University College
Higher Education Conference
on Enrollment Management
UC Action: Academic Assistance
using Faculty Involvement to
Increase Retention at the
University of Oklahoma
Mark Walvoord, Interim Director
Student Learning Center
http://uc.ou.edu/action
[email protected]
University College
University College: Where
OU Excellence Begins
Encouraging students to
take ACTION towards their
own academic success
University College
UC Action
Features
• Free, certified, on-campus tutoring
• Convenient times (evenings) and locations (Wagner Hall,
Housing, and elsewhere)
• Students able to have scheduled time-on-task
• Sessions include active and collaborative learning to
promote critical thinking
• Students are coached in practicing effective study behaviors
• Content experts are available to guide students to learn the
material
University College
Walk-in Courses We’ve Offered: ACCT 2113, ACCT 2123, ACCT 3113, ACCT 3123,
ARAB 1115, ARAB 1225, ARAB 2113, ARAB 2223, BIOL 1005, BIOL 1013, BIOL 1134,
CHEM 1315, CHEM 1415, CHEM 3053, CHEM 3153, CHEM 3653, CHIN 1115, CHIN
1225, CHIN 2113, CHIN 2223, ECON 1113, ECON 1123, ECON 3113, ENGL 1213,
FREN 1115, FREN 1225, GEOL 1104, GEOL 1114, GEOL 2224, GEOL 3223, GEOL
3233, GERM 1115, GERM 1225, HEBR, HIST 1493, ITAL 1115, ITAL 1225, LAT 1115,
LAT 1225, MATH 0113, MATH 0115, MATH 0123, MATH 1473 , MATH 1503 , MATH
1523 , MATH 1643, MATH 1743, MATH 1823, MATH 2513, MBIO 2815, MUTH 1511,
MUTH 1611, MUTH 2512, MUTH 2612, MUTH 1522, MUTH 1622, PE 3213, PE 3223,
PE 3413, PE 3723, PHYS 1205, PHYS 2414, PHYS 2424, PSc 1113, PSY 1113,
RUSS, SOC 3113, SPAN 1115, SPAN 1225, SPAN 2113, SPAN 2223, SPAN 3073,
Studying & Reading commons, ZOO 1114, ZOO 1121, ZOO 1124, ZOO 2124, ZOO
2234, ZOO 2255, ZOO 3103, ZOO 3113, ZOO/BOT 3333, ZOO/BOT/MBIO 4843/5843
University College
UC Action
Features
Tutoring
Appointments
• 1-6 students with 1 Peer
Learning Assistant (2nd sem.)
• Wagner 245 or HLC
• Some offered online
• Offers extra subjects
Centers
• Walk-in
• Faculty/GTAs use
• Walk-in
office hours-• Usually hosted by 2,
promotes faculty –
trained, undergrad
student interaction
Peer Learning
• Larger visit numbers
Assistants
University College
Recruitment & Selection of Peer
Learning Assistants (PLAs)
• Instructor recommendations
• Demonstrated mastery in course
(A in course)
• Successful academic history
(prefer 3.5 cumulative GPA or
higher)
• Individual interview process
• Peer recommendations
University College
PLA
Training
• International Certification (College
Reading & Learning Association,
Levels 1 and 2)
• 12 hours of training/semester
• Pedagogy and team building
• Peer coaching, nightly GA rounds,
individual evaluations each
semester
University College
PLA
Training
Topics
• Communication Skills
• Socratic Questioning
• Non-verbals
• Learning Styles
• Professionalism
• Study Strategies
• Campus Resources
• Academic Integrity
• Group Dynamics
• Tutoring pedagogy
University College
PLA Training
Topics:
Pedagogy
• Encouraging Critical
Thinking
• Concept Mapping
• Socratic Questioning
• Managerial Walkabout
• Peer Collaboration
University College
UC Action
Features
Tutoring
Appointments
• 1-6 students with 1 Peer
Learning Assistant (2nd sem.)
• Wagner 245 or HLC
• Some offered online
• Offers extra subjects
Centers
• Walk-in
• Faculty/GTAs use
• Walk-in
office hours-• Usually hosted by 2,
promotes faculty –
trained, undergrad
student interaction
Peer Learning
• Larger visit numbers
Assistants
University College
Action
Centers
Faculty directed, course-specific,
collaborative, problem-based learning
Faculty are:
• Asked to use two or more of their office hours in a neutral location
• Offered one or more paid, trained Peer Learning Assistants
• Able to apply for a $400 grant for session activities (candy
incentives, copies, supplies)
• Advertising in class, leading to higher visit numbers at sessions
• Interacting with students, which research shows increases
retention
University College
Action
Centers
Faculty/Instructors Advocates: Brad Abbott, Mike
Abraham, Ari Berkowitz, Melody Brooks, Mauricio
Carvallo, Cindy Cuccia, Ann Dunn, David Durica,
Peggy Ellis, Doug Gaffin, Ann Gettys, Phil Gibson,
Daniel Glatzhofer, Cindy Gordon, Shawn Gralla, Ron
Faculty directed, course-specific,
Halterman, Mariëlle Hoefnagels, Penny Hopkins,
collaborative, problem-based learning
Emily Johnson, Liz Karr, Heather Ketchum, Carol
Knapp, Chris Knapp, Rosemary Knapp, Keri Kornelson, Qihong Liu, David McCauley, Karen
Meysick, Mark Morvant, Mayasam Pournik, Paul Sims, Carl Sondergeld, Wayne Thomas,
Clarissa Thompson, Jim Thompson, Hilde Votaw, Mark Walvoord, Gary Wellborn, Don Wilson,
Ning Yu,
and Bing Zhang
= 41 since
Fall 2007
University College
Action
Centers
# of Faculty
Spring 2011
24
Fall 2010
22
Spring 2010
18
Fall 2009
15
Spring 2009
16
Fall 2008
18
Spring 2008
8
Fall 2007
16
0
5
10
15
20
25
University College
Action
Centers
What UC Action Faculty are saying:
• “Action Centers are the best thing to happen to my class since
clickers.” Dr. Hoefnagels, Concepts of Biology
• "It's what I wish I could do in the classroom." Dr. Morvant, Organic
Chemistry
• [It is a] "Great way to engage students in learning." Dr. Cuccia,
Accounting
• “Action Centers are low cost, high reward.” Dr. Gordon, Human
Anatomy
University College
Action
Centers
What clients are saying:
I love the action center tutoring program. Action Center tutoring is tied
for first place for reasons I like OU along with the professors I have
had here (interestingly mainly the professors who have integrated this
into AC tutoring into their classroom).
