ACADEMIC SUPPORT PROGRAMS - STUDENT SUCCESS CENTER
PROGRAM ASSESSMENT PLANS & REPORT: AY 2013-2014
Program Rationale/Purpose Statement:To help students become independent learners through effective tutoring services.
Marketing / Recruitment Target Statement:
Our targeted market was the undergraduate and graduate seated students of Tiffin University.
Program Learning Outcomes:
Increase the efficiency of the tutoring department
Goals of the Program/Corresponding Classes:
1. The ratio of scheduled tutoring hours and actual hours of tutoring will reflect an effective use of the universities physical and financial resources. In Fall, 2013, we assigned 198 hours per week in tutoring for 13 weeks. We finished the term with 1,627 appointments at a total of 44, 187 minutes (736 hours). We averaged 56.6 hours of tutoring per week This means we were at 28.5%.
2. We will attempt to increase the number of “unique” students (not yet measured). We hope to measure the number of different students who use the Murphy Center and then work to increase this number with marketing and promotions.
Program Executive Summary:
1. We will attempt to increase the average percentage of working hours to at least 30% (Fall, 2014)
2. We will attempt to increase the number of “unique” students (not yet measured) (Summer, 2014)
Highlighted yellow is new
Section One: Describe all department activities with respect to improving student learning in the major. This may include new faculty hires, course revisions, assignment creation, rubric revisions, goal evaluations, etc.
Section Two: Describe which program goal(s) in the Major Program Plan was assessed during the academic year.
Section Three: Describe analysis of assessment data and action plans for upcoming academic year.
Intended Outcomes/Assessment Criteria:
Intended Outcomes 1: The ratio of scheduled tutoring hours and actual hours of tutoring will reflect an effective use of the universities physical and financial resources.
Assessment Criteria: The yearly totals of hours scheduled (tutors available in the SSC) and hours tutored (actual time spent tutoring) will show that peer tutors spend 30% of their time in individual and/or group tutoring.
Intended Outcomes 2: The ratio of different students who use the Murphy Center’s tutoring services will show the marketing and promotion of the tutoring program.
Assessment Criteria: Using TutorTrac software will allow us to measure the number of students using the tutoring program. These are called “unique” students. We hope to increase our number of unique students each semester.
Section One - Activity Statement:
We have implemented the PAL program (Peer Assisted Learning) into our foundation classes in English, Math, and Biology. In respect to tutoring, we have re-structured our tutors so that they each have mentors. This enabled us to monitor and train the tutors more efficiently. We also have begun to use more group tutoring sessions to make more efficient use of our time.
Section Two - Results of Outcomes Activity:
2012-2013
2013-2014 / Met/Not Met
Not Met
Met/Not Met
Not Met / Data Details
Fall semester: 28.2% Spring Semester: 28.34%
Data Details
Fall semester: 28.5% Spring Semester – not completed yet
Section Three - Analysis and Action Plans:
2012-2013: Beginning in the fall of 2013, a scaffold of academic support/tutoring will be in place to better serve the needs of our students. We will be pulling out math/statistics/computer science tutoring and providing in designated times and areas around campus tutor-aided study called ‘Power Hour’. This will be a much more effective use of tutoring time and will provide all TU students the opportunity for assistance in these challenging subject areas. We discovered that, in the past, tutors for these areas were scheduled during inopportune times for the students to access the help they needed. This change in protocol will be very beneficial to the students, and will help the SSC to reach and exceed the goal effectively using physical and financial resources.
2013-2014: This past year we took over the supplemental instruction program. We made some mistakes and corrected them. We use the supplemental instruction (PAL) program to support our foundations classes in Math, English, and Biology. We feel this will help with freshman retention. In Fall, 2014 we will be in the new Murphy Center. We will also be implementing new tracking software that will allow us to track the new goal above.
Updated September 2011