Center for Academic Excellence

Overview of Effectiveness

and

Provided Recommendations

Overview

During the month of August 2012, a simple qualitative analysis was conducted to determine the effectiveness of the Center for Academic Excellence. A series of 10 questions were asked in order to measure perceptions of past performance of the CAE as well as to gather input for improving tutoring services to BMC Miami students. Each interview lasted approximately 30 minutes and 10 individuals were interviewed ranging from faculty, department leaders, and students. Their perceptions and suggestions were collectively analyzed. In addition, sign-in sheets were analyzed for frequency of visits to the CAE, subject matter sought for assistance, and the effects of tutoring on specific subjects areas of English and math were determine by grade percentages. Three recommendations along with explanations are suggested at the end of this research presentation as well as a summary.

CAE Research Analysis

Section 1: Responses to Interview Questions

What was the intent for the Center for Academic Excellence?

• 20% indicated tutoring as assisting with completing assignments in any subject.

• 30% mentioned to provide students with supplemental instruction with any subject.

• 30% expressed the intention as an intervention measure to prevent failing students in fundamental classes.

• 20% described the intention as an opportunity for students to gain studying skills.

What was the main purpose of the Center for Academic Excellence?

• 20% indicated tutoring as assisting with completing assignments in any subject.

• 30% expressed the main purpose as providing studying skills.

• 20% mentioned the main purpose as supporting students in fundamental classes.

• 20% described the main purpose as providing supplemental instruction.

• 10% identified the main purpose as to affect persistence.

What were the challenges that the Center for Academic Excellence faced?

• 50% expressed concern that the lack availability of tutors led to student frustration with receiving needed services.

• 20% mentioned that there was a lack of shared vision.

• 20% explained that a bottom line challenge is the negative association that students make with receiving tutoring, or the lack of it as a necessity.

• 10% did not indicate a challenge.

What was your impression of how the Center for Academic Excellence met those

challenges?

• 60% mentioned that they did not know whether or not the CAE met any challenges because of the lack of communication.

• 40% identified specific strategies of how the CAE overcame challenges such as classroom visits to notify students of tutoring services, distribution of flyers and posters, and individual outreach to students identified as needing tutoring.

In your opinion, were there any successes of the Center for Academic

Excellence? • 40% identified an increase in student success

in math and writing classes.

• 20% saw an increase in students seeking help independently .

• 20% remained neutral with their response.

• 20% identified a decrease in student requests of library staff for tutoring.

Do you think that the students were aware of the tutoring that it provided?

• 40% mentioned that students were informed, but the majority did not take advantage.

• 30% identified fundamental classes, new student orientation, and program meetings were the main outlets for communicating about the CAE.

• 20% mentioned that no communication with students occurred.

• 10% said that the CAE was not used to its full capacity in communicating with students.

Do you think that providing faculty

development resources through the Center for Academic Excellence was a good idea?

• 50% indicated an awareness of the CAE as providing faculty resources and expressed it as a good idea.

• 50% were unaware that the CAE provided faculty resources, but emphasized that it should be separated.

Who should be involved with its operation?

• 50% mentioned that a combination of individuals from both operations and academics forming a committee should operate the CAE.

• 30% said that tutors comprising of faculty should operate the CAE.

• 20% said that an individual manager should oversee the program.

What type of resources would you suggest to help our students?

• 70% identified online programs and video to assist with tutoring.

• 20% mentioned workshops to provide studying tips and coaching on professionalism.

• 10% suggested either instructors or tutors with specific time slots to assist students with tutoring.

What hours of operation would you suggest?

• 100% agreed that immediately following morning class through prior to evening class should be the hours of operation. In addition, Fridays and Saturdays should be available by appointment only.

CAE Research Analysis

Section 2: Data Results from Signature Forms of Students Receiving Tutoring

Results of Analysis

• Tutoring in the CAE, located in room 678 began on October 31, 2011 and the last recorded signature was on June 19, 2012.

• Total visits: 152 with approximately 30 unknown students who have received tutoring without a recorded signature.

• Tutoring activity increase occurred during the 3rd and 4th weeks of the month with more than 70% of recorded students receiving services.

Results of Analysis

Subjects Identified for Tutoring via Sign-in Forms

Math = 49 signatures

Writing = 26 signatures

Science = 6 signatures

Nursing = 2 signatures

TEAS = 39 signatures

Unknown = 30 no signatures

Results of Analysis

0

2

4

6

8

10

12

English Math

Series 1

Series 1

Grade point average of students who received tutoring in English = 98% Grade point average of students who received tutoring in Math = 81%

CAE Research Analysis

Section 3: Recommendations

First Recommendation

The first and second questions (What was the intent for the Center for Academic Excellence? What was the main purpose of the Center for Academic Excellence?) had a variety of responses that indicate a lack of singularity towards understanding the intent or purpose for the CAE. One plausible explanation is found within the clear indicator of 60% mentioning that they did not know whether or not the CAE met any challenges because of the lack of communication. According to one interviewee in response to the question, “What were the challenges that the Center for Academic Excellence faced,” she mentioned, “We should have had procedures in place for designing, planning, and implementation.” This alludes to the lack of coordination with academic management in monitoring the efficacy of the CAE and its impact on communicating results.

