 2%

CHEM 101, 158, 2%

PSYS 241, 124, 2%

ECON 202, 120, 2%

Study Skills, 108, 1%

Other, 2292, 31%

Spring 2017 Top 20 Courses: Most Visits


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Spring 2017: Average Visits Per Student for Top 20 Visited Courses

PHYS 215 11.7

CHEM 231 10.1

CHEM 112 10.0

CHEM 232 8.4

CHEM 111 7.0

MATH 165 7.0

ECON 202 6.7

ECON 221 6.4

CHEM 101 6.1

PSYS 241 5.9

BIO 113 5.8

ANAT 201 5.2

BIO 111 4.8

MATH 125 4.6

MATH 132 4.6

ECON 201 4.5

ACC 201 4.5

HIST 150 4.3

Writing 3.9

Study Skills 3.1


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Tutoring: Student Grade Outcomes

Percentage of students registered for the Top 10 Visits Courses who Used LC Tutoring, Average

Grade of Those Who Attended Tutoring, Average Grade of Those Who Did Not Attend Tutoring

Course Visits Percentage of

enrolled

Students in

this course

who attended

tutoring

Average

grade of

those who

attended

tutoring

Average

grade of

those who

did not

attend

tutoring

Average

grade of

those who

attended

1-4

sessions

Average

grade of

those who

attended

5-7

sessions

Average

grade of

those who

attended

8 or more

sessions

CHEM

111

1142 27 2.15 2.45 2.04 1.98 2.46

MATH

125

1113 9.5 2.4 2.85 2.28 2.2 2.6

CHEM

101

945 35 2.55 2.75 2.49 2.5 2.66

ANAT

201

807 18.5 2.35 2.4 2.22 2.38 2.43

SP (all

levels)

799 8.5 2.41 2.7 2.27 2.08 2.56

MATH

132

728 16.5 2.15 2.35 2.21 1.89 2.23

CHEM

231

727 28 2.35 2.4 2.25 1.9 2.38

ECON

201

727 11 2.1 2.45 1.96 2.11 2.49

CHEM

112

649 16 2.35 2.7 2 1.84 2.55

PHYS 215 505

13.5 3 3.05 2.83 2.75 3.44

Average final grade of those who attended tutoring: 2.38

Average final grade of those who did not attend tutoring: 2.61

Average final grade of those who attended 8 or more sessions of tutoring: 2.58

This data suggests that students who seek tutoring for these top ten courses are truly struggling in the course, rather than students who are

excelling and just want to be sure they understand the material.

This data suggests that the number of sessions attended matters: students who attend 8 or more sessions earn more than a ½ letter grade

above their cohorts who attended 1-4 sessions, and earn a final course grade comparable to their peers who felt they did not need tutoring.


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Tutoring: Client Demographics

Our typical tutoring client is white, female, a sophomore, between the ages of 19-21, and majoring in the

health care field.

Demographics Summary

Ethnicity:

[blank] 10

Asian 32

Black or African-American 382

Hawaiian or Pacific Islander 1

Hispanic 34

Unknown 117

White 1618

Male: 711 Female: 1483

Age: 18: 9 19: 586 20: 666 21: 414 22: 250 23: 106 24: 50

25: 31 26: 10 27: 8 28: 9 29: 3 30: 7 31: 3

32: 6 33: 2 34: 2 35: 4 36: 1 37: 3 38: 1

39: 3 40: 1 41: 4 42: 1 44: 1 45: 1 46: 2

48: 1 49: 1 50: 1 51: 3 53: 2 61: 1 70: 1

Class:

FR 246

GR 47

HS 1

JR 576

SO 784

SR 538

US 2


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Ball State student population demographics compared to LC tutoring client

demographics

Compared to the general student population, our clients are more often female, a higher percentage of

sophomores, and a higher percentage of ethnic minority.

A potential area for opportunity is the development of programming and outreach for graduate students,

who comprise 9% of the BSU student population and only 2% of the Learning Center client population.

Male/Female Grade Ethnic

Minorities

Ball State

students

60% female

40% male

Freshmen: 28%

Sophomores: 20%

Juniors: 21%

Seniors: 22%

Grad: 9%

16.3%

Learning

Center

tutoring

clients

68% female

32% male

Freshmen: 11%

Sophomores: 36%

Juniors: 26%

Seniors: 25%

Grad: 2%

22%


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Tutoring Usage by Major

While students from 117 majors sought tutoring, we do see trends. This data will allow us to direct our

marketing in the future.

Top 20 majors who visited the Learning Center AY 2016-2017:

Biology, 145, 7%

Pre-Nursing, 113, 5%

Nursing, 100, 5%

Exercise Science, 95, 4%

Business Adm., 90, 4%

Marketing, 88, 4%

Teaching Major Math, 80, 4%

Family and Consumer Science, 79, 4%

Criminal Justice, 66, 3%TCOM, 61, 3%

Speech Language Pathology, 54, 3%General Studies, 54, 3%

Psychology, 47, 2%Sport Admin, 43, 2%

Accounting, 42, 2%

Finance, 39, 2%

Communication Studies, 38, 2%

Journalism, 36, 2%

Chemistry, 35, 2%

Pre-TCOM, 32, 1%

Other 117 majors, 810, 38%


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Tutoring: Training

Our tutor training program is certified by the College Reading and Learning Association (CRLA) on all

three levels: Beginning Tutor, Advanced Tutor, and Master Tutor.

Tutors engage in a variety of training activities including live, real, interactive training as well as self-paced

individual work. Training activities in include peer observations, in-services, case studies, training videos,

quizzes, and handbook study. At each level of training, tutors must engage in twenty-five hours of

tutoring clients in addition to completing the ten hours of training activities.

Lead Tutors are employed to assist with mentoring new tutors and developing training materials. Lead

Tutors must have completed Level Two training and an application process to become a Lead Tutor. On

average, we employ five Lead Tutors per semester, although we piloted a larger Lead Tutor program

(eleven) in the spring with mixed results.

Each tutor meets once per semester with a professional staff (Director, Assistant Director, or Tutoring

Coordinator) to assess their CRLA training progress and discuss their tutoring experiences. Each tutor is

also formally evaluated at least once per semester by a Lead Tutor.

Training activities include a study of the handbook, completion of case studies, training videos, and quizzes

stored on our Blackboard community, peer observations of tutoring sessions, attendance at in-services

held on a variety of topics (see below), and a handout that guides tutors to discover our printed and

electronic resources.

In-services are tutor training meetings that are offered at least four times per semester on a variety of

topics intended to build tutoring strategies and offer professional development to our tutors.

Fall 2016 Tutor Training In-Service Schedule

Friday, September 2nd

Time: 3:00 – 4:00 pm

Topic: Calling All Procrastinators! Time Management and Organizational Skills (for Your Client AND You) to Get the

Semester Started Right!

Time management is the single biggest roadblock for college students. In this in-service, you will discover what kind of

procrastinator you are and learn how to overcome those bad habits. You will learn how to help your client (and yourself)

establish a weekly schedule, create to-do lists, and organize!

Friday, September 16th

Time: 3:00 – 4:00 pm

Topic: Tutoring Small Groups


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Tutoring a small group as opposed to one-on-one is a completely different dynamic. Learn how to set goals, establish an agenda,

and utilize different strategies to make the best use of collective brain power!

Friday, September 23rd

Time: 4:00 – 5:00 pm

Topic: Different Levels of Motivation

All clients are different with varying levels of motivation. Pinpointing their level of motivation can help you plan an effective

session that best fits their needs. In this in-service, you will learn about the different levels of motivation, effective strategies, and

resources for your clients.

Friday, October 7th

Time: 4:00 – 5:00 pm

Topic: It’s That Time of the Semester: ER in the LC—Triage, Treatment, and Intervention for the “Help! I Have A Test

Tomorrow” Clients

Perhaps one of the most challenging tutoring situations is working with a new client—usually a one-time-only—who is in a

crisis situation (“I have a test tomorrow over ten chapters and I haven’t started reading.”). This kind of session is much different

from the more relaxed, comfortably-paced session with a regular client. This in-service will discuss strategies such as triage

(identifying quickly what needs to be accomplished), treatment (how can you help them to “cram” in 50 minutes or less?) and

intervention (students stuck in a self-destructive cycle of cramming can benefit from an assertive tutor who uses a combination

of behavioral, cognitive, and social psychological principles to “tell it like it is”).

Spring 2017 Tutor Training In-Service Schedule

Friday, February 10

Time: 1pm-1:50pm

Topic: Developing Your Resume

Join Brandon Bute, Associate Director of the Career Center, to learn how to polish your resume. There will be “workshop” time,

so bring your resume in whatever stage of the process you are in!

Friday, February 17

Time: 2pm-2:50pm

Topic: Learning Center Social Media

Learning Center practicum students and Lead Tutors will present information on social media account that have been created.

Join us to give input on how best to use these accounts for social and outreach purposes.

Friday, February 24

Time: 3pm-3:50pm

Topic: Tutoring International Students

Join Laurie Cox, Director of International Student Services ((Rinker Center) to learn about international student population here

at Ball State. Get some tips for tutoring students from diverse cultural backgrounds.


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Friday, April 7

Time: 4pm-4:50pm

Topic: Fiscal Wellness for College Students

This in-service will give college students a grasp on how to handle money and organize their finances as an

undergraduate student, while preparing for/completing their graduate studies, and/or preparing to begin their career.

Students will learn budgeting techniques, options for financial aid and assistance, salary and benefits information,

and how to organize their finances as young professionals. Money is a confusing topic for a lot of college students,

and one that students should take the time to understand!


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Tutoring: Client Assessment

Each semester, we distribute a paper survey, “Learning Center Evaluation,” to our tutoring clients for two weeks. We have found that paper

surveys generate a much higher volume of response than an email that contains a link to an electronic survey.

We also administer a “First Appointment Evaluation” to all clients who attend tutoring with a tutor for the first time. However, we began

this evaluation in Spring 2017, so there are not results for Fall 2016.

Summary of Learning Center Evaluation Survey Results, Fall 2016

See Appendix A for the full report.

289 students completed the survey.

The majority of students (71%) visit the Learning Center because they “need a chance to talk through some of the concepts I’m learning and

to be quizzed.” Most students land here because of a referral from a professor, advisor, coach, or RA (38%), a friend (37%), or their parents

(36%). Students indicated that their tutors were knowledgeable about the content (98%), answered questions and asked the student

questions to engage them in discussion (98%), used appropriate strategies as needed (98%), and worked with the student to assess needs and

goals (96%). 97% would recommend the Learning Center to a friend, and 96% would use the Learning Center for a future course. Students

suggested that the Learning Center hire more tutors, offer longer sessions, and offer tutoring in more courses.

Clients continue to demonstrate their gratitude for our top-notch services:

“This is the first time I've used the tutoring part of the LC and I LOVE it.”

“Sophia is amazing at her job! She has given me such a confidence boost and helped me be better at time management/study skills that I have

lacked until now!”

“Jacob is an amazing tutor. I was very anxious about going to the LC but he has done a great job. He explains everything very well and if I

don't understand, he takes the time to make sure I do. Very good tutor. 10/10 would recommend.”

Summary of Learning Center Evaluation Survey Results, Spring 2017

See Appendix A for the full report.

314 students complete the survey.

98% of students felt that their tutor was knowledgeable about the content and worked with them to find answers in a collaborative effort.

98% of students would recommend the Learning Center to their friends. 98% of students will use the Learning Center in the future for

another course.

Student Comments:

“I would probably be failing Math 166 if I didn't have a tutor, so this is a really helpful resource!”

