EMBEDDED TUTORING INCREASING ACCESS WHILE SUPPORTING STUDENT SUCCESS

EMBEDDED TUTORING: INCREASING ACCESS WHILE SUPPORTING STUDENT SUCCESS STEPHANIE K. FERGUSON, PHD AARON PREBENDA NEW MEXICO JUNIOR COLLEGE 5 TH ANNUAL CNM CONFERENCE ON TEACHING AND LEARNING

What do you think of when you think of the word “tutoring”? Describe the kinds of students who seek tutoring. PINK GREEN What are some barriers for students regarding tutoring? BLUE

NATIONAL STATISTICS: READINESS Reality Students’ Perception (CCCSE, 2016)

NATIONAL STATISTICS: COMPLETION Students’ Perceptions Reality (CCCSE, 2016)

NATIONAL STATISTICS: PERSISTENCE TO SECOND YEAR (RTI, 2016 a)

NEW MEXICO STATISTICS: PERSISTENCE TO SECOND YEAR (RTI, 2016 b)

NEW MEXICO STATISTICS: READINESS (NMHED, 2015)

TRADITIONAL TUTORING Defined Barriers • Has existed since ancient Greece • Balance of competing roles • Can take many forms – • Overestimation of knowledge and skills • One-to-one • Time management • Appointments • Stigma • Drop-in • Language • Small group sessions • Technology enhanced • Synchronous • Self-paced, mastery programs

NATIONAL STATISTICS: TUTORING REFERRAL AND USE Student Participation Faculty Referrals (CCCSE, 2012)

EMBEDDED TUTORING: DEFINED Embedded Tutor Instructor Student

WHAT AN EMBEDDED TUTOR IS NOT… • A substitute instructor in the case of absence • A presenter of new concepts • A grader of assignments • A classroom manager or disciplinarian • A personal assistant

EMBEDDED TUTORING: GOALS • To give students a chance for more individualized attention and feedback in relation to course content and objectives • To expose students to tutoring who may not seek it otherwise • To assist students in understanding content • To help students foster connections with support services • To demonstrate successful academic strategies and habits

EMBEDDED TUTORING AT NMJC • Developed to address perceived academic success and persistence gaps • Managed by the Academic Success Center • Uses credentialed, professional tutors • All mathematics courses, Biology I & II, Comp & Rhet and Comp & Lit, transitional math and English, and English as a Second Language • With instructor permission

Course ∆% Trend NMJC EMBEDDED TUTORING DATA Comp & Rhet 6. 6% ↑ Econ 4. 8% ↑ ESL 12. 24% ↑ Using final course grades as indicators when comparing courses with and without embedded tutors, students in courses with embedded tutors tend to perform better Biology I 1. 4% ↑ Biology II 10. 32% ↑ Transitional Math 24. 3% ↑ Intermediate Algebra 4. 6% ↑

DESIGN PRINCIPLES FOR EFFECTIVE PRACTICE • A strong start • Clear, coherent pathways • Integrated support • High expectations and high support • Intensive student engagement • Professional development (CCCSE, 2012)

QUESTIONS? Dr. Stephanie K. Ferguson Dean, Distance Learning & Professional Studies New Mexico Junior College 575. 492. 2643 | sferguson@nmjc. edu Arron Prebenda Director, Academic Success Center New Mexico Junior College 575. 492. 2624 | aprebenda@nmjc. edu

REFERENCES Boylan, H. , Bliss, L. , & Bonham, B. (1997). Program components and their relationship to student success. Journal of Developmental Education, 20(3), 2 -4, 6, 8. Bruland, H. (2007). Accomplishing intellectual work: An investigation of the relocations enacted through on -location tutoring. Praxis: A Writing Center Journal, 4(2). Center for Community College Student Engagement. (2016). Expectations meet reality: The underprepared student and community colleges. Austin, TX: The University of Texas at Austin, College of Education, Department of Educational Administration, Program in Higher Education Leadership. Center for Community College Student Engagement. (2012). A matter of degrees: Promising practices for community college student success – a first look. Austin, TX: The University of Texas at Austin, Community College Leadership Program. Hendriksen, S. , Yang, L. , Love, B. , & Hall, M. (2005). Assessing academic support: The effects of Tutoring on student learning outcomes. Journal of College Reading and Learning, 35(2), 56 -65.

Henry, J. , Bruland, H. , & Sano-Franchini, J. (2011). Course embedded mentoring for first-year students: Melding academic subject support with role modeling, psycho-social support, and goal setting. International Journal for the Scholarship of Teaching and Learning, 5(2), 1 -22. Kostecki, J. , & Bers, T. (2008). The effect of tutoring on student success. Journal of Applied Research in the Community College, 16(1), 6 -12. New Mexico Higher Education Department. (2015, December). Annual report 2015. Retrieved from http: //www. hed. state. nm. us/uploads/files/Data%20 Research/Data%20 Reports/2015%20 NMHED%20 Annual %20 Report_20151231 Final. pdf Shapiro, D. , Dundar, A. , Yuan, X. , Harrell, A. , & Wakhungu, P. (2014). Completing college: A notional view of student attainment rates – fall 2008 cohort (Signature Report No. 8). Retrieved from National Student Clearinghouse Research Center website: http: //nscresearchcenter. org/2 pcontent/uploads/Signature. Report 8. pdf Research Triangle Institute. (2016 a). College milestones – persistence to second year: United States. Retrieved from http: //www. completionarch. org/arch/indicator/3 CM-13 -PRS-US Research Triangle Institute. (2016 b). College milestones – persistence to second year: New Mexico. Retrieved from http: //www. completionarch. org/arch/indicator/3 CM-13 -PRS-NM