First Recommendation

One recommendation is that prior to developing a tutoring system for students, academic management needs to adopt a singular vision for the purpose of the project. In addition, there also needs to be ample communication from implementing to reporting outcomes to key stakeholders such as faculty, department leaders, staff, as well as students. For instance, according to the question, “Who should be involved with its operation,” one interviewee responded, “Even it means one person from each department, feedback and input in the form as a committee…There needs to be a stats associated with who is going to the tutoring, a matrix.” In terms of communication with students regarding tutoring activities, names of students would be withheld; however, excitement should be generated regarding the upward trend of popularity with services being provided. Simply, there is an area of opportunity for collective involvement, and exposes a need for clear communication in order to better the student body with any type of tutoring service. This corresponds with 50% of the interviewees mentioning that a combination of individuals from both operations and academics forming a committee should operate the CAE.

Second Recommendation

Forty percent of those interviewed saw an increase with students in learning math and writing concepts as a result of the tutoring. This corresponded with the higher number of signatures for math (49 signatures) and writing (26 signatures) as compared to other subjects (Science, 6 signatures and nursing, 2 signatures). However, there were also students who received tutoring but did not document their type of service received. This leaves an unknown variable in the data.

Second Recommendation

A second recommendation is to develop a different system of documenting students who receive tutoring other than sign-in sheets. According to the question, “What type of resources would you suggest to help our students,” an interviewee responded, “For some students we need to make it a requirement for them to attend the Center. One academic administrator uses a calendar for students. This is also a resource for students by having folks committed to receiving tutoring for specific time slots.” In addition, this form of documenting student involvement with receiving services is a possible solution for the concern of the 40% who mentioned that students were informed, but the majority did not take advantage.

Third Recommendation

Fifty percent of the interviewees agreed that it was a good idea to combine the training of faculty with the Center for Academic Excellence; the other half were clear that it should be a separate program altogether. One viewpoint expressed was that the place of training is irrespective of the fact that it simply needs to get done. Another point expressed was the concern for students and faculty feeling out of place with the association of having a centralized location for learning and development. However, an alternative view was promoting the perception of the CAE as an umbrella of services offering coaching, learning modules, professional development, and supplemental instruction. This can be seen as parallel outcomes for both students and faculty.

Third Recommendation

A third recommendation is to develop the CAE and faculty development into two separate programs: tutoring for students in a separate location with specifically tailored workshops and online resources to address their individual needs. This will give better vision, focus, and clear communication with students and information for faculty on what is specifically offered. Moreover, according to the question, “What hours of operation would you suggest,” 100% of the interviewees agreed that these services should be offered immediately after day class and prior to the evening class. If necessary, appointments should be made using the new calendar system with students for Friday and Saturday tutoring.

CAE Research Analysis

Section 4: Summary

Summary

Overall, the theme of this research analysis surfaced as a lack of communication and project mismanagement. There were a number of factors that have contributed to these deficits such as limited planning, a lack of a shared vision, location of service to students, and limited amount of human resources to provide a consistent schedule for tutoring. Most interestingly, the interviewees confirmed a personal observation that at times students became frustrated when there was no support during the hours of their availability; however, budget constraints and a limited number of tutors made the situation difficult to meet the demands of an open schedule. In addition, on a management level, other responsibilities as assigned by upper academic administration limited the task of overseeing the function of the Center for Academic Excellence.

Summary

There were also successes of the Center for Academic Excellence

such as a grade point average of 98% in English for students who

received tutoring in this area; also, there was an 81% average in

math. In addition, students began to show an increase of

independency for seeking assistance regardless to perception

that it was not a significant improvement.

Summary

The following recommendations should provide a structure for

providing the tutoring service for BMC-Miami students:

• Prior to developing a tutoring system for students, academic

management needs to adopt a singular vision for the purpose of

the project. Communication of the outcomes in the form of a

committee or shared meeting with department leaders should

enable consistency with delivering messages to the student body

and provide continued insight in developing workshops and

resources for further intervention as well as enrichment.

Summary

• Documenting who receives tutoring, other than sign-in sheets,

needs to be developed such as setting an appointment calendar

with students. This is to create a better sense of commitment

with students to receive tutoring and a confirmation of

assistance that will be rendered.

• A third recommendation is to establish a location for tutoring

where students can participate in workshops and online

resources to address their individual needs. This location should

be separate from faculty development and used only by

students.