“Everyone here is really nice and I always feel welcomed!”

“I received tips on how to study better.”

“I love the new set-up this year. My tutor was very helpful in helping me to understand the material for my quizzes.”

“I wish I had done it sooner.”


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Supplemental Instruction: Staffing, Training,

Usage, Student Outcomes, and Training

Program Description

Supplemental Instruction (SI) is a nationally-recognized academic assistance program featuring weekly study group sessions facilitated by

undergraduate students who have taken a targeted course and have been trained in proactive learning strategies. These students attend class

with the students, then hold study sessions for the course two to three times per week throughout the semester. The SI leaders prepare

supplemental materials such as practice tests, visual aids, chapter outlines, and games.

SI Leader Hiring, Training, and Evaluation

SI leaders are most often recommended by the faculty members with who they will work. Students must have received an “A” in the course

and have an overall GPA of 3.0, although most SI leaders have GPAs over 3.5. SI leaders attend a one-day training session before the course

begins and then meet periodically throughout the semester for further training. All SI leaders are evaluated once per semester by the

coordinator or by a Core Desk graduate assistant.

Program Assessment and Evaluation

Each semester data is collected and analyzed in an ongoing effort to improve the SI program. The focus of the analysis is twofold: the

academic performance of students who attend SI as compared to their cohorts who do not attend (see the charts below), and personal

feedback in the form of an electronic survey. The electronic survey is administered to all students in the courses for which SI is offered and

addresses such topics as the efficacy, strategies, and availability of the SI leader and the SI program in general.

Staffing

Graduate

Assistants

SI Leaders

Fall 2016 2 (20 hours

total)

14

Spring 2017 2 (20 hours

total)

18

Training

New SI leaders are required to attend training before the semester begins. Training is two hours and consists of interactive activities

including exploring the handbook, self-assessment, role-play, watching videos, and a variety of other activities. Each SI leader is evaluated

three times per semester by the graduate assistant and/or Learning Center Director. Each SI leader is also required to attend a mid-

semester training session which includes sharing handouts and learning about new ways to engage students in learning.

Usage

Fall 2016 Fall 2015 Fall 2014 Fall 2013 Supplemental Instruction



Top Course

5215 5

960

NUR 330

7559 7

1148

ANAT 201

9605 8

1214

ANAT 201

5656 5

1096

ANAT 201


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Supplemental Instruction

Cumulative Visits

Avg. # of Visits per Student Cumulative Distinct Students

Top Course

5242

6 857

NUR 340

4908

5 1909

ANAT 201

4802

6 835

ANAT 201

4833

6 762

ANAT 201

Total visits: 10,457

Total distinct students: 1,817

Fall 2016 Usage Summary

SI visits decreased 31% from Fall 2015 due to the retirement of faculty in ANAT 201.

The top course for visits and percentage of students attending was NUR 330.

The mean final grade for those who attended SI study sessions was 3.1; for those who did not, 2.7.

Spring 2017 Usage Summary

SI visits increased 6.8% from Spring 2016.

The top course for visits was NUR 340. The highest percentage of students in the class attending SI was in NUR 340.

The greatest mean size of SI sessions was in NUR 340.

The mean final grade for those who attended SI study sessions was 2.91; for those who did not, 2.57.


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Fall 2016 Usage and Outcomes

Refer to “SI Outcome Report Fall 2016” for more details.

Supplemental Instruction was offered in 11 different courses during Fall 2016. SI leaders served 74

different sections and 18 different faculty.

A total of 2,382 students were registered in the courses for which SI was offered, and 899 (38%) attended

at least one study session.

332 study sessions were offered, and there were 5,008 contact hours.

The mean number of study sessions attended by students was 5, and the mean size of study sessions was 14

students.

The mean final grade for students who attended study sessions was 3.1; the mean final grade of those who

did not attend study sessions was 2.7. Thus, those who attended study sessions earned almost a half letter

grade higher than their cohorts who did not attend SI study sessions.

The mean final grade for students who attended 1-4 study sessions was 3.0; for those who attended 5-7

study sessions, 3.4; for those who attended 8 or more study sessions, 3.5.

NUR 330: ideal for SI

NUR 330 study session attendance was 748 contact hours, which is the highest number of contact hours out

of all SI courses. The mean size of study sessions for NUR 330 was 32 students. The number of contact

hours and mean size of sessions is remarkable for a course which had only 77 students enrolled, as

compared to over 400 in CHEM 101, 379 in HIST 150, and 394 in ANAT 201.

For NUR 330, 94% of the students registered for the class attended the study sessions.


22

SI Contact Hours Fall 2016

NUR 330 (Flynn), 748, 15%

MUHI 100 (McConnell), 707, 14%

CHEM 101 (All), 621, 12%

ANAT 201 (All), 609, 12%

ECON 221 (Green), 592, 12%

NUR 340 (Osborne), 505, 10%

BIO 111 (Mager/Metzler), 339, 7%

MATH 132 (Dickin), 277, 6%

CHEM 231 (All), 244, 5%

PSYS 100 (Truelove),

213, 4%

HIST 150 (Warrner), 153, 3%


23

SI Student Survey

See Appendix B for full report.

All students who were registered for a course in which SI was offered received an email with a link to a

Qualtrics survey. This survey asked questions about the efficacy of the SI leader and the SI program. The

participation rate was 7%, a number that continues to decline each semester. While the rate of return does

not provide a large enough sample to draw general conclusions, the survey does give insight into individual

students’ needs, criticisms, and appreciative comments.

The evaluations yielded the following feedback:

64% of the students who did not attend SI study sessions identified the reason as “The session times

conflicted with my schedule.” The next most prevalent answer was “I preferred to study on my

own” (47%) and “The course material was easy to understand and I didn’t need academic

assistance” (17%).

Students overwhelmingly identified that their SI leaders were enthusiastic about the subject matter

and helping students, were skilled in getting students to actively participate, treated the students

with kindness and respect and related to the students as peers, used appropriate handouts, visual

aids, technology, stayed focused during the study sessions, and exhibited good classroom

management.

Training and Graduate Assistant Support

New SI leaders received a two-hour training session prior to the beginning of the semester. In addition,

each SI leader met with the coordinator to discuss progress, evaluations, attendance, and areas of

improvement.

A graduate assistant, Josh Smith, worked ten hours per week evaluating SI leaders’ study sessions and

meeting with them to offer feedback. Each SI leader was evaluated three times this semester and provided

with written and oral feedback. Each SI leader was also videotaped during part of one of his/her sessions.


24


25

Spring 2017 SI Usage and Outcomes

Supplemental Instruction was offered in 13 different courses during Spring 2017. SI leaders served 77

different sections and 15 different faculty.

A total of 1,526 students received a grade for which SI was offered, and 780 (51%) attended at least one

study session.

425 study sessions were offered, and there were 5,320 contact hours.

The mean number of study sessions attended by students was 6.39, and the mean size of study sessions was

9.47 students.

The mean final grade for students who attended study sessions was 2.91; the mean final grade of those who

did not attend study sessions was 2.57. Thus, those who attended study sessions earned .34 letter grade

higher than their cohorts who did not attend SI study sessions.

The mean final grade for students who attended 1-4 study sessions was 2.82; for those who attended 5-7

study sessions, 2.89; for those who attended 8 or more study sessions, 3.07.

Highlights

Assessment of the effectiveness of an SI program involves many different factors: the percentage of

students in the class who attended SI; total contact hours, the mean size of the SI session; final grade

outcomes; and qualitative survey response from students, among other benchmarks.

In summary:

Highest % of students attending SI: NUR 340

Highest total contact hours: NUR 340

Greatest mean size of SI sessions: NUR 340

Greatest grade outcome: PSYS 100

Clearly, the nursing courses (NUR 230, 330, 340) are high-stakes courses: a very high percentage of

students attend SI, which tends to level out the grade outcomes.

In a course such as PSYS 100 in which students are likely registered as part of a core curriculum

requirement, the stakes are not so high. Students who tend to attend these SI study sessions are high-

achieving students who are adept at seeking out their resources, which could account for the big grade

difference between SI attenders and non-attenders.


26

In courses such as ECON 221 and MATH 132, students are highly motivated, but those who attend SI

study sessions are likely to be the students who are truly struggling with the material, and who otherwise

may have failed or received much lower scores. This may account for the flat grade outcome: SI may

actually level the playing field between students who feel they don’t need the help and those who do.

Spring 2017 SI Contact Hours

NUR 340 (Osborne), 592, 12%

ECON 221 (Green), 570, 11%

CHEM 101 (Gnezda), 522, 10%

ANAT 201 (Essien), 515, 10%

BIO 113 (Bernstein), 415, 8%

MUHI 100 (McConnell), 408, 8%

NUR 330 (Flynn), 389, 8%

MATH 132 (Dickin), 310, 6%

BIO 111 (Metzler/Mager), 255, 5%

PHYS 215 (Javed), 231, 5%

PSYS 100 (Truelove), 216,

4%

NUR 230 (Pyron), 211, 4%

MATH 132 (Rufatto), 174, 3%

HIST 150,

162, 3%

BIO 113 (Metzler), 155, 3%


27


28

Spring 2017 SI Student Survey

All students who were registered for a course in which SI was offered received an email with a link to a

Qualtrics survey. This survey asked questions about the efficacy of the SI leader and the SI program. The

participation rate was 8.7%. While the rate of return does not provide a large enough sample to draw

general conclusions, the survey does give insight into individual students’ needs, criticisms, and

appreciative comments.

The evaluations yielded the following feedback:

44% of the students who did not attend SI study sessions identified the reason as “The session times

conflicted with my schedule.” The next most prevalent answer was “I preferred to study on my

own” (27%) and “The course material was easy to understand and I didn’t need academic

assistance” (12%).

Students overwhelmingly identified that their SI leaders were enthusiastic about the subject matter

and helping students, were skilled in getting students to actively participate, treated the students

with kindness and respect and related to the students as peers, used appropriate handouts, visual

aids, technology, stayed focused during the study sessions, and exhibited good classroom

management.

Areas for improvement: encourage more collaboration among students, use more competitive and

engaging games, and do not cancel study sessions.

Training and Graduate Assistant Support

New SI leaders received a two-hour training session prior to the beginning of the semester. In addition,

each SI leader met with the coordinator to discuss progress, evaluations, attendance, and areas of

improvement.

Two graduate assistants, Josh Smith and Courtney Dress, worked ten hours per week each evaluating SI

leaders’ study sessions and meeting with them to offer feedback. Each SI leader was evaluated three times

this semester and provided with written and oral feedback. Each SI leader was also videotaped during part

of one of his/her sessions.


29

Testing: Staffing, Training, Assessment, Usage

Staffing

Graduate

Assistants

Proctors

Testing

Desk Assistants

Fall 2016 3 35 0

Spring 2017 3 39 4

Summer

2017

3 5 0

Training

Proctors, both on-call and permanent, are selected from the pool of note takers that are hired through Disability Services.

Disability Services provides basic training that covers working with students with disabilities and Kronos. The Testing Desk

offers training that covers the types of accommodations that we provide, the role and expectations of proctors, and tips for

accommodating specific disabilities. We also provide a detailed step-by-step procedural guide outlining the role of the proctor at

the beginning of, during, and at the end of an exam.

Assessment

In fall 2016, we administered a satisfaction survey to our clients. The survey results indicated that, overall, our clients were very

pleased with the level of service provided by the Testing Desk, GAs, and proctors. Most concerns/negative comments were in

regard to factors outside of our control (i.e. difficulty of exams, unclear instructions).

