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Compton: Course SLOs (Div 3) - Tutoring

FALL 2015Assessment: Course Four Column

COM: TUTR 200:Theory/Practice Tutoring

Course SLOs Assessment MethodDescription Results Actions

SLO # 1 - Students/prospective tutorswill understand how to assess thetutee’s learning needs.

Inactive Date:

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2015-16 (Fall 2015),2016-17 (Fall 2016), 2017-18 (Fall2017), 2018-19 (Fall 2018)

Course SLO Status: Active

Input Date: 12/18/2013

Comments::

Standard and Target for Success:This is a Pass or No Pass course. Thestudents were to receive aminimum of 70%.

Faculty Assessment Leader: Marisela HerreraFaculty Contributing to Assessment: Alberto JimenezReviewer's Comments:

Action: The Student Success Centerwill create and implement anevaluation tool to assess theprogression of tutors in theirunderstanding of learning styles,learning disabilities and how they canbetter assist these students duringtutoring. (12/18/2015)Action Category: Program/CollegeSupportAction: x (12/10/2014)Action Category:

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetThe students in Tutor Training 200 on average scored 135out of 150 points for this assignments. Students thatcompleted this assignment were able to successfully passthe course. The 15 point deficit was due to researchinformation relevant to the assignment. In the future theplan is to explain and show the students actual scholarlyresearch related to the assignment. (12/10/2015)

Faculty Assessment Leader: Marisela HerreraFaculty Contributing to Assessment: Alberto JimenezReviewer's Comments:

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetAll students successfully completed the project, on averagethe students earned a total of 80% for this project.(12/10/2015)

Reviewer's Comments:

Presentation/Skill Demonstration -The poster and presentation is theculmination of the students learningin this course. The key here is tonarrow their poster to a topic thatrelates to “student success”. Thepresentation should draw upon classmaterials as well as contemporaryresearch (nothing before 2000) in aPowerPoint poster presentation. Inthe presentation, students mustdemonstrate critical thinking, textualsupport, and effective style. ThePowerPoint poster should be writtenin formal tone as this is morecommonly used in academic writing.The number and type of sourcesrequired will be determined byassignment and announced in class.

Presentation/Skill Demonstration -The poster and presentation is theculmination of the students learning

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Course SLOs Assessment MethodDescription Results Actions

Standard and Target for Success:This is a Pass or No Pass course. Thestudents were to receive aminimum of 70%.Reviewer's Comments:

in this course. The key here is tonarrow their poster to a topic thatrelates to “student success”. Thepresentation should draw upon classmaterials as well as contemporaryresearch (nothing before 2000) in aPowerPoint poster presentation. Inthe presentation, students mustdemonstrate critical thinking, textualsupport, and effective style. ThePowerPoint poster should be writtenin formal tone as this is morecommonly used in academic writing.The number and type of sourcesrequired will be determined byassignment and announced in class.

Presentation/Skill Demonstration -The poster and presentation is theculmination of the students learningin this course. The key here is tonarrow their poster to a topic thatrelates to “student success”. Thepresentation should draw upon classmaterials as well as contemporaryresearch (nothing before 2000) in aPowerPoint poster presentation. Inthe presentation, students mustdemonstrate critical thinking, textualsupport, and effective style. ThePowerPoint poster should be writtenin formal tone as this is morecommonly used in academic writing.The number and type of sourcesrequired will be determined byassignment and announced in class.

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Course SLOs Assessment MethodDescription Results Actions

Standard and Target for Success:This is a Pass or No Pass course. Thestudents were to receive aminimum of 70%.Reviewer's Comments:

SLO # 2 - Students/prospective tutorswill understand how to apply tutoringmethods, strategies and learningtheories to a tutoring session.

Inactive Date:

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2015-16 (Fall 2015),2016-17 (Fall 2016), 2017-18 (Fall2017), 2018-19 (Fall 2018)

Course SLO Status: Active

Input Date: 12/18/2013

Comments::

Standard and Target for Success:Student's targeted for success are95% of the class since this coursetrains prospective tutors andmentors for the Compton Center.The course is a Pass/No Pass 6 weekcourse that meets for 2 hours and 50minutes.

