Tutoring Science: a Professional Training Module Johanna Dvorak, Ph.D. University of...
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Tutoring Science: a Professional Training Module
Johanna Dvorak, Ph.D.
University of Wisconsin-Milwaukee
Prepared for the Association for the Tutoring Profession
October 2008
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Assisting in this Module:
Arie BrennerNadine Barabas
Supplemental Instruction leaders for chemistry and biology
Student program assistants Helped locate online web resources for tutoring
in the sciences Developed study techniques for tutoring science
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Overview
The Role of a College Tutoring Center is to help students achieve academic success. In order to accomplish this task, tutoring professionals should not be isolated, but working closely across with departments across campus to help students succeed.To this end, we need to master ways to support students in various disciplines.
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Purpose
The purpose of this module is to help tutor trainers and science tutors provide exemplary science tutoring services to help students succeed in their college science courses
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Organizing Science Tutoring Services: Considerations for Tutoring Coordinators/DirectorsWhat type of tutoring service should you
offer?Where will you tutor?How can you grow your program?
Supplemental Instruction
Partnering with other Schools/Colleges
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Tutoring Science:Types and Location of Services
Supplemental InstructionTutoring in Labs Weekly Tutoring: group and individualWalk-in TutoringResidence Hall TutoringOnline Tutoring Service
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Supplemental Instruction at UWM
In Fall 2001 a collaboration was made between the Tutoring Center and the Nursing Department based on the concern that many pre-nursing majors were not passing the prerequisites to enter the school in their junior year.
Courses were Chemistry, Anatomy and Physiology, and Physics
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Supplemental Instruction
Supplemental Instruction (SI), a national program started at University of Missouri-Kansas City (UMKC), has shown to make a difference in retention
At-risk courses are selected where the withdrawal, D and F rates are 30% or more
Tutors, called SI leaders, attend lecture courses, hold 3-4 review sessions per week
SI leaders work closely with the professors
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Supplemental Instruction
The SI Nursing collaboration varied from the model in the following ways: SI sessions were held only for the pre-nursing
students SI sessions were held in the nursing building’s
Academic Enrichment Center to help make freshmen feel part of the school
An academic coordinator in Nursing had her office in the center and used a reflector to promote the program
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Supplemental Instruction
The Tutoring and Academic Resource Center Recruited, hired, paid, trained, monitored and
evaluated the SI leaders Worked closely with the Nursing Dean,
Associate Dean, and academic coordinator to follow the progress of the sessions
Worked together to evaluate students’ success
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Growth of the SI Program
Fall 2001: one course A & P 202Spring 2002: three courses: A &P 202,
A&P 203, and Chemistry 103Fall 2002: four courses: A & P 202, A &P
203, Chemistry 101, and Physics 110Nursing supplemented the wages of the SI
leaders
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Growth of Supplemental Instruction
Due to the success of SI for pre-nursing courses, we were able to obtain a grant to expand SI courses
We now provide SI for all chemistry courses, physics, geology, atmospheric science, and astronomy
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Online Services and Resources
Internet learning assistance services emerging in College Learning Centers Maintaining a web site Online tutoring Online delivery of learning and study skills
modules Virtual learning skills specialists Developing online courses with instructors Supporting external online students
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Online Tutoring Services
Use of course information system: Blackboard, Desire to Learn(D2L), WebCT
Net Tutor Whiteboard: Links-Systems, International Enhanced features such as Audio and Video
Commercial online tutoring service: Smarthinking Ask Online
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Using Campus Resources and our Tutors
Tutoring Center received funding from UWM’s student technology fee
We hire and provide online tutorsTutoring Center worked with faculty
Learning Technology Center (LTC) We use the Desire to Learn platform to provide
tutoring in 15 subject areas.
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UWM Online Tutoring
Use NetTutor: Links Systems International http://www.link-systems.com
Provide 10 web boards: we selected 10-15 courses/subject areas
Worked closely with Links-Systems for technical support and training
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Net-Tutor
Http://www.link-systems.com/You can check out the demo on their
website and see how you can pull in documents and pictures to discuss with tutees synchronously
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Including Podcasts in Online Tutoring Sites
We received a grant from our Educational Technology Fee to develop podcasts of “Key Concepts” and “Study Tips” to put into our D2L sites for students to review.