In spring 2017, a practicum student administered a satisfaction survey to faculty. The survey results indicated that, overall,

faculty were pleased with the level of service provided by the Testing Desk, GAs, and proctors. The survey did reveal, however,

that many faculty members were unclear of our procedures and policies. In response to this, the Testing Desk worked in

conjunction with Disability Services to provide additional and specific information about our procedures and policies. Additional

information was also sent to all faculty via the Communications Center.

Usage

Fall 2016 Summary

The number of tests administered increased 7% from Fall 2015.

The most common type of testing accommodation was 50% extra time.

The busiest day of the week for testing was Friday (excluding Finals Week).

The busiest time for tests to be administered was 12:30pm (excluding Finals Week).

During Finals Week, the busiest time for tests to be administered was Tuesday at 12:00.

Spring 2017 Summary

The number of tests administered decreased 1% from Spring 2016.

The most common type of testing accommodation was 50% extra time.

The busiest day of the week for testing was Friday (excluding Finals Week).

The busiest time for tests to be administered was 1:30pm (excluding Finals Week).

During Finals week, the busiest time for tests to be administered was Tuesday at 9:30am.


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Fall 2016 Fall 2015 Fall 2014 Fall 2013 Testing



Top Course Number of tests administered

during Finals Week:

1,119 5

213

HIST 150 267

1,047 5

207

HIST 150

958 5

185

HIST 150

960 6

163

n/a


Testing

Cumulative Visits

Avg. # of Visits per Student

Cumulative Distinct Students Number of tests administered

during Finals Week:

920

3

335 187

929

3

359 240

792

3

287 214

907

6

145 U/A

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Testing Details: Fall 2016

The busiest day of the week for tests to be administered to students with disabilities was Friday.

The busiest time of day for tests to be administered was 12:30pm.

The most common accommodation type was 50% extra time.

Usage by Accommodation Type

*This data includes Finals Week.

Type of accommodation Number of visits using this accommodation

Extra time: 50% more 855

Reduced distraction 521

Reader and/or scribe 345

Extra time: 100% more 292

Adaptive Technology Unknown (not tracked)

32

Tests Administered by Day of the Week and Time of Day (excluding Finals Week)

33

Tests Administered by Time of Day

34

Testing Details: Spring 2017

The most common accommodation type was 50% extra time.

Usage by Accommodation Type

*This data excludes Finals Week.

35

Tests Administered by Day of the Week and Time of Day (excluding Finals Week)

Fridays at 1:30 is the busiest day/time of the week for testing.

36

Learning Center Budget

Fall 2016

78 tutors, 14 SI leaders, and 14 desk student staff were employed.

Student Wage Spending:

These numbers include August 1, 2016-December 31, 2016.

Fall 2016 Fall 2015 Fall 2014 Fall 2013

$89,384.44 $98,897.00 $93,311.13 $95,524.20

Spring 2017

83 tutors, 18 SI leaders, and 14 desk student staff were employed.


These numbers include January 1, 2017-May 5, 2017


$100,252 $89,970 $96,390 $81,350

Summer 2017


These numbers include May 15, 2017-June 30, 2017.

Summer 2017 Summer 2016 Summer 2015 Summer 2014

$7,259 $5,820 $4,607 $6,617

37

Learning Center Assessment Map

Ball State Learning Center Assessment Map

Student Learning Outcomes

Assessment Cycle Year of Focus (Y1, Y2, Y3)

Learning Center Tutors/Supplemental Instruction Leaders (T) 1. Tutors will organize and manage academic assistance sessions by applying the knowledge of their content areas and the use of current and appropriate tutoring and learning strategies.

Y1 2. Tutors will employ effective interpersonal communication. Y2 3. Tutors will demonstrate effective leadership and professionalism in this immersive learning experience that will be relevant to his/her future career. (Strategic Plan Goal #1)

Y3

Learning Center Clients (C) 1. Learning Center clients will demonstrate an understanding of the available resources and utilize them when needed. Y1 2. Learning Center clients will employ effective communication and be engaged in collaborative strategies for learning. Y2 3. Learning Center clients will demonstrate competence in the area they are seeking Learning Center assistance. Y3

Learning Center Goals (G)

1. The Ball State Learning Center will be supportive and part of integrated, holistic learning experiences for students by its work with faculty, departments and campus programs. (Strategic Plan Goal #3)

Y1

2. The Ball State Learning Center will be recognized as a leader in innovative academic assistance programming and practices. (Strategic Plan Goal #2)

Y2 3. The Ball State Learning Center will advance learning in Indiana through collaboration with other Indiana institutes of higher education and other Indiana organizations. (Strategic Plan Goal #4)

Y3

Assessment Plan Cycle: 3 years Learning Center Certification Timeline Y1 = Year 1 – 2012-13, 2015-16 CRLA Certification: 2009 – 2014 Y2 = Year 2 – 2013-14, 2016-17 NADE Certification: 2010 – 2017 Y3 = Year 3 – 2014-15, 2017-18

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Ball State Learning Center Assessment Map

Assessment/Supporting Documents I/D T1 T2 T3 C1 C2 C3 G1 G2 G3 Administer/Collect Person in

Charge

Usage Data Tracking D X X Each Semester Tech Support

Online Tutoring Usage Data Tracking D X X Each Semester Tech Support

Tutor Application/Initial Interview I X X X Each Semester All

Graduate Assistant Tutor Observation I X X X Each Semester All

Coordinator/Tutor Semester Meeting Notes

I X X X X Each Semester All

Tutor Self Evaluation I X X X X Each Semester All

Tutor Entrance/Exit Survey I/D X X X Each Semester SS/Writing

Client Satisfaction Survey I X X X X X Each Semester Math

Client Retention Study D X X Every 2 Years Math

LASSI I X X Annually SS/Writing

Supplemental Instruction Summary Report

D X X Each Semester Core

Supplemental Instruction Leader Observations

I X X X Each Semester Core

Supplemental Instruction Client Survey I X X X X X Each Semester Core

Supplemental Instruction Leader Exit Interview

I X X X Each Semester Core

Online Tutoring Client Evaluations I X X Each Semester Core

Tutor CRLA Training Certification Data D X X X Each Semester SS/Writing

Tutor Training Blackboard Community Training Site

I X X X X Annually All

Tutor Training Handbooks I X X X X Annually All

Tutor Academic Profile Study D X X X Every 2 Years Math

Working with Disabilities Tutor Survey I X X Annually SS/Writing

In-Service Tutor Training Evaluations I X X X Each Semester Core

Learning Center Annual Report I/D X X X X X Annually All

Tutor Talk Newsletter I X X Annually Core

Learning Center Faculty Handbook D X Every 3 Years All/Admin. Coor.

MAP-Works Study I X X Annually Ball State

Learning Center Testing Services Survey I X X X Every 2 Years SS/Writing

Individual Program Reports (EX. Hall Reports)

D X X X Semester All

CRLA Certification I X Renewal Period All

NADE Certification I X Renewal Period All

NCLCA Individual Leadership Certifications

I X Renewal Period All

Best Practices Review for Learning Centers

I X X Annually All

Staff Scholarly Productivity D X X Annually All

Learning Center Advisory Board Minutes D X Each Semester Core

Staff Campus Committee Participation D X Annually All

Campus Presentations Log D X X Annually Math

Learning Center Marketing Materials I X X Annually All/Admin. Coor.

Learning Center Website I X X X Annually All/Tech Support

National Association Staff Membership/Leadership

D X X Renewal Period All

I – Indirect Assessment D- Direct Assessment T1, 2, 3 – Tutor Student Learning Outcomes (Qualitative Data) (Quantitative Data) C1, 2, 3 – Client Student Learning Outcomes G1, 2, 3 – Learning Center Goals

39

Learning Center Advisory Board

The Learning Center Advisory Board is designed to provide counsel to the Learning Center staff. The board will focus on

initiatives designed to maximize the impact of Learning Center services. Additionally, the board will serve as a vehicle for

marketing the Learning Center and its programs, strengthening relationships with key stakeholders, and developing Learning

Center goals. Advisory Board members are chosen to represent departments across campus that are considered to be key

stakeholders in the Learning Center and the services it provides.

Fall 2016: At this meeting, we introduced the new structure of the LC and introduced new staff. We also provided a

review of the services that we provide. The main topic of discussion for this meeting was marketing the LC

to students. Board members in attendance: Jennifer Haley, Jim Mills, Elizabeth Fallon, Michael Black (Veterens

Affairs), Larry Markle (Disability Services), Scott Parkinson (History), Tiffany Peters (Student Affairs), Robin

Rufatto (Math), Kaley Sorg (Academic Advising), Megan Walters (Student Athlete Support Services), and Matt

Kovach (Housing)

Spring 2017: At this meeting, we shared updates/data on new initiatives from the fall. The main topic of discussion for this

meeting was marketing the LC to faculty/staff. Board members in attendance: Jennifer Haley, Jim Mills,

Elizabeth Fallon, Michael Black (Veterens Affairs), Larry Markle (Disability Services), Scott Parkinson (History),

Tiffany Peters (Student Affairs), Robin Rufatto (Math), Kaley Sorg (Academic Advising), Megan Walters

(Student Athlete Support Services), and Joel Bynum (Housing)

40

Learning Center Staff Professional Development

Jennifer Haley

Certifications

o NCLCA Level 4 Lifetime Achievement Learning Center Leadership Certification (LCLC)

Conferences

o NCLCA Annual Conference: September 27-October 1, 2016, Tampa, Florida.

o Postsecondary Options and Supports for Transitioning Students with Autism Spectrum Disorder: March 30,

2017, Ball State University.

o NCLCA Summer Institute: June 25-28, 2017, Milwaukee, Wisconsin.

Committees

o Retention Committee

o Strategic Enrollment Plan Steering Committee, Student Success Group

Service to Professional Organizations

o NCLCA Immediate Past President

o NCLCA Summer Institute Chairperson

Publications

o Tutor Talk, The Learning Center Newsletter, Fall 2016 and Spring 2017

Teaching

o Writing Proficiency Program instructor, Fall 2016 and Spring 2017

Jim Mills

Conferences

o NCLCA Annual Conference: September 2016

o Postsecondary Options and Supports for Transitioning Students with Autism Spectrum Disorder: March 2017

o AHEAD National Conference: July 2017

Committees

o URB Committee

o Faculty Mentorship Program

o Disability Services Campus Accommodations Team

Elizabeth Fallon

Conferences

o ATP (Association for the Tutoring Profession) Annual Conference: March 26 - 30, 2016, Kansas City,

Missouri.

o NCLCA Summer Institute: June 25-28, 2017, Milwaukee, Wisconsin.

41

Learning Center Campus and Community Outreach

Jennifer Haley

Transfer student orientation fairs:

2016: July 1, December 16, January 4-5, April 22, May 11-12 and 15-16, June 29-30

Freshmen orientation presentation to parents:

Several presentations throughout June and July, 2017

Classroom Presentation (Dr. Robin Box, FCSN)

September 21, 2017

Academic Peer Mentor training

August 10, 2016

Resident Assistant training

August 12, 2016

New Faculty Orientation

August 15, 2016

Academic Progress Sessions for Students on Academic Probation

August 23, 2016; January 8 and 12, 2017

Writer’s Workshop (Getting Ready to Research)

January 20, 2017

JAG (Jobs for America’s Graduates) Career Day

January 25, 2017

Sophomore Resource Fair

February 22, 2017

Jim Mills

Transfer student orientation fairs

o 2016: December 19-20

o 2017: June 26-28

Freshmen orientation parent/family presentation

o Summer 2017

Disability Services student orientation: non-apparent disabilities

o August 23, 2016

Faculty Mentorship Program: Learning Center Programs and Services

o April 19, 2017

Elizabeth Fallon

Transfer student orientation fairs:

2017: January 4-5

Sophomore Resource Fair

February 22, 2017

Community Tutoring List

Every semester, the Learning Center provides the community with the Community Tutoring List, a list of tutors and contact information who

are willing to tutor K-12 children in the community in various content areas. Many parents and schools utilize this list.