Faculty Assessment Leader: Marisela HerreraFaculty Contributing to Assessment: Alberto JimenezReviewer's Comments:

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetThe students that completed the end of the course surveyreported to understanding their roles at tutors, tutoringstrategies and effective communication skills. The class hadover 80% students successfully completing the course.(12/10/2015)

Faculty Assessment Leader: Alberto JimenezFaculty Contributing to Assessment:Reviewer's Comments:Related Documents:SLO TT 200SP13 Survey.docx

Action: Tutor Training 200 will add adiscipline tutor training componentto the course, specifically in the areasof Math and English. The plan is totrain prospective tutors in developingtutoring and learning strategies forthese disciplines. (12/18/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2013-14 (Fall2013)Standard Met? : Standard MetThe course passed 20 out of 23 students enrolled in TutorTraining 200 during the Fall 2013 semester. That is anoverall of 97% passing rate for the course. The action planfor future Student Learning Outcome will be to havestudents present in an essay form what they learning abouttutoring and learning styles. (12/11/2014)

Reviewer's Comments:

Survey/Focus Group - Tutor Training200 students were each given an ofend of the course survey related totheir development of tutoringstrategies, interpersonal qualities,promoting independence, effectivecommunication skills, andunderstood their role as a tutor.

Standard and Target for Success:The action plan is for students to

Presentation/Skill Demonstration -The action plan for future measuringof student learning outcome for theTutor Training 200 is to havestudents conduct a presentation ontheir understanding of the conceptscovered in the course.

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Course SLOs Assessment MethodDescription Results Actions

complete the course successfully at100%.Reviewer's Comments:

Standard and Target for Success:Since the Tutor Training 200 courseis a Pass/No Pass course studentshad to receive at minimum of 70%for this assignment. Out of therandom selected students chosen forthis SLO the students scored 80% orbetter.Reviewer's Comments:

Essay/Written Assignment -Prospective tutors were to observetwo, one-hour tutoring sessions. Forone of the sessions they had to go tothe Student Success Center. Theother tutoring observation was doneat either Math/Science Center or theWriting Center. These assignmentshad to be typed into a two pagereflective essay which clearlyhighlighted tutoring methods,learning styles and learning theories.

Presentation/Skill Demonstration -The poster and presentation is theculmination of the students learningin this course. The key here is tonarrow their poster to a topic thatrelates to “student success”. Thepresentation should draw upon classmaterials as well as contemporaryresearch (nothing before 2000) in aPowerPoint poster presentation. Inthe presentation, students mustdemonstrate critical thinking, textualsupport, and effective style. ThePowerPoint poster should be writtenin formal tone as this is morecommonly used in academic writing.

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Course SLOs Assessment MethodDescription Results Actions

Standard and Target for Success:This is a Pass or No Pass course. Thestudents were to receive aminimum of 70%.Reviewer's Comments:

The number and type of sourcesrequired will be determined byassignment and announced in class.

Standard and Target for Success:This is a Pass or No Pass course. Thestudents were to receive aminimum of 70%.Reviewer's Comments:

Presentation/Skill Demonstration -The poster and presentation is theculmination of the students learningin this course. The key here is tonarrow their poster to a topic thatrelates to “student success”. Thepresentation should draw upon classmaterials as well as contemporaryresearch (nothing before 2000) in aPowerPoint poster presentation. Inthe presentation, students mustdemonstrate critical thinking, textualsupport, and effective style. ThePowerPoint poster should be writtenin formal tone as this is morecommonly used in academic writing.The number and type of sourcesrequired will be determined byassignment and announced in class.

SLO # 3 - Students/prospective tutorswill understand how to effectivelycommunicate with a diverse studentpopulation.