It was a lot of help and i encourage
everyone to try it out! They helped alot!!!
I would recommend more professors take
the time to add this into their curriculum if
at all possible. It really makes a difference.
This is the second year I have used
the action centers. I find them
extremely helpful and very
informative. I plan to use them next
semester as well.
I don't know what I would do without this resource!
University College
Evaluation
•
•
•
•
Usage
Mid- and End-semester client satisfaction surveys
Change in faculty advocacy
Success rates of users vs. non-users (currently per subject,
requested from professor)
• Equalizing for ACT or other covariates (in progress)
• Persistence in course series (in progress)
• Yearly retention rates (in progress)
1,985
Usage and Subjects Offered by Semester
2,000
Spring 2008
Fall 2008
1,533
1,524
1,658
1,735
Fall 2007
Spring 2009
1,500
Fall 2009
Spring 2010
925
Fall 2010
473
690
793
795
731
691
652
578
608
702
812
1,000
278
0
Visits (in tens)
Assistance hours (in tens)
Clients
Subjects
65
51
47
42
42
24
14
170
138
230
500
Usage & Visit Data
Avg hours/student
Avg # of visits/student
4.66
Fall 2010
4
5.17
Spring 2010
4
4.58
Fall 2009
4
4.80
Spring 2009
4
4.17
Fall 2008
4
4.03
Spring 2008
Fall 2007
3
3.59
3
University College
Evaluation
•
•
•
•
Usage
Mid- and End-semester client satisfaction surveys
Change in faculty advocacy
Success rates of users vs. non-users (currently per subject,
requested from professor)
• Equalizing for ACT or other covariates (in progress)
• Persistence in course series (in progress)
• Yearly retention rates (in progress)
Fall 2010 mid-semester
University College
Client Surveys
Peer Learning Assistant
category
The PLAs helped me develop new study
strategies.
disagreement
agreement
I felt comfortable asking the PLAs
questions.
The PLAs encouraged me to work
independently.
The PLAs were patient and
understanding.
The PLAs were punctual based on
posted hours.
The PLAs were able to explain the
subject so that I could understand it.
The undergraduate PLAs/tutors
understood the course content.
n=275
0%
20%
40%
60%
80%
100%
University College
Fall 2010 mid-semester
Client Surveys
Facilities & Visits
category
I plan to utilize UC Action again this semester.
The scheduled times of the sessions are
convenient.
The atmosphere in UC Action sessions is useful
for studying/learning.
The location(s) of UC Action are convenient.
I am satisfied with the facilities in Wagner Hall.
I am satisfied with the Housing Learning Center
facilities (Adams Center residence, Muldrow Tower
105).
n=275
disagreement
agreement
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
University College
Evaluation
•
•
•
•
Usage
Mid- and End-semester client satisfaction surveys
Change in faculty advocacy
Success rates of users vs. non-users (currently per subject,
requested from professor)
• Equalizing for ACT or other covariates (in progress)
• Persistence in course series (in progress)
• Yearly retention rates (in progress)
ZOO 1114 Fall 2010
(student that sought
academic assistance)
Repeated Measures ANOVA; p=0.0004
Organic Chemistry Spring 2008,
Change in Exam Average
Organic Chemistry Spring 2010
University College
Future Plans
• Assessment
• Staffing
• Allow quantitative analysis through
download of Banner data (enrollment,
grades) to our tracking software (TutorTrac)
• Improve setup of reporting in TutorTrac
• Full-time Student Learning Center front desk staff
• Continued recruiting of faculty for focus subjects
• Recruit education research-oriented PhD student as new GA
(goal: 5-year employee, research publications)
• Continuous Improvement
• Focus on improving quality rather than increasing number of
subjects offered or PLAs hired
• More usability of TutorTrac search function used by clients for
session booking/viewing
• Improve ease-of-use/training for online tutoring
University College
UC Action: Academic Assistance using
Faculty Involvement to Increase
Retention at the University of Oklahoma
Mark Walvoord, Interim Director
Student Learning Center
http://uc.ou.edu/action
[email protected]