Tutoring and Testing Assessment Plan
The Tutoring & Testing Center at Central Oregon Community College provides programs, services, and resources that promote academic and professional excellence. The Tutoring & Testing Center is committed to challenging and empowering students to succeed in reaching their full potential as independent, lifelong learners and successful COCC graduates.
Measurement Tools & Timelines
Goal 1. Students are offered tutoring to help meet the demands of academic college level coursework (Board Priority: Access & Success)
1.1 Students using tutoring services for a minimum of 6 hours per term will re-enroll at the same rate as non-tutored students
- Each term IR shares Banner Retention report with focus on tutor supported courses.
- CCSSE data is collected on Satisfaction and Frequency of Tutor usage (3 yr. cycle)
- Internal review of usage data (term end)
- Graduate survey (post-graduation instrument)
- CAS standards for Tutoring Services evaluation of area conducted by Director (annual)
Goal 2. Tutors help students succeed and graduate by modeling excellent student behaviors and providing subject specific information (Board Priority: Access & Success)
2.1 Students will pass their tutored course at the same rate as non-tutored students
2.2 Students who use C.R.L.A. trained tutors will grow in subject-based knowledge and academic excellence
2.3 Students who participate in tutoring exhibit self-help seeking behavior key to successful degree completion
- Each term IR tracks students who have used at least 6 hours of tutoring services per term to determine their rate of transfer to 4 yr. institutions
- Maintain certification with College Reading and Learning Association Tutoring Training Program at Regular and Master Level
- Hiring of tutors conducted via faculty recommendations and GPA
- Graduate survey (post-graduation instrument)
Goal 3. Tutors help students develop self-awareness, self-direction, and self-confidence by requiring student engagement in tutoring sessions(Board Priority: Access & Success)
3.1 Students will report and demonstrate independent application of learning strategies
3.2 Embedded tutors have close connectivity to the classroom and faculty while, via role modeling, promoting student excellence
- Study style assessments offered in testing center
- Exit evaluations and student self-reports collected throughout term
- Faculty feedback forms for embedded tutoring (term end)
- Classroom visits to Student Success classes by T&T Director for qualitative data (3-4 visits per term)
Goal 4. COCC's Testing Center provides student access to a variety of evaluations.(Board Priority: Access & Success)
4.1 GED Testing is conducted throughout the district in a secure and professional manner
4.2 Responsive ADA accommodated testing is available on 4 campuses
4.3 Students can access make-up testing and professional certifications, 7 days a week
- Test proctors successfully complete training for FAA, Computer-based testing
- Counter-cards survey at each testing center
- Faculty feedback obtained @ department meetings
- COCC Graduate Survey (annual)
Goal 5. Testing Center provides members of the community local, secure access for professional certifications (Board Priority: Respond to regional student and business needs.)
5.1 The Testing Center is responsive to community needs
5.2 The Testing Center is a secure and reliable vendor of high-stakes, professional certifications
Summary of Assessment Findings
Goal 1: Students are offered tutoring to help meet the demands of academic college level coursework
Student retention is the primary measurable outcome of tutoring at COCC. For fall term, 2011 tutees were retained at a rate of 89%, a 3% increase over the previous year.
The CCSSE report for 2011 noted that an "Aspect of Highest Student Engagement" for COCC was "Support for Learners" regarding "Frequency of Peer or other Tutoring". COCC students used tutoring "sometimes or often" 37.6% of the time. By comparison, other students in the cohort used tutoring "sometimes or often" 27.5% of the time. This data reflects the excellent support that faculty and administration at COCC provide for the Tutoring & Testing Center.
Demand for tutoring has increased steadily along with the growth in COCC's student body. Time-on-task in the Tutoring Center increased by 4% (for fall term 2011 from 8828 hrs. in fall, 2010 to 9172 hours) of face-to-face tutoring.
Goal 2: Tutors help students succeed and graduate by modeling excellent student behaviors and providing subject specific information
Banner retention reports from Institutional Effectiveness track on the percentage of students transferring to four year schools. This accounting takes place at the end of the year and over the last four years averages 18% among students who use tutors at COCC. With more targeted post-graduation surveys and GradTracks, COCC's Tutoring & Testing Center will be able to determine more precisely which tutoring areas are producing successful transfer students.
