Appendix D7

 

LEARNING CENTER

Penelope Deakin, director

 

Mission Statement

 

The Center offers the opportunity to all Fredonia students to take clearer, more conscious control of their own learning. It is the purpose of the Center's programs to provide the support, opportunity, encouragement and a clear understanding of the standards needed for genuine academic success for any student choosing our services.

 

GOAL 1.

 

Maintain and refine data collection as a means of keeping tutor selection in line with demand and as a means of assessing the value of the service.

 

Measurement:

 

a.opscan data from clients indicates use, return rate, etc

b.tutor reports indicate value of tutor training to tutors and provide vehicle for suggestions

c.triennial survey of student attitudes indicates student satisfaction

d.institute some measure of client satisfaction

 

Results:

 

a. Fall, 1997                                          Fall, 1998

                       578 = no. of students                             559 = no. of students

                       288 = no. of students returned                290 = returned at least once

                       at least once                                         

49.8% = return rate                               52% return rate

1907 total visits                                      1602 total visits

36.3% of visits were for MA                  34.7% visits for MA

10.2% visits for AC                               1.2% visits for AC

10.6% visits for PH                               14.2% for PH

7.6% visits for CS                                 2.3% for CS

8.6% for BUCH                                    14.2% for BUCH

 

b. Spring, 1998 tutor reports indicated dissatisfaction With having monthly tutor reports distributed on paper to all tutors. Fall, 1998 indicated intense interest in having tutor input into the hiring of a new director.

 

c. On the 1997 Student Opinion Survey Fredonia’s tutoring services were given the second highest rating of tutoring services at four year SUNY colleges. The Diversity Survey given in the fall, 1998 survey showed that over 60% of students surveyed used the Learning Center for academic problems.

 

d. No results yet.

 

FEEDBACK TO UNIT:

 

a. Visits to the LC. for help with CS and AC have dropped. The drop in visits for CS is understandable because the LQ computer lab equipment is no longer adequate to run applications used by CS classes. This problem will continue until the installation of the row LC. superlab sometime in the Spring, 1999 semester. The drop in AC visits is probably due to having all new AC tutors and different faculty teaching AC 201. As a result, AC tutors have stepped up visits to AC 201 classes and contact with AC 201 faculty. Hiring of tutors for MA and BI/CH will have to be equal or greater than 1998/99 levels and we have, therefore, made calls to the chairs of these departments with special requests for referrals.

b. Beginning with the fall, 1998 semester, tutor reports are filed and distributed electronically. A few tutors subsequently requested paper copies but most expressed satisfaction with the new system. Parts of two tutor monthly tutor meetings were devoted to collecting suggestions for qualities essential to a new director. A tutor is a member of the search committee and interview times especially for tutors will be established by the search committee.

c. Now tutor s, tutor candidates and experienced tutors are reminded Dud the Center has been Widely used by FSU students, and Dud these students have been very satisfied with the program as a way of helping them see, throughout their tutoring career, the standards they need to maintain.

 

GOAL 2.

 

           Continue and refine data collection on present and past 34-3 participants to be used as program

Assessment/value of program to participants and to Inform student advisement

 

Measurement

 

a. Yearly rates of participation indicate both perceived value of program and success of informational strategies

b. GPA of participants

c. Fall surveys of previous year's participants indicate value of program as well as rates of credit transfer

d. Five year surveys will update the 1975 through 1995 survey of 3-1-3 graduates

 

Results:

 

a. 1997/98 participation =52 students

           1998/99 participation = 72 students

b. Fall, 1997 mean GPA = 3.47

           Fall, 1998 mean GPA = 3.38

c. 19 responses received from 52 1997 graduates

           100% enrolled in a four year college

           Six of the 19 remained at Fredonia

18 said they were better prepared academically for full time college than other students because of

3­1-3.  Every one of the 13 who transferred to another school had at least 12 credits accepted.

d. The next five year survey is scheduled for 2000.

 

Feedback to Unit:

 

a. No dear explanation for the 38% increase in number of students surfaces. It could be that a combination of better economic times, increasing high school enrollment and the availability of two experienced 3-1-3 advisers are just now having an effect. We will certainly continue the very successful 3-1-3 informational meeting held every February and maintain the close contact established with guidance departments in participating or prospective schools. b. The academic success of the 3-1-3 students is almost certainly due to the careful selection process established by the admissions office in dose partnership with guidance directors. We were reassured , after a meeting with Mike Bleecher and after hearing his presentation to the prospective students and parents at the February meeting, that this care will continue to be the hallmark of 3-1-3 admissions.

c. The results from the survey of 1997 graduates is very similar to those from other annual surveys and confirm the value of on campus experience for high school students as preparation for full time college. We will continue to maintain the close contact with students, parents and guidance departments which contributes to the positive nature of the 3-1-3 experience for the overwhelming majority of participants.

 

GOAL 3.

 

Integrate Learning Center data collection for all I-C. services to determine: a. real number of students served by all programs b. effect on GPA and retention to graduation of I-C. services, alone and in combination as a means of most effectively allocating resources.

Assessment of this goal awaits full Banner operation (and, L.C. ethernet access)

Results of this planned assessment will allow the Learning Center to allocate resources to those programs most successful, alone or in combination in retaining students and in helping both general and specific populations of students achieve academic success.