42

Fall 2016 and Spring 2017 Tutoring Client Survey

Fall 2016

GENERAL INFORMATION

TOTAL SAMPLE SIZE: 289 Clients

Item #3: Number of times you have visited the Learning Center for this course or subject area:

First time 47 16.3%

2-4 visits 141 48.8%

5-7 visits 77 26.6%

8+ visits 16 5.5%

Item #4: Reasons for seeking tutoring, mark all that apply: Listed in descending order. (# responding/ percentage)

I need a chance to talk through some of the concepts I’m learning and to be quizzed. (206/71.3%)

I need answers to specific questions I have about the material. (166/57.4%)

I need help learning how to study for an upcoming test, reading the book, taking notes. (101/35.0%)

I’m doing fine, but I want to excel. (42/14.5%)

Other (18/6.2%)

I was required by someone to attend tutoring. (4/1.38%)

Item #5: How did you find out about the Learning Center? Mark all that apply: Listed in descending order. (#

responding/percentage)

I remembered (or my parents remembered) the LC from freshman orientation. (103/35.6%)

My professor/advisor/coach/RA recommended I seek tutoring. (112/38.8%)

My friend/classmate told me. (107/37.0%)

I looked on the Learning Center’s website. (43/14.9%)

I received an e-mail from the LC. (28/9.7%)

I saw a flyer or poster hanging up about the LC. (22/7.6%)

Other: (13/4.5%) *8 of these 13 respondents noted they were returning clients.

I received a flyer/brochure/bookmark from the LC. (17/5.9%)

I saw a Learning Center commercial. (1/0.4%)

43

MY TUTOR

Knowledge:

Item #6: My tutor was knowledgeable about all of the content, or was knowledgeable about most of the content

and worked with me to find answers for information he/she did not know.

YES 283 97.9% NO 6 2.1%

Item #7: If “NO” on item #7, did your tutor make a referral to another tutor who could help?

YES 0 0% NO 6 100%

Communication and Collaboration:

Item #8: My tutor answered questions and asked me questions about the material and engaged me in a discussion

about the material.

YES 282 97.6% NO 5 1.7%

Item #9: My tutor made me feel welcome and comfortable: he/she was friendly and approachable.

YES 275 95.2% NO 2 0.7%

Strategies:

Clients were given a list of strategies and were asked to mark all that applied to their session.

Item #10a: Tutors used multiple (more than one) strategies that were listed with client.

YES 273 94.5% NO 9 3.1%

Item #10: Strategies that were identified by the client that were used during his/her session. Listed in descending

order. (# of responses/ percentage)

Explained content in a way that was easy to understand. (266/92.0%)

Questioned me and/or quizzed me. (194/67.1%)

Modeled a skill or problem and guided me to practice it. (206/71.3%)

Provided me with visual aids (pictures, graphs) (152/52.9%)

Asked me to restate things in my own words. (126/43.6%)

Helped me learn study skills like note-taking, effective textbook reading, time management, test-taking, etc.

(109/37.7%)

Helped me outline/organize reading material or notes. (102/35.5%)

44

Helped me identify and correct errors in writing. (68/23.5%)

Helped me make a study guide or practice test. (58/20.1%)

Provided me with other handouts. (62/21.5%)

Modeled strategies for planning, drafting, revising, and/or editing my writing project. (52/18.0%)

Helped me make flashcards. (26/9.0%)

Item #11: My tutor used appropriate strategies when I needed them.

YES 282 97.6% NO 3 1.0%

Item #12: My tutor worked with me to assess my needs and goals.

YES 276 95.5% NO 8 2.8%

Client Competence:

Item #13: I feel like I can now answer questions about the material in my own words, or write on my own, or work

the problems on my own.

YES 261 90.3% NO 21 7.3%

Item #14: Grade Improvement: (ONLY CLIENTS WHO HAD BEEN TO THE LEARNING CENTER FOR 5 OR MORE

TUTORING SESSIONS FOR THE COURSE WERE ASKED TO ANSWER AND INDICATED WHAT THE BEGINNING GRADE

PRIOR TO TUTORING AND CURRENT GRADE WERE. *n=93)

Number indicating that their grade improved: 49 52.7%

Number indicating that their grade decreased: 8 8.6%

Number indicating that their grade stayed the same: 37 39.8%

Of those that indicated that their grade improved (49), 21 clients indicated that their grade improved more

than one letter grade.

Learning Center Operation:

Item #15: The front desk staff (where I gave my ID number when I walked in the door) was friendly, efficient, and

knowledgeable.

YES 282 97.6% NO 0 0%

Item #16: The Tutoring Desk (NOT your tutor), was friendly, efficient, and could accommodate my needs.

YES 281 97.2% NO 0 0%

45

Item #17: If I needed it, I was provided with information about other resources in the Learning Center (such as a

tutor for a different class or subject area, or a study session for Supplemental Instruction) or on campus (such as

the Counseling Center, Academic Advising, Career Services, etc.).

YES 206 71.3%

NO 6 2.1%

N/A 65 22.5%

Item #18: I would recommend the Learning Center to my friends.

YES 281 97.2% NO 1 0.4%

Item #19: I would use the Learning Center in the future for another course.

YES 276 95.5%

NO 0 0%

N/A 5 1.7%

Client Free Response:

Item #20: Suggestions I have for improvement of the Learning Center: (Total responses = 52, 18.0%)

Repeated responses:

More than one session per week: 7 13.5%

Longer tutoring sessions: 6 12.5%

More tutors for higher level courses/i.e. FIN300: 3 6%

More waiting area seating/not behind the desk: 3 6%

Get an appointment making app 2 4%

Allow students to set up at a desk when waiting: 2 4%

None/NA/No change: 2 4%

Unique Responses:

White board markers that write better

Make its location known better within the building, such as signs to lead the way

No double check in

26% of comments

46

The cancellation policy sometimes I don’t have homework or questions so I cancel but I can only cancel so many

times without losing my tutor

Snacks or candy always make things better

More variety of times

Everyone should wear a name badge

Pay the tutors for more services

I changed tutors. My new tutor’s name is Hunter.

That the tutors be able to give examples and work through it step by step

I had to switch tutors for biology 3 times, I think that in order to be a tutor, you should have a high A in that class or

major in it because the first 3 didn’t know a thing about biology!

Have the tutors come with lesson plans/things to work on and if students need to go a different direction adjust to

that

More tutors that speak good English

Have already schedules plans for us when we come. Then we can ask questions after.

If tutors haven’t taken the specific course for a long time, brush up on it so we aren’t learning together.

Possibly have the tutors quiz sometimes after material is given

Make sure tutors ask students questions or make students restate concepts/things

Have the tutor talk a little more

Excellent tutor! Is able to explain examples in depth and it super friendly

Learning Center is an amazing resource and it has helped me immensely.

Overall very helpful

You guys are doing a great job.

Keep it up!

Great job!

The LC does a great job!

Great from what I’ve seen

-------------------------------------------------------------------------------------------------------------------------------------

Item #21: Share your comments about your overall tutoring experience: (Total responses = 95, 33%)

#21: Overall Tutoring Experience

I felt I was being lectured more than helped to solve the problem. The advice given has been the most helpful part

in helping me outside the session.

I improved my grade and understand the material better so I say it is a great thing.

47

It’s been fantastic! Because of my tutor I scored an 82% on my first math test while I was really struggling with the

material. Awesome!

Thanks for being patient.

It went well.

Very good tutor and experience.

It’s great.

So far I’ve been satisfied with the results. I see myself using the LC each semester for a course.

I feel more confident in Chemistry

I don’t think I would be doing as well without tutoring.

Awesome. Melissa has helped me remarkably.

My tutor was nice but had to look up most answers. He seemed annoyed when I didn’t grasp the concepts (which I

am still confused about).

Great tutor! Makes things easy to understand.

I’ve seen a lot of improvement in my grades in Japanese since I’ve been coming to tutoring. Olivia has really helped

me grasp the language and develop study strategies. She’s awesome!

Great tutoring!

So helpful.

I have enjoyed my tutoring experience with Hailey. She is very helpful and awesome!

This is the first time I’ve used the tutoring part of the LC and LOVE it.

Very helpful, would like him as my tutor again.

The session went well, it was great to get the information in a more relatable way that was easy to understand.

I love my anatomy tutor, but my chemistry tutor was asking me/the group for questions and didn’t know much

information.

This was great! Literally was so confused before I came and this really helped.

I have been beyond impressed with the LC as a whole. Everyone is very kind and my tutor has been very helpful.

The desk staff is awesome and their phone personnel is also very kind. More students at BSU should take

advantage of the LC.

Very organized and helpful!

I like it. Got a lot done. I’ll come back for sure!

Sophia is amazing at her job! She has given me such a confidence boost and helped me be better at time

management/study skills that I have lacked until now!

Haley is very helpful and productive tutor.

Fun.

Kyla really knows her stuff and answers the questions I have for her. She is super intelligent and helpful.

48

I have had a very positive experience! Everyone has been friendly and has helped me succeed.

I think Olivia is super helpful and I enjoy getting her help.

Olivia is a very productive and helpful tutor.

Always great!

Fun!!

Really helpful, definitely will come back

My tutoring experience is overall enjoyable. I feel that I will now excel in my classes because of my tutoring

sessions.

Very helpful. Tutor explains complex content in an easy way.

Always have a great time coming to tutoring knowing that I’ll get my questions answered in a way that I can

understand.

I like tutoring because it’s helping me stay ahead in my class and understand my material better. And Abbey is easy

to talk to and is helping me a lot.

I enjoy coming to my tutor because it helps me feel prepared. Olivia is very helpful and willing to help me with

anything. I know she knows her material and that helps me feel like she helps me to be more prepared.

It really helped me achieve my goals for certain classes and a better understanding of the material

It has been great!!

Great experience that really helped me with my class. Meghan is a great tutor.

Love coming to sessions! She helps me so much with content and is such an encouragement to me!

Great system. Keep it up!

This has been really helpful!

Overall I am glad I got a tutor.

It’s awesome!

Very helpful, understanding the concepts better.

This has helped me make difficult concepts easier to understand and excel in my class.

Good experience.

The tutoring service offered has helped me in multiple courses during my 3 semesters at Ball State and I really

appreciate all of your hard work.

I loved Rylee, she is so fun and helpful. She really has helped me improve my study skills.

Everyone is nice.

I did not like the way my old tutor approached the material. She was also unknowledgeable of the material and

didn’t refresh or learn the material.

My tutor has greatly helped me learn the terms in vocabulary that I struggle with.

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It has helped me a lot. I’m definitely doing a lot better with it.

He helps us understand the material well.

It’s really helping me get on track in my classes.

Tutoring has helped me with my classes.

Jesse is very relatable and knows his stuff!

Great!

She really helps me understand the material. I thought I would fail, now I think it’s easy.

It was okay. I didn’t feel pressure. I was a nice and friendly environment.

Best tutor!

First semester using the LC tutoring. Will not go another semester without.

I’ve worked with several tutors and have had great success with their help. Some I find I work with better than

others. Shae is still by far the best tutor I’ve had at the Learning Center.

