ࡱ> AC@ bjbj<< $4^^v & 0 :   SLOAC entered in ECMS as of 3/16/11 Statement(s) (used for LRNA 95, 96, 97, 98) After completing this course, and in the context of tutoring at a designated ý center, student tutors will be able to: 1. Plan and conduct tutoring sessions using student-centered communication strategies 2. Apply appropriate tutoring strategies for helping students at various levels; 3. Adapt communication and tutoring practices to students from diverse backgrounds and with diverse learning styles; 4. Demonstrate professional and ethical behavior when tutoring. LRNA 97 (will carry over to EWRT 97) Outcome 1: Assessment Planning Assessment Strategy Used: Quarter: Fall 2010 Assessors: Diana Alves de Lima, Julie Pesano, SSC Tutor Support: Sandy Blackborow, Renato Tuazon, Kanako Suda Assessment Tools: Performances/Demonstrations Sections being assessed: 01Y Outcome 1: Reflect & Enhance Number of people involved in Phase III: 5 Changes: none yet Methods: Tutors videotaped a session, watched it by themselves and with a senior tutor (an assigned experienced peer tutor) and wrote a self-assessment based on the video. Summary: On the whole, student tutors did exhibit the ability to plan sessions and use student-centered communication strategies. Almost all tutors reflected on how they planned and prioritized what to work on with students, and described communication strategies such as active listening, wait time, and prompting. and in general show professional and ethical behavior when tutoring. We were not able to determine whether students were able to adapt practices to students with diverse backgrounds and learning styles. Enhancement (Part I): We feel this SLO is being both well-addressed and accurately assessed, and supported in practice by senior tutors and the tutor support team. We plan to continue to reinforce these skills in all class sessions and in tutor orientations. We do plan to change the assignment instructions for the video-self assessment assignment to include specific questions aligned with the SLO's, specifically professionals and ethical and also with our PLOs regarding student use of effective learning skills. Enhancement (Part II): Our video recording equipment is woefully out of date. Purchase of Flip or iPads would facilitate tutors' recording and viewing their tutoring sessions, and might enable us to compile an archive of effective tutoring practices. Outcome 2: Assessment Planning Summary of Outcome Statements for Student Success Center Tutor Training Courses (LRNA 95, 96, 97, 98) After completing this course, and in the context of tutoring at a designated ý center, student tutors will be able to: 1. Plan and conduct tutoring sessions using student-centered communication strategies 2. Apply appropriate tutoring strategies for helping students at various levels; 3. Adapt communication and tutoring practices to students from diverse backgrounds and with diverse learning styles; 4. Demonstrate professional and ethical behavior when tutoring. Self-Paced Skills (SKIL 200, 205, 210, 220, 221, 222, 230) In the context of each students' individual needs, students in will be able to 1. identify their learning strengths and weaknesses in their chosen academic skills areas 2. write a measurable goal to improve their skills weaknesses 3. assess their own progress in reaching their learning goal during the quarter. 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