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1. Assessment Plan - Four Column

PIE - Humanities & Social Sciences: The Writing Center Unit

Narrative Reporting Year2018-19Contact Person: David CharbonneauEmail/Extension: [email protected] Achievements for Theme B: To Support Student Access and Success: Tutors in the Classroom success in Supporting Multiple Measures

As shown by the attached data in the TC data folder, the Tutors in the Classroom program has been highly successful in supporting students who have been placed in Englishand AmLa composition under multiple measures. The data from RIE shows that the co-req and accelerated models are the ideal place for the TC intervention to make themost impact, both in terms of student usage and student success rates. In 2018-19, the Writing Center supported 155 sections of English 1A/80 co-reqs (78 sections), AmLa90 sections (13), Pathways 1A/1C (9 sections), all English Bridge and requested regular English 1A (65 sections). We supported all the co-reqs offered by English as well as allthe AmLa 90s offered. (AmLa has also requested support for their AmLa 1A course beginning next year.) In fact, the TC support is considered crucial by faculty in English andAmLa to enhancing success and retention rates in their writing courses. For instance, data from fall 2018 shows 55% of all students (674 unduplicated) in the co-reqs workedwith their TC. These students had a 60% success rate as opposed to 45% for those who did not see their TC (a 15% differential). Additionally, working with the TC greatlyenhanced retention: 1 in 4 students who did not see their TC dropped the class while 9 out of 10 students who did see their TC completed the course.

Increase Support for Non-native English speaking (NNES) students

In 2018, a total of 2,328 NNES students accessed one or more of the services of the Writing Center, logging in 5,278.5 hours.

In terms of the impact on success, our most recent data indicates that NNES students in English 1A who use Writing Center services have a success rate 30% higher thanNNES students in 1A who do not attend the WC. Even more telling is the differential in withdrawal rates as almost 1 in 3 NNES students in English 1A who do not go totutoring withdraw from the course while less than 1 in 10 NNES students who go to tutoring withdraw from the course. This positive impact on persistence should beunderscored, particularly as we challenge students with higher placements under multiple measures. This data also mirrors the results of students in the co-reqs supportedby TCs where almost 30% dropped if they did not see their tutor while only 10% did if they did see their tutor.

Writing Your Research Paper

Recognizing the expanded research preparation needs for English 1A students placed under multiple measures, the Writing Center revamped its Starting Your ResearchWorkshop to emphasize familiarity