It’s been good thus far. I’m getting a better understanding of the material

Thanks for all the help. Good job.

My tutoring experience was very helpful and I’m excited to get a head start on my next test.

Super helpful!

Great experience. Michael is great and I’m so happy Ball State give free help because I’m the kind of student that

needs 1-1 help.

Megan is great!

I like it overall it should be a bit more structured. ECON is confusing for me so sometimes I don’t even know how to

begin describing the concepts I don’t understand.

Love Brooke! Very nice and personable.

Kevin was great to work with. He actually spoke English, he explained the content on a level that made it easier to

understand and comprehend.

My tutor was very helpful and made things easy to learn.

She’s great, she is very thorough with explanations.

Very beneficial, makes material for classes understandable.

Tutor was excellent in helping me understand where I am at and where I want to go.

Awesome experience & tutor!

Glad to have a tutor that can go over material in a way I can understand it better.

Great tutor, great experience!

I think it helps me learn concepts that I get confused on during class or on tests/quizzes

Very helpful. I will recommend to friends.

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Very helpful, will continue to use in the future! Thank you.

I like being tutored here because everyone is nice and understanding.

I wish they could help with homework.

Great and informative.

My tutoring experience has been good so far.

I like coming here. I wish I could come more often.

Jill tutored me for ECON221. She deserves a raise – GREAT TUTOR. Joel did a great job as well.

It helped!

Very useful!

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Spring 2017

Spring 2017 Learning Center Client Evaluation ALL LEARNING CENTER Data

Evaluation Dates: February 20-February 24 2017 General Information

TOTAL SAMPLE SIZE: 314 Clients

Item #4: Number of times you have visited the Learning Center for this course or subject area:

First time 47 15.0% 2-4 visits 135 43.0% 5-7 visits 98 31.2% 8+ visits 32 10.2% Item #5: Reasons for seeking tutoring, mark all that apply: Listed in descending order.

(#responding/percentage)

I need a chance to talk through some of the concepts I’m learning and to be quizzed.

(226/72.0%)

I need answers to specific questions I have about the material. (200/63.7%)

I need help learning how to study for an upcoming test. (I need help reading the book,

taking notes, etc.) (119/37.9%)

I’m doing fine, but I want to excel. (73/23.2%)

Other (13/4.1%)

I was required by someone to attend tutoring. (7/2.23%)

Item #6: How did you find out about the Learning Center? Mark all that apply: Listed in descending order.

(# responding/percentage)

My professor/advisor/coach/RA recommended I seek tutoring. (127/40.4%)

I received an email from the LC. (94/30.0%)

I remembered (or parents remembered) the LC from freshman orientation. (95/30.3%)

My friend/classmate told me. (86/27.4%)

I looked on the Learning Center’s website. (52/16.6%)

I saw a flyer or poster hanging up about the LC. (24/7.6%)

Other: (18/5.7%) *11 of these 18 respondents noted they were returning clients.

I received a flyer/brochure/bookmark from the LC. (10/3.2%)

I saw a Learning Center commercial. (0/0%)

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MY TUTOR

Knowledge:

Item #7: My tutor was knowledgeable about all of the content, or was knowledgeable about most of the

content and worked with me to find answers for information he/she did not know.

YES 306 97.5% NO 6 1.9%

Item #8: If ‘NO’ on item #7, did your tutor make a referral to another tutor who could help?

YES 1 16.7% NO 5 83.3%

Communication and Collaboration:

Item #9: My tutor answered questions and asked me questions about the material and engaged me in a

discussion about the material.

YES 304 96.8% NO 7 2.2%

Item #10: My tutor made me feel welcomed and comfortable: he/she was friendly and approachable.

YES 294 93.6% NO 1 0.3%

Strategies:

Clients were given a list of strategies and were asked to mark all that applied to their session.

Item #11: Strategies that were identified by the client that were used during his/her session. Listed in

descending order. (# of responses/percentage)

Explained content in a way that was easy to understand. (288/91.7%)

Questioned me and/or quizzed me. (240/76.4%)

Modeled a skill or problem and guided me to practice it. (238/75.8%)

Asked me to restate things in my own words. (161/51.3%)

Provided me with visual aids (pictures, graphs) (143/45.5%)

Helped me make a study guide or practice test. (65/20.7%)

Helped me learn study skills like note-taking, effective textbook reading, time

management, test-taking, etc. (54/17.2%)

Helped me identify and correct errors in writing. (44/14.0%)

Helped me outline/organize reading material or notes. (39/12.4%)

Provided me with other handouts. (25/8.0%)

Modeled strategies for planning, drafting, revising, and/or editing my writing project.

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(20/6.4%)

Helped me make flashcards. (12/3.8%)

Item #12: My tutor used appropriate strategies when I needed them.

YES 307 97.8% NO 4 1.3%

Item #13: My tutor worked with me to assess my needs and goals.

YES 300 95.5% NO 8 2.5%

Client Competence:

Item #14: I feel like I can now answer questions about the material in my own words, or write on my own,

or work the problems on my own.

YES 287 91.4% NO 17 5.4%

Item #15: Grade Improvement: (ONLY CLIENTS WHO HAD BEEN TO THE LEARNING CENTER FOR 5 OR

MORE TUTORING SESSION FOR THE COURSE WERE ASKED TO ANSWER AND INDICATED WHAT THE

BEGINNING GRADE PRIOR TO TUTORING AND CURRENT GRADE WERE. *n=130)

Number indicating that their grade improved: 68 52.3%

Number indicating that their grade decreased: 5 3.8%

Number indicating that their grade stayed the same: 53 40.8%

Of those that indicate that their grade improved (68), 14 clients indicated that their

grade improved more than one letter grade.

Learning Center Operation:

Item #16: The front desk staff (where I gave my ID number when I walked in the door) was friendly,

efficient, and knowledgeable.

YES 308 98.1% NO 2 0.64%

Item #17: The Tutoring Desk was friendly, efficient and could accommodate my needs.

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YES 309 98.4% NO 1 0.32%

Item #18: If I needed it, I was provided with information about other resources in the Learning Center

(such as a tutor for a different class or subject area, or a study session for Supplemental Instruction) or on

campus (such as the Counseling Center, Academic Advising, Career Services, etc.).

YES 218 69.4%

NO 6 1.9%

N/A 83 26.4%

Item #18: I would recommend the Learning Center to my friends.

YES 308 98.1% NO 1 0.32%

Item #19: I would use the Learning Center in the future for another course.

YES 308 98.1%

NO 0 0%

N/A 1 0.32%

Item #20: Suggests I have for improvement of the Learning Center. (Total responses = 43, 14.0%)

Repeated Responses

None/NA/No change: 13

More sessions per week: 4

More availability/times: 5

One-on-one tutoring: 1

More space/quiet: 1

Online scheduling: 3

Make sure tutors know material: 4

Make sure tutors know the subject they are tutoring for! This did not happen

with my first

More should be like Ashly. The other 3 I worked with were either impatient, did

not know material, or were disinterested

Make sure other tutors know the material they are tutoring for

The tutors seem unqualified. They don't know what ....

One check-in location: 2

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Unique Responses

● Just continue working on communication

● I think an art tutor would be helpful. Like someone that would help critique your work before you

had to turn it in

● Don't send people emails saying your tutor is 'ill' for a future date - I assumed the date was wrong

because usually illness isn't scheduled

● Maybe have more specific materials for specific studies

● Instead of 1 miss, I call ahead absence, just have 2 call aheads

● Communication about cancelled appointments could have been better

● Maybe provide instructions on reaching the LC for new students who are unfamiliar with nq and

its layout

● Go back to 3 excused absences instead of 2

● More classes but I know that is difficult

● More hours in the morning

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Item #22: Share your comments about your overall tutoring experience

Positive:

● Great!/Good! - 13

● Helpful! - 6

● Love it! - 3

● Has been helpful so far and I plan to continue to come. I also plan to come in the future when I need help in

a class.

● Have had a good time here and have learned a lot!

● I look forward to my session because they are very helpful in my studies. Everyone here is very nice and

helpful

● I would probably be failing math 166 if I didn't have a tutor, so this is a really helpful resource

● Love it to death! Very helpful and distresses me every time knowing I am organized.

● My tutors have helped me so much since I have been here, and I think they are great!

● Very good and it helps me do better in my chem class. I feel like my quiz/exam grades are way better

● Everyone here is really nice and always feel welcomed!

● Was able to learn material I missed and got the answers I was looking for

● I feel better about the subject I am studying

● Great, all of my tutors have been very helpful. Side note: bio 112 needs an is! 112 is (mallori wisori) was

amazing, we need more of her.

● I learned more about the material I didn't understand and I received tips on how to study better

● Nice staff, wants me to improve

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● Great on knowing the material

● It was very good. I learned a lot of information that I missed because of softball

● Great attitude, words utilized to explain, made me feel a lot more confident with material

● Helps me pass my tests

● It was insightful and helpful. I feel more prepared for the course now.

● Very enjoyable

● Have a great experience and always make a return. This has improved my grades for my class

● Overall, very positive environment and helpful staff

● I've always had a positive experience at the lc and with tutors. I look forward to all of my tutor sessions.

● Overall, it was positive. Usually I am resistant to people helping me. The tutors were very helpful and kind.

● I've only been to a few so far, but it has been helpful and I'll definitely benefit over the long run!

● I have a good experience with the learning center

● Very helpful! Nice and approachable people here!

● It has been a very good experience. Everyone is more than helpful. My tutor helped a lot with my course

work.

● I wish I had done it sooner

● I think it is a nice environment and really helpful

● It has been a good time and I am glad I sought help

● I loved the new set up this year. My tutor was very helpful in helping me understand the material for my

quizzes.

● It has been great. I feel more confident about my school work and my ability to stay in and pass this class.

● Very nice but not helpful. The teacher made it too hard to complete problems

● I love tutoring and the lc! Such helpful people and a wonderful place!

● Great experience. One of many perks for students at ball state.

● I was nervous about coming because it was my first time here, but it wasn't bad and I will be back

● My experience has been wonderful I do however wish there were more tutors for the music theory 111

course

● I find tutoring very helpful. My tutor explains it in a way that is easy to understand and provides visuals for

each sessions

● Very good tutor!

● My tutor is super nice and super knowledgeable

● Alex from the lc is always welcoming and overall staff provide a quality learning experience

● My tutor was overall beneficial. He helped me go over my test and correct my answers as well as giving my

strategies on how to make problems easier

● Very helpful if she doesn't know the answer she doesn't hesitate to find it

● It is going okay, just not how I expected. I wish it was more of like a second session of teaching the

materials so that I hear the material more than once from a different person

● She was friendly and made it very easy to understand my material

● I enjoy my sessions and feel I can say anything I need to without judgement. My tutor is really great and

kind

● He's a really good tutor

● I feel that when I come here I am able to excel more in the classes that I need help in.

● I have 2 tutors for math 108 (soloman & Alex) and I’m still....

● It was hard to grade this because I was here with questions about the writing exam. Nick was very helpful

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and answered whatever questions I had

●

Tutor Specific:

● Miguel is amazing and really helped me with math

● I absolutely loved Liz. She was very helpful and was able to answer so many of my questions. She was also

so happy, which made my day!

● Hailey's great with breaking down equations

● Haley is very friendly and patient every time I come in!

● So far after each session with Estelle I have felt more confident on the material. Thank you!

● Estelle is a great tutor!