The Graduate Survey conducted by COCC in June, 2011 does indicate that COCC's Tutoring & Testing Services met with graduate approval ("satisfied or very satisfied") 81% of the time with a neutral response 18% of the time. For the previous year 71% of the graduates polled approved of our services with 26% having a neutral response.
The College Reading & Learning Association (C.R.L.A.) Tutor Training Program is the industry standard for assuring tutor preparation that supports student learning optimally. Training is conducted in seminars that are offered in a face-to-face mode (10 hours per term Fall, Winter and Spring on each campus). All tutors are required to obtain a Regular level tutor training certification. Advanced level certifications are also offered.
Goal 3: Tutors help students develop self-awareness, self-direction, and self-confidence by requiring student engagement in tutoring sessions
Exit surveys by students using the area indicated that tutors assisted with problem solving skills, ability to analyze information, communication skills, listening skills, time management skills and collaboration/study group forming 74% to 88% of the time ("Helped very much or helped some"). Faculty feedback on embedded tutors indicated "an increase in executive functioning" for the students frequenting the embedded tutoring sessions. The Director visits three to four Study Skills courses per term as a guest speaker to determine the level of awareness these transitional students have of our services. Feedback from these visits has been most helpful in finding areas of improvement from a qualitative perspective.
Goal 4: COCC's Testing Center provides student access to a variety of evaluations
Test proctoring is offered for all departments and community education. The number of exams proctored has increased in the last year by 13%. GED Testing was added as a service in January, 2012. This paper/pencil test is offered in seven venues throughout Central Oregon.
Goal 5: Testing Center provides members of the community local, secure access for professional certifications
The regional Testing Center at COCC is developed as a budget-neutral service to support the community's need for certification testing. 2603 hours of testing earned $34,174 in 2010-2011.Growth in this service is limited by the availability of space on campus.
Summary of Actions Taken
In 2008, COCC began to focus on the increasing number of Transitional Students requiring for-credit courses. COCC's Tutoring center's exit evaluations indicated that developmental students were not satisfied with tutoring. Working with faculty, Tutoring began to hire tutors who had been trained to teach developmental coursework. For 2011, Study Skills tutoring is available in Bend and Redmond.
Embedded tutoring was also employed (recitation sessions before or after class, close to faculty work areas, tutors sit in class)in the sciences to connect tutoring services to first generation and under-prepared science students. When the Chemistry department adopted POGIL as a guided inquiry approach T&T supported this curricular change resulting in higher student comprehension for students participating in these recitations (see Chemistry POGIL data).
To respond to enrollment growth the Director met with faculty and reported on increased student use of area that out-paced student enrollment growth figures (56% increase in tutoring visits by students from 2007 to 2012):
- Moved the Writing Center into the Tutoring Annex on the first floor of the Library and hired a Writing Center Coordinator (.5 admin)
- Developed a Science Tutor/Lab Tech supervisor position (in process of hiring). Embedded Writing & Math tutors in the dorm - attempts at this had fallen flat for 2007-2009. Current tutor personalities have increased use of dorm tutors by 45% over 2009 usage.
- Opened Tutoring & Testing Center (designated location) in Redmond and added Geology, Psychology, Study Skills and Spanish to subjects tutored
- Provided tutoring (offered in Math, Writing, and Computer Science) and testing services on a limited basis in Madras & Prineville
- Hired a GED Chief Examiner (.75 admin) and created on-line registration processes and testing sites in 7 locations. Coordinating delivery of GED with stake-holders throughout Central Oregon will be an on-going effort to assess need, delivery and success.
Assessment Work in Development
- Developing programs in Structured Learning Assistance & Academic Coaching - seeking best practices, IR on which courses to support (with Dir. of Student Retention) for Transitional Students
- Assessing suitability of GED on-line testing center location with IT,HR, test vendor and state rep
- Determining best practices for how to grow regional testing for rural colleges will be a round-table discussion conducted by the Director at the National College Testing Association conference in July, 2012.
- Developing facilities plan to centralize and support new programs and keep 4 campuses connected and standardized for services offered