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2015-16 (Fall 2015),

Course SLO Status: Active

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetStudents in the Tutor Training 200 course were asked towrite weekly reflective essay on topics related to tutoringand learning. Students were able to complete the requiredassignments at an 85% rate. (12/10/2015)

Essay/Written Assignment -Students will be able to write areflective essay expressing how theywill work with a diverse studentpopulation during their tutoringsessions. The essay should consistthe following: understanding

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Course SLOs Assessment MethodDescription Results Actions

Inactive Date:

2016-17 (Fall 2016), 2017-18 (Fall2017), 2018-19 (Fall 2018)Input Date: 12/18/2013

Comments:: Standard and Target for Success:The target for success is for studentsto thoroughly explain how toeffectively communicate with adiverse student population. 85% ofthe students will be able tosuccessfully complete thisassignment. Students will follow thewriting response rubric found in thecourse syllabi to ensure success.

Faculty Assessment Leader: Marisela HerreraFaculty Contributing to Assessment: Alberto JimenezReviewer's Comments:

Faculty Assessment Leader: Alberto JimenezFaculty Contributing to Assessment:Reviewer's Comments:

Action: The Student Success Centerwill work in collaboration withstudent support programs to raiseawareness with in regards tostudents with learning deficiencies,disabilities, veterans, and fosteryouth. Those programs will consistof the Special Resources Center,EOPS and Outreach to name a few.(12/18/2015)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetStudents were assigned response papers with topicscovered in class. Students were expected to integratereading and presentations into their responses asappropriate. Total length should be no more than 2 pages.Critical thinking and effective mechanics are the keys here.Papers must be typed in MLA format. (12/11/2014)

Faculty Assessment Leader: Dalia JuarezFaculty Contributing to Assessment:Reviewer's Comments:

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Met95% of the students for this section of Tutor Training 200passed the course.

All students taking the course learning tutoring strategiesthat are needed to be hired on as tutors for the StudentSuccess Center (10/09/2014)

Reviewer's Comments:

student diversity, being sensitive tocultural differences, and having goodknowledge with this students with avariety of learning styles.

Standard and Target for Success:

Faculty Assessment Leader: Albert JimenezFaculty Contributing to Assessment: Marisela HerreraReviewer's Comments:

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard Metadd data (12/10/2015)

Essay/Written Assignment -Students will be able to write areflective essay expressing how theywill work with a diverse studentpopulation during their tutoringsessions. The essay should consistthe following: understanding studentdiversity, being sensitive to culturaldifferences, and having goodknowledge with this students with avariety of learning styles.

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Course SLOs Assessment MethodDescription Results Actions

The target for success is for studentsto thoroughly explain how toeffectively communicate with adiverse student population. 85% ofthe students will be able tosuccessfully complete thisassignment. Students will follow thewriting response rubric found in thecourse syllabi to ensure success.Reviewer's Comments:

Standard and Target for Success:This is a Pass or No Pass course. Thestudents were to receive aminimum of 70%.Reviewer's Comments:

Presentation/Skill Demonstration -The poster and presentation is theculmination of the students learningin this course. The key here is tonarrow their poster to a topic thatrelates to “student success”. Thepresentation should draw upon classmaterials as well as contemporaryresearch (nothing before 2000) in aPowerPoint poster presentation. Inthe presentation, students mustdemonstrate critical thinking, textualsupport, and effective style. ThePowerPoint poster should be writtenin formal tone as this is morecommonly used in academic writing.The number and type of sourcesrequired will be determined byassignment and announced in class.

Presentation/Skill Demonstration -The poster and presentation is theculmination of the students learningin this course. The key here is tonarrow their poster to a topic thatrelates to “student success”. The

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Course SLOs Assessment MethodDescription Results Actions

Standard and Target for Success:This is a Pass or No Pass course. Thestudents were to receive aminimum of 70%.Reviewer's Comments:

presentation should draw upon classmaterials as well as contemporaryresearch (nothing before 2000) in aPowerPoint poster presentation. Inthe presentation, students mustdemonstrate critical thinking, textualsupport, and effective style. ThePowerPoint poster should be writtenin formal tone as this is morecommonly used in academic writing.The number and type of sourcesrequired will be determined byassignment and announced in class.

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