● Alex is great & very helpful. I leave feeling confident

● Alex helps a lot

● Alex is the best tutor I’ve had by far

● I have worked with about 3 other tutors when I had schedule conflicts. By far Ashley was the best. She's

kind, patient, knowledgeable and encouraging. It is a humbling experience to have to have a math tutor half

my age. But Ashley has been so sweet and helpful. It makes an awful class experience much better having

her in my course every week. -madeleine

● Meg is great!

● Meg is awesome!

● Meg is the best, she is an amazing tutor

● Amelia brings her anatomy flashcards that help significantly with tests. She is very friendly and easy to talk

to

● Jill is the best!

● Lilly is great! She is very helpful and willing to help me absorb the information better

● It is my third time taking this course and I have previously struggled a lot. After meeting with Adam, I am

more confident in my understanding and got a 100 on my first exam

● I came to prepare for my midterm. Austin was helpful in understanding the concepts.

● It was hard to grade this because I was here with questions about the writing exam. Nick was very helpful

and answered whatever questions I had

● Lexi really works with me to thoroughly understand the material

● Bailey is great

● Emily is an amazing tutor! This is my second semester wither her. I only wish I could get tutoring more often

to improve my skills.

● It has really helped me to gain confidence in class. Emily is helpful, friendly, and enthusiastic. She does her

best to help me

Need Attention

● My tutor was on her phone when she was supposed to be helping me - I asked a question she made me feel

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stupid. 0/10!! Awful!

● The learning center should be quieter, very loud at times

● I felt as if I could have gotten about the same amount of work accomplished on my own; we were only able

to work through a couple of problems successfully

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Appendix B: SI Client Evaluations

Fall 2016

Student Survey

Supplemental Instruction Fall 2016

January 18th 2018, 10:40 am EST

Q4 - Please choose the course/instructor/SI leader.

# Answer Count

1 ANAT 201.1-13 (Essien/Shae) 23

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27 ANAT 201.14-19 (Kelly-Worden/David) 12

3 BIO 111.1-12 (Metzler/Mager, Mallori) 19

12 CHEM 101 (all sections/Jarred) 20

9 CHEM 231 (all sections/Luke) 5

23 ECON 221.1,2,3 (Green/Emily) 9

10 HIST 150.7,9 (Warrner/Austin) 19

13 MATH 132.3 (Dickin/Destiny) 6

5 MUHI 100.1,2,6 (McConnell/Ally) 16

24 NUR 330.1-9 (Flynn/Abbie) 7

4 NUR 340.1-8 (Osborne/Jessica) 7

26 PSYS 100.1,2 (Truelove/Brandon) 24

Total 167

# Field Minimum Maximum Mean Std

Deviation Variance Count

1 Please choose the course/instructor/SI

leader. 1.00 27.00 12.36 9.53 90.78 167

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Q5 - How many SI sessions did you attend?



1 Slide to indicate the approximate number

of sessions you attended. 0.00 40.00 12.59 12.49 156.02 123

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Q6 - If you did not attend any SI sessions, what were the reasons? Mark all that apply.

# If you did not attend any SI sessions, what were the reasons? Mark all that apply. - Selected

Choice Percentage

2 The session times conflicted with my schedule. 40.14%

3 I preferred to study on my own. 29.93%

4 The course material was easy to understand and I didn't need academic assistance. 10.88%

5 The professor provided all of the instruction and/or extra help that I needed. 10.20%

6 I needed one-on-one tutoring. 3.40%

1 I did not know when or where the sessions were available. 2.72%

7 Other 2.72%

Total 147

Other - Text

I had other responsibilities

I kept accidentally missing the class

Luke was not a good SI leader

I prefer to study in small groups where discussions can be had

If you did not attend any SI sessions, what were the reasons? Mark all that apply. - Selected Choice Count

If you did not attend any SI sessions, what were the reasons? Mark all that apply. - Selected Choice 92.00

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Q7 - If you attended at least one session or more, please comment on the following

characteristics.

# Question Always Most of

the Time Sometimes Rarely Never Total

1 Demonstrated sufficient knowledge of the

subject matter. 72 24 2 2 1 101

2 Was enthusiastic about the subject and about

helping students. 68 28 4 0 1 101

3 Was skilled in getting the students to actively

participate. 62 23 12 3 1 101

4 Encouraged the students to answer each

other's questions. 57 22 13 8 1 101

5 Treated the students with kindness and respect

and related as a peer. 87 12 1 0 1 101

6 Used appropriate handouts such as practice

tests, study guides, and outlines. 81 12 4 1 3 101

7 Used visual aids such as charts, graphs, and

pictures. 70 18 8 4 1 101

8 Used technology to enhance the sessions. 70 12 10 6 3 101

9 Used games. 38 10 21 13 19 101

10 Stayed focused during the study sessions. 80 17 0 1 1 99

11 Exhibited good classroom management skills

(addressed distractions or disruptions). 78 14 4 4 1 101

12 Seemed bored, condescending, or distant. 18 3 2 23 55 101

13 Lectured most of the time. 18 22 28 21 11 100

14 Spent most of the time answering questions. 26 20 41 11 3 101




subject matter. 1.00 5.00 1.38 0.72 0.51 101

2 Was enthusiastic about the subject and

about helping students. 1.00 5.00 1.40 0.66 0.44 101

3 Was skilled in getting the students to

actively participate. 1.00 5.00 1.59 0.88 0.78 101


other's questions. 1.00 5.00 1.75 1.02 1.04 101

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5 Treated the students with kindness and

respect and related as a peer. 1.00 5.00 1.18 0.53 0.29 101

6 Used appropriate handouts such as

practice tests, study guides, and outlines. 1.00 5.00 1.35 0.85 0.72 101

7 Used visual aids such as charts, graphs,

and pictures. 1.00 5.00 1.50 0.87 0.76 101

8 Used technology to enhance the sessions. 1.00 5.00 1.61 1.07 1.15 101

9 Used games. 1.00 5.00 2.65 1.54 2.37 101

10 Stayed focused during the study sessions. 1.00 5.00 1.24 0.60 0.37 99

11 Exhibited good classroom management

skills (addressed distractions or disruptions).

1.00 5.00 1.38 0.82 0.67 101

12 Seemed bored, condescending, or distant. 1.00 5.00 3.93 1.51 2.28 101

13 Lectured most of the time. 1.00 5.00 2.85 1.25 1.57 100

14 Spent most of the time answering

questions. 1.00 5.00 2.46 1.08 1.16 101

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Q8 - Please give any further comments, concerns, or suggestions about your SI leader

and/or the SI program.

Please give any further comments, concerns, or suggestions about your SI leader and/or the SI program.

she was nice and made it enjoyable

I throughly enjoyed the program. I feel like it is because of these study sessions I am walking out of the class with an A- and the ability to not take the final and risk lowering my grade. I enjoyed the sessions, Austin is very knowledgeable. Sometimes would even give us fun facts about different topics. Overall I enjoyed the lessons and I am very grateful for them. They made the semester easier to handle overall.

Really liked how she gave us questions that we would see on the test.

I thought that she was great and helped me when I needed It

Shae was wonderful! She was really helpful and willing to answer anything we wanted to know. She is gifted and hardworking. She made SI fun and interesting as well as informative. We WANTED to come. Thank you Shae! -Nikki

Both Shea and David were absolutely fantastic. They made an intimidating subject my absolute favorite. They did an amazing job in explaining the material in a manor that not only helped me to understand but they also were able to relate it to real world scenarios. I couldn't have hoped for better SI instructors and I am actually sad to be ending the class because of how much I loved going to SI sessions.

Shae was awesome. I always looked forward going to SI session with Shae and David. They were great leaders. They helped me with any questions I had and always knew the answers.

Jarred did a wonderful job. Going to the SI sessions definitely helped me do well on our tests.

She did an excellent job reviewing the class materials! On days that were not before a test she spent a lot of time making sure all of the students understood the requirements and expectations for the assignments. Before test day we would go through powerpoint slides as a lecture to get more comfortable with test materials, and she would ask questions and you could see how many you answered correctly. She also got the students involved in the work by asking them to answer questions for her.

He was a great SI leader. I passed the class because of him.

Provide more questions that are very close to the tests or quizzes of the professors

Destiny was awesome! I hope next semester students can get her. She was a huge help.

I'm a full-time student with a part-time job and a 3 year old son. The Tuesday evening session was when I had work, and the Thursday session was when my son's father had to work and I had no child care options. If the materials were available other than during the times of the SI sessions, the extra practice could have been helpful. Unfortunately, Ball State fails to recognize the extra needs of non-traditional students.

I would get every session before my exam and I found them to be extremely helpful!

She was very helpful whenever anyone had any questions at all or any concerns.

Held later at night

Held later at night

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The use of technology was not applicable to this course and SI session. As far as games, Emily would make it fun but, again, it is hard to learn statistics through games, in my opinion. She would always answer questions students had but never just stood in class without having appropriate and useful materials. Emily was a fantastic SI leader. Without her help and guidance I would not have excelled in a difficult class such as Econ 221. I don't think Emily and great SI leaders get enough credit for what they do, especially with having their own classes and learning. I can't say enough great things about Emily, her kindness, and compassion towards students and helping us succeed.

He is fun and personable, did a good job with leading the discussions and having us answer questions as well as him answering our questions.

With Dr. Poole's section following a different learning path, SI really didn't help because most of the time Luke stayed along the path of the other professors or he would try and split the SI sessions which then i felt we weren't getting enough attention in order to fully understand the material. Also Luke was not confident enough in his knowledge, I would ask for help on my homework and he would say I don't know because I don't remember or he hadn't learned the material.

I thought Jessica did an awesome job of presenting material. She really helped me understand example nursing questions.

I did not attend any more SI sessions after the instruction went from Madeline to Brandon. Madeline was instructive, helpful, and gave handouts that she thought would be beneficial. When Brandon took over, I felt as if he was not helping me learn. For example, before an exam, he was doing a review game in the form of Jeopardy. The answers to the questions were incorrect 1/4 of the time. He was not familiar with the material and he was putting the wrong information in his powerpoint and hid games. The students had to correct him multiple times because of his lack of knowledge. I decided maybe that was a fluke, or a one time thing, so I went back a couple times after that. Brandon did not know what he was doing, what he should talk about, and did not know some of the answers to students' questions. I feel as if Brandon was an awful SI leader due to all these things, and I would not recommend him being an SI leader for the future. He is very sloppy and unorganized.

David and Shae were amazing! They made SI so fun! They really know what they're talking about.

She was AMAZING! I struggled at thnight beginning of the year and her session really helped. I also missed two days for a family emergency and she explained everything to me individually until it made sense. Her handouts were great and broke everything down.

David was great and very respectful!

He did a great job. I would recommend the continued use of videos as a visual aid for people who have a hard time with book learning.

She was a great leader. I don't think I would have been able to pass the class, let alone get the grade I'm currently getting.

The SI program is super helpful and I am super pleased with the help that is given.

I think the SI program is an extremely helpful tool for first year students who don't quite understand the amount of work it takes for just one course.

More examples needed to be worked in class. Getting the formulas are only so good if you know how to work them.

Jessica did a really good job at providing information to supplement to us students. The handouts, study guides, and discussions were very helpful. She was very approachable if there were any questions. The information she provided was very focused on the test material and what we needed to know.

She was a great SI!

Overall, our SI leader was very knowledgeable and helpful. She always knew the answers to people's questions and was able to go into more detail to help us students better understand the material.

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Without this SI leader/ sessions I would not have the grade that I have today. Math has always been my worst subject but the way Destiny explains the problems made them clear and make sense.

David is always very nice, and eager to help.

I learned more in the SI sessions than what I did in the actual class. Green was extremely hard to understand from day 1 and Emily was the reason I understood this course.