C:\Documents and Settings\jdvorak\My Documents\ATP\Anatomy_of_a_Long_Bone.wmv
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UWM Online Tutoring
Use NetTutor: Links Systems International http://www.link-systems.com
Provide 10 web boards: we selected 10-15 courses/subject areas
Worked closely with Links-Systems for technical support and training
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Commercially Based Platforms
A company provides the service to studentsServices an be purchased through a
college/universityStudents can go directly to the company for
servicesExamples:
Smarthinking.com Askonline.net
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Benefits of Online Tutoring
Increases access for students Commuter campuses Non-traditional students
Keeps up with educational technology trends Students are becoming more comfortable
using technology Web-based technology is easier to use
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Incorporate Online tutoring into Residence Hall evening Tutoring
Four evenings a week; 7-9:30 p.m.Two tutors are staffed for Math & ScienceOther tutors can schedule tutoring in the
room during the same timeStudents can walk in for individual help or
meet in groups with a tutorTutors have access to NetTutor for online
tutoring when not working with students
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Keys to Success
Networking on campus between learning center professionals, faculty and administration for start-up initiatives
Look for funding to support initiativesHire enough staff; student staff can help
facilitate initiatives at lower costs Heavy promotion is needed to heighten
awareness; allow enough time for success
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Tutoring in the Sciences: Resources
Problem Solving Links:
This site is used for an approach to math, often a big part of science courses.
General Study Tools and Biology ToolsNotetaking in Science
These are based on research and practices in tutoring chemistry and biology contributed by Arie Brenner and Nadine Barabas.
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Problem Solving Links
http://www.math.wichita.edu/history/men/polya.html
http://www.math.utah.edu/~pa/math/polya.html
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www.noodletools.com
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Writing a Scientific Lab Reportwww.writing2.richmond.edu/training/project/biology/biology.html
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Biological Sciences Study Tools
Arie Brenner,
UWM Biology Tutor
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Transcription/Translation Animation www.johnkyrk.com/DNAtranscription.html
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Topics in Biology and Chemistrywww.science.nhmccd.edu/biol/bio1int.htm
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www.biology.arizona.edu/
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www.biologymad.com
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Skeletal Systemwww.bio.psu.edu/people/faculty/strauss/anatomy/skel/skeletal.htm
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Anatomy and Physiologymsjensen.cehd.umn.edu/webanatomy/default.htm
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Note Taking in Science Lectures
Nadine J. Barabas
Biology and Chemistry Tutor
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Power Point Lectures
• Purpose for using power point:• Professors hope that students will have time to listen
instead of copying everything that is said.
Positives They limit the amount of writing for the student Allow more time for students to listen.
Negatives Students “zone out” or don’t come to lecture
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Effects of Power Points
High school notes and college notes are two very different things. In high school, teachers tell students what to write down. Thus, students do not come to college with note taking experience.
Classes with power points encourage this negative behavior. Then when students enter a situation where they themselves must take notes, the students can become confused.
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Nadine’s “safety –net” solution
I encourage students to practice taking notes without the power point.
The power points posted online become a safety-net for anything the student may have missed.
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Benefits Students learn that they must prepare for lecture.
They read the book Review lecture notes from previous lectures*They may even read over the power point for that day to
help prepare
Students are becoming active note takers They are not able to “zone out” because they must listen to
take notes They learn how to pick up on important points Learn how to self-assess their note taking skills
• If missing a lot, they know they need to improve
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Benefits Notes are taken in their own words
Students can instantly see what they are confused about because they are not able to put concepts into their own words in lecture
• Thus, students will ask professors to stop and clarify
Power Points hinder the students that are body-kinesthetic learners
Writing things down helps you remember
Outline formats help organize material into a “brain-friendly” format
In Power Points, material is individualized onto one slide. Outlines help group concepts for better understanding
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Benefit #1Students are learning how to take notes!
They have a safety net for while they are learning
They can self-evaluate their note taking skills• And improve without missing information
Students are reviewing their notes after class.
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ExamplePower Point Format(Detail omitted for presentation)
Outline Format
Chapter 2: Cells and Organelles
I. Plasma membrane- 98% lipids - Phospholipid Bilayer - Cholesterol = fluidity - Glycolipids = coating surface
II. Inside cell- Cytoplasm – fluid with a cell??- Organelles --Held in place by microtubules
Nucleus –largest (5um) - Nuclear envelope and
Nucleoplasm- “cell brain”
Endoplasmic Reticulum - Smooth = no ribosomes - Rough = ribosomes
Mitochondrion = “Power house” - folds of cristae makes matrix
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Another Notetaking Format
Inspiration.comThis system allow an easy way to take notes
in an outline format, adding points which might be missed.
Students then can click the toggle key to change their outline into a map, allowing for more visual learning
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Other Programs and Resources
University of Michigan Science Learning Center
www.lsa.umich.edu/slchttp://www.umich.edu/~slc/conf/2008/
homeslc.htmTheses websites have information from
their Science Learning Center Conference
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Presenter Contact Information
Dr. Johanna DvorakTARC/Bolton 659University of Wisconsin-MilwaukeeP.O. Box 413Milwaukee, WI [email protected]