All the leader did was lecture. I stopped attending because it was more worthwhile for me to go do the study guide on my own or review my notes. The notes provided in the sessions did not represent our quizzes and exams very well.

ask students what times work best then make the schedule. do not schedule SI sessions when a lab for the class is going on

It just wasn't beneficial for me to go


she was nice and made it enjoyable

I throughly enjoyed the program. I feel like it is because of these study sessions I am walking out of the class with an A- and the ability to not take the final and risk lowering my grade. I enjoyed the sessions, Austin is very knowledgeable. Sometimes would even give us fun facts about different topics. Overall I enjoyed the lessons and I am very grateful for them. They made the semester easier to handle overall.

Really liked how she gave us questions that we would see on the test.

I thought that she was great and helped me when I needed It

Shae was wonderful! She was really helpful and willing to answer anything we wanted to know. She is gifted and hardworking. She made SI fun and interesting as well as informative. We WANTED to come. Thank you Shae! -Nikki

Both Shea and David were absolutely fantastic. They made an intimidating subject my absolute favorite. They did an amazing job in explaining the material in a manor that not only helped me to understand but they also were able to relate it to real world scenarios. I couldn't have hoped for better SI instructors and I am actually sad to be ending the class because of how much I loved going to SI sessions.

Shae was awesome. I always looked forward going to SI session with Shae and David. They were great leaders. They helped me with any questions I had and always knew the answers.

Jarred did a wonderful job. Going to the SI sessions definitely helped me do well on our tests.

She did an excellent job reviewing the class materials! On days that were not before a test she spent a lot of time making sure all of the students understood the requirements and expectations for the assignments. Before test day we would go through powerpoint slides as a lecture to get more comfortable with test materials, and she would ask questions and you could see how many you answered correctly. She also got the students involved in the work by asking them to answer questions for her.

He was a great SI leader. I passed the class because of him.

Provide more questions that are very close to the tests or quizzes of the professors

Destiny was awesome! I hope next semester students can get her. She was a huge help.

68

I'm a full-time student with a part-time job and a 3 year old son. The Tuesday evening session was when I had work, and the Thursday session was when my son's father had to work and I had no child care options. If the materials were available other than during the times of the SI sessions, the extra practice could have been helpful. Unfortunately, Ball State fails to recognize the extra needs of non-traditional students.

I would get every session before my exam and I found them to be extremely helpful!

She was very helpful whenever anyone had any questions at all or any concerns.

Held later at night

Held later at night

The use of technology was not applicable to this course and SI session. As far as games, Emily would make it fun but, again, it is hard to learn statistics through games, in my opinion. She would always answer questions students had but never just stood in class without having appropriate and useful materials. Emily was a fantastic SI leader. Without her help and guidance I would not have excelled in a difficult class such as Econ 221. I don't think Emily and great SI leaders get enough credit for what they do, especially with having their own classes and learning. I can't say enough great things about Emily, her kindness, and compassion towards students and helping us succeed.

He is fun and personable, did a good job with leading the discussions and having us answer questions as well as him answering our questions.

With Dr. Poole's section following a different learning path, SI really didn't help because most of the time Luke stayed along the path of the other professors or he would try and split the SI sessions which then i felt we weren't getting enough attention in order to fully understand the material. Also Luke was not confident enough in his knowledge, I would ask for help on my homework and he would say I don't know because I don't remember or he hadn't learned the material.

I thought Jessica did an awesome job of presenting material. She really helped me understand example nursing questions.

I did not attend any more SI sessions after the instruction went from Madeline to Brandon. Madeline was instructive, helpful, and gave handouts that she thought would be beneficial. When Brandon took over, I felt as if he was not helping me learn. For example, before an exam, he was doing a review game in the form of Jeopardy. The answers to the questions were incorrect 1/4 of the time. He was not familiar with the material and he was putting the wrong information in his powerpoint and hid games. The students had to correct him multiple times because of his lack of knowledge. I decided maybe that was a fluke, or a one time thing, so I went back a couple times after that. Brandon did not know what he was doing, what he should talk about, and did not know some of the answers to students' questions. I feel as if Brandon was an awful SI leader due to all these things, and I would not recommend him being an SI leader for the future. He is very sloppy and unorganized.

David and Shae were amazing! They made SI so fun! They really know what they're talking about.

She was AMAZING! I struggled at thnight beginning of the year and her session really helped. I also missed two days for a family emergency and she explained everything to me individually until it made sense. Her handouts were great and broke everything down.

David was great and very respectful!

He did a great job. I would recommend the continued use of videos as a visual aid for people who have a hard time with book learning.

She was a great leader. I don't think I would have been able to pass the class, let alone get the grade I'm currently getting.

The SI program is super helpful and I am super pleased with the help that is given.

69

I think the SI program is an extremely helpful tool for first year students who don't quite understand the amount of work it takes for just one course.

More examples needed to be worked in class. Getting the formulas are only so good if you know how to work them.

Jessica did a really good job at providing information to supplement to us students. The handouts, study guides, and discussions were very helpful. She was very approachable if there were any questions. The information she provided was very focused on the test material and what we needed to know.

She was a great SI!

Overall, our SI leader was very knowledgeable and helpful. She always knew the answers to people's questions and was able to go into more detail to help us students better understand the material.

Without this SI leader/ sessions I would not have the grade that I have today. Math has always been my worst subject but the way Destiny explains the problems made them clear and make sense.

David is always very nice, and eager to help.

I learned more in the SI sessions than what I did in the actual class. Green was extremely hard to understand from day 1 and Emily was the reason I understood this course.

All the leader did was lecture. I stopped attending because it was more worthwhile for me to go do the study guide on my own or review my notes. The notes provided in the sessions did not represent our quizzes and exams very well.

ask students what times work best then make the schedule. do not schedule SI sessions when a lab for the class is going on

It just wasn't beneficial for me to go

70

Q9 - Click to write the question text

# Answer % Count

1 Click to write Choice 1 74.36% 58



Total 100% 78

71

Spring 2017

Student Survey

Supplemental Instruction Spring 2017

January 18th 2018, 10:42 am EST

Q4 - Please choose the course/instructor/SI leader.

# Answer Count

1 ANAT 201.1-16 (Essien/Sabrina) 12

72

3 BIO 111.5-12 (Mager, Mallori) 14

27 BIO 113.1-7 (Bernstein/Becca) 8

38 BIO 113.9-13 (Metzler/Michele) 7

12 CHEM 101 (all sections/Jarred) 10

9 CHEM 231 (all sections/Logan) 6

23 ECON 221.1,2,3 (Green/Emily) 18

10 HIST 150.2 (Dmitriev/Samantha) 2

13 MATH 132.1 (Dickin/Destiny) 5

39 MATH 132.3 (Rufatto/Landon) 2

5 MUHI 100.1,3, 13 (McConnell/Ally) 7

40 NUR 230.1-8 (Pyron/Mildred) 4

24 NUR 330.1-8 (Flynn/Abbie) 7

4 NUR 340.1-9 (Osborne/Jessica) 22

41 PHYS 215.1,2 (Javed/Brooke and Ashley) 1

26 PSYS 100.3 (Truelove/Lucas) 7

Total 132



1 Please choose the course/instructor/SI

leader. 1.00 41.00 14.86 12.26 150.40 132

73

Q5 - How many SI sessions did you attend?



1 Slide to indicate the approximate number

of sessions you attended. 0.00 40.00 14.79 11.79 138.90 111

74

Q6 - If you did not attend any SI sessions, what were the reasons? Mark all that apply.

# If you did not attend any SI sessions, what were the reasons? Mark all that apply. - Selected

Choice Percentage

2 The session times conflicted with my schedule. 44.58%

3 I preferred to study on my own. 27.71%

4 The course material was easy to understand and I didn't need academic assistance. 12.05%

5 The professor provided all of the instruction and/or extra help that I needed. 6.02%

7 Other 4.82%

6 I needed one-on-one tutoring. 3.61%

1 I did not know when or where the sessions were available. 1.20%

Total 83

Other - Text

Dates always were getting canceled or changed so it was hard to know exactly when/if a session was held

I tried to make it to every one but often I would simply forget. The time of day it was scheduled for worked out great.

I would have loved to go, but as a mother, times conflicted with my availability to attend. However, the information she was able to send via email was very helpful.

The people that attended said that her content didn't match the content we were learning in class.

If you did not attend any SI sessions, what were the reasons? Mark all that apply. - Selected Choice Count

If you did not attend any SI sessions, what were the reasons? Mark all that apply. - Selected Choice 50.00

75

Q7 - If you attended at least one session or more, please comment on the following

characteristics.

# Question Always Most of

the Time Sometimes Rarely Never Total


subject matter. 80 22 1 1 0 104

2 Was enthusiastic about the subject and about

helping students. 77 19 6 2 1 105

3 Was skilled in getting the students to actively

participate. 74 18 10 2 0 104


other's questions. 65 19 12 5 3 104

5 Treated the students with kindness and respect

and related as a peer. 91 11 1 0 0 103

6 Used appropriate handouts such as practice

tests, study guides, and outlines. 91 10 3 0 0 104

7 Used visual aids such as charts, graphs, and

pictures. 73 19 7 3 2 104

8 Used technology to enhance the sessions. 71 14 9 7 1 102

9 Used games. 51 16 14 12 10 103

10 Stayed focused during the study sessions. 86 17 0 1 0 104

11 Exhibited good classroom management skills

(addressed distractions or disruptions). 85 16 1 2 0 104

12 Seemed bored, condescending, or distant. 16 7 5 12 64 104

13 Lectured most of the time. 18 20 33 25 8 104

14 Spent most of the time answering questions. 22 27 34 18 3 104




subject matter. 1.00 4.00 1.26 0.52 0.27 104

2 Was enthusiastic about the subject and

about helping students. 1.00 5.00 1.39 0.76 0.58 105

3 Was skilled in getting the students to

actively participate. 1.00 4.00 1.42 0.74 0.55 104


other's questions. 1.00 5.00 1.67 1.04 1.09 104

76

5 Treated the students with kindness and

respect and related as a peer. 1.00 3.00 1.13 0.36 0.13 103

6 Used appropriate handouts such as

practice tests, study guides, and outlines. 1.00 3.00 1.15 0.43 0.19 104

7 Used visual aids such as charts, graphs,

and pictures. 1.00 5.00 1.48 0.89 0.79 104

8 Used technology to enhance the sessions. 1.00 5.00 1.56 0.98 0.95 102

9 Used games. 1.00 5.00 2.17 1.39 1.94 103

10 Stayed focused during the study sessions. 1.00 4.00 1.19 0.46 0.21 104

11 Exhibited good classroom management

skills (addressed distractions or disruptions).

1.00 4.00 1.23 0.56 0.31 104

12 Seemed bored, condescending, or distant. 1.00 5.00 3.97 1.52 2.32 104

13 Lectured most of the time. 1.00 5.00 2.86 1.19 1.41 104

14 Spent most of the time answering

questions. 1.00 5.00 2.55 1.09 1.19 104

77

Q8 - Please give any further comments, concerns, or suggestions about your SI leader

and/or the SI program.


Destiny was amazingly helpful every time I went, and she did everything you could expect someone to. Especially having to deal with Math as a subject and making it engaging.

Jessica is a great SI instructor!

Sabrina was great! She was extremely nice and had sufficient knowledge on the subject to answer any questions I had. I found her easily approachable and could ask any question. My one critique would be how the handouts she gave us never followed her power points. I think the handouts would be a lot more effective if the power point lined up with it. I found these study sessions informative and helpful. I would definitely vote to keep them going.

Jared was a great SI leader. He always knew what he was talking about and had sufficient answers to any questions I had. Along with that, he's just a super nice guy and was super easy to ask questions. I definitely credit my good test grades to jared because the SI sessions were EXTREMELY helpful. I consider myself lucky to have him and this valuable resource.

Jarred was honestly the best SI leader I have ever had! He made it fun and exciting and cares so much about making sure we understood the content. He even interacts with us outside of SI, in the classroom, or even just walking down the sidewalk. He wasn't afraid to challenge you on the subject, to help you understand and comprehend it. A really great guy and now a good friend as well. Thank you for all your help Jarred.

I probably would attend the SI sessions but I just barely couldn't make it. The SI leaders all seem very nice, so that's really great.

You were awesome! If I do end up passing this class it will be because of you. If I do not end up passing it was because work got in the way of me attending some of the sessions. Thank you for everything and pray that I don't have to retake the class. Have a great summer and an even better wedding. -Gary

best SI instructor i've had at college

Jessica was great

AMAZING JOB. Super helpful and was an excellent source of help.

Jared was a fantastic SI leader. He really enjoys chemistry and made our SI sessions enjoyable. I believe that without him I would not have done well in this course.

She was great and very helpful!

Jessica was an awesome instructor! She truly supplemented the information we got from class and was always great about answering questions about subjects we were struggling with.

Jess was awesome! She was really helpful during the SI sessions.

I don't think I would have passed this class without Emily. She was so helpful and kind to every student. In my section with Mr. Green people rarely asks questions because of the judgmental environment he creates but, during the study session almost everyone asks questions or asks for help because she is very understanding. Her handouts were clear and the study sessions before tests were awesome. Big thanks to Emily!

Emily literally saved my entire grade in this class. Most of the time, I learned more from her then I did the professor. In fact, I think Ball State should hire her.

Emily did a great job and really helped me succeed in this course. I could not have gotten and A without her

78

She was awesome and taught me so much!

Jess was a great SI instructor!!! Best one I have had yet! (:

Jessica was awesome. She really gave some good study tips when it came to the class and made interactive games to help us study. She also had a good attitude

She was so helpful and gave good tips to remember the material!

Excellent leader and program. Very helpful in furthering my understanding of statistics.

Jarred would always take the time to answer questions, no matter if it meant we didn't quite finish the packet we were working on. He didn't make us feel like our questions were not valid. This was such a huge help. Thank you, Jarred.

Jessica really made a difference!

Ally was such a good SI leader, she was really good at answering questions and giving up solutions to what we need to do to get our grade up and get the points we need for the class!

Thank you so much for being an SI instructor. You gave some really good advice about NUR 230 and even good advice as to what to expect for next year.

I thought it was a little useful, I guess the repetitiveness of the information is good to remember. It was kind of boring because it was for a long amount of time.

Jarred was amazing. He honestly helped me pass this class. I struggled and he helped no matter how stupid and trust me, I had some stupid questions. I had no confidence in my ability to be able to pass this class and with these SI session I not only passed the class but actually learned more than I could have ever thought.

the SI program really helped my grade!

gives good materials for preparation for the weekly quizzes

This was honestly one of the most helpful SI things I have ever experienced. I got an A on every single exam in the class, and I could really chalk it up to simply attending all of these study sessions. It really helped me to stay focused and understand which areas of my understanding needed more work, and which things I had down. This was WAAAAY more helpful than the one on one learning center tutoring stuff I have tried before. I wish there were great SI sessions like this for all the rest of my classes honestly.

Great SI leader! Really knew the material and how to explain it in an understandable manner! It helped me so much!

She was a great leader, extremely nice and helpful. Always had a positive attitude and seemed excited to help students.

Super super helpful! So glad I could utilize these! Destiny was awesome!

Jessica was a GREAT si and she really helped me out with NUR340!!

From what I know, Jared would reschedule the SI sessions if he could not attend.

Destiny was great. Very informative and was always able to answer any math related questions.

Essentially taught the class the information for tests and assignments

This was the best SI sessions I have been to since being at Ball State! The leaders are AWESOME!

She was very nice and helpful.

The sessions were helpful in helping me understand the information and especially get ready for exams!

79

Abby was very helpful and knew what she was talking about. Some sessions were boring, but I blame that on the material more. She was great.

Emily was fantastic!! She gave us ample time to work on problems on our own or with our classmates and then went through the problems step-by-step to ensure we all understand. She made great worksheets and would spend close to two hours of her time with us the day before an exam to make sure we were prepared!

Brooke and Ashley are the ONLY reason I am passing this ridiculously hard course. Their knowledge of how Javed tests and teaches is invaluable for getting the prevalent information from each lecture. They use both study guides and Kahoot games which are both great study tools. The Kahoot is awesome cause it allows us to get experience answering the type of questions Javed may ask on her exams and the study guides are a great study aid before quizzes and exams. Both Brooke and Ashely genuinely care about all of us doing as best as we possibly can and actively encourage us to do our best. They are great SI Instructors and I am thankful I had them to help me out this semester.

Loved her! So helpful!

Emily's help has been the only thing that has kept me afloat in this class. Incredibly helpful!!!

She was a great helper and was always enthusiastic and willing to help!

Never learned anything, all we did was kahoots and when we didn't get the answer right she just said come on guys and moved on. Stopped going for that reason.

I only went to one session and didn't really find her style helpful for me, but it was the first one so her style probably changed as she got feedback from the students who regularly went. The material is easy enough for me to grasp just from going to class that I didn't really need the extra help. She's super nice and is always willing to talk to people even right after/before the lectures.


Destiny was amazingly helpful every time I went, and she did everything you could expect someone to. Especially having to deal with Math as a subject and making it engaging.

Jessica is a great SI instructor!

Sabrina was great! She was extremely nice and had sufficient knowledge on the subject to answer any questions I had. I found her easily approachable and could ask any question. My one critique would be how the handouts she gave us never followed her power points. I think the handouts would be a lot more effective if the power point lined up with it. I found these study sessions informative and helpful. I would definitely vote to keep them going.

Jared was a great SI leader. He always knew what he was talking about and had sufficient answers to any questions I had. Along with that, he's just a super nice guy and was super easy to ask questions. I definitely credit my good test grades to jared because the SI sessions were EXTREMELY helpful. I consider myself lucky to have him and this valuable resource.

Jarred was honestly the best SI leader I have ever had! He made it fun and exciting and cares so much about making sure we understood the content. He even interacts with us outside of SI, in the classroom, or even just walking down the sidewalk. He wasn't afraid to challenge you on the subject, to help you understand and comprehend it. A really great guy and now a good friend as well. Thank you for all your help Jarred.

I probably would attend the SI sessions but I just barely couldn't make it. The SI leaders all seem very nice, so that's really great.

80

You were awesome! If I do end up passing this class it will be because of you. If I do not end up passing it was because work got in the way of me attending some of the sessions. Thank you for everything and pray that I don't have to retake the class. Have a great summer and an even better wedding. -Gary

best SI instructor i've had at college

Jessica was great

AMAZING JOB. Super helpful and was an excellent source of help.

Jared was a fantastic SI leader. He really enjoys chemistry and made our SI sessions enjoyable. I believe that without him I would not have done well in this course.

She was great and very helpful!

Jessica was an awesome instructor! She truly supplemented the information we got from class and was always great about answering questions about subjects we were struggling with.

Jess was awesome! She was really helpful during the SI sessions.

I don't think I would have passed this class without Emily. She was so helpful and kind to every student. In my section with Mr. Green people rarely asks questions because of the judgmental environment he creates but, during the study session almost everyone asks questions or asks for help because she is very understanding. Her handouts were clear and the study sessions before tests were awesome. Big thanks to Emily!

Emily literally saved my entire grade in this class. Most of the time, I learned more from her then I did the professor. In fact, I think Ball State should hire her.

Emily did a great job and really helped me succeed in this course. I could not have gotten and A without her

She was awesome and taught me so much!

Jess was a great SI instructor!!! Best one I have had yet! (:

Jessica was awesome. She really gave some good study tips when it came to the class and made interactive games to help us study. She also had a good attitude

She was so helpful and gave good tips to remember the material!

Excellent leader and program. Very helpful in furthering my understanding of statistics.

Jarred would always take the time to answer questions, no matter if it meant we didn't quite finish the packet we were working on. He didn't make us feel like our questions were not valid. This was such a huge help. Thank you, Jarred.

Jessica really made a difference!

Ally was such a good SI leader, she was really good at answering questions and giving up solutions to what we need to do to get our grade up and get the points we need for the class!

Thank you so much for being an SI instructor. You gave some really good advice about NUR 230 and even good advice as to what to expect for next year.

I thought it was a little useful, I guess the repetitiveness of the information is good to remember. It was kind of boring because it was for a long amount of time.

Jarred was amazing. He honestly helped me pass this class. I struggled and he helped no matter how stupid and trust me, I had some stupid questions. I had no confidence in my ability to be able to pass this class and with these SI session I not only passed the class but actually learned more than I could have ever thought.

the SI program really helped my grade!

gives good materials for preparation for the weekly quizzes

81

This was honestly one of the most helpful SI things I have ever experienced. I got an A on every single exam in the class, and I could really chalk it up to simply attending all of these study sessions. It really helped me to stay focused and understand which areas of my understanding needed more work, and which things I had down. This was WAAAAY more helpful than the one on one learning center tutoring stuff I have tried before. I wish there were great SI sessions like this for all the rest of my classes honestly.

Great SI leader! Really knew the material and how to explain it in an understandable manner! It helped me so much!

She was a great leader, extremely nice and helpful. Always had a positive attitude and seemed excited to help students.

Super super helpful! So glad I could utilize these! Destiny was awesome!

Jessica was a GREAT si and she really helped me out with NUR340!!

From what I know, Jared would reschedule the SI sessions if he could not attend.

Destiny was great. Very informative and was always able to answer any math related questions.

Essentially taught the class the information for tests and assignments

This was the best SI sessions I have been to since being at Ball State! The leaders are AWESOME!

She was very nice and helpful.

The sessions were helpful in helping me understand the information and especially get ready for exams!

Abby was very helpful and knew what she was talking about. Some sessions were boring, but I blame that on the material more. She was great.

Emily was fantastic!! She gave us ample time to work on problems on our own or with our classmates and then went through the problems step-by-step to ensure we all understand. She made great worksheets and would spend close to two hours of her time with us the day before an exam to make sure we were prepared!

Brooke and Ashley are the ONLY reason I am passing this ridiculously hard course. Their knowledge of how Javed tests and teaches is invaluable for getting the prevalent information from each lecture. They use both study guides and Kahoot games which are both great study tools. The Kahoot is awesome cause it allows us to get experience answering the type of questions Javed may ask on her exams and the study guides are a great study aid before quizzes and exams. Both Brooke and Ashely genuinely care about all of us doing as best as we possibly can and actively encourage us to do our best. They are great SI Instructors and I am thankful I had them to help me out this semester.

Loved her! So helpful!

Emily's help has been the only thing that has kept me afloat in this class. Incredibly helpful!!!

She was a great helper and was always enthusiastic and willing to help!

Never learned anything, all we did was kahoots and when we didn't get the answer right she just said come on guys and moved on. Stopped going for that reason.

I only went to one session and didn't really find her style helpful for me, but it was the first one so her style probably changed as she got feedback from the students who regularly went. The material is easy enough for me to grasp just from going to class that I didn't really need the extra help. She's super nice and is always willing to talk to people even right after/before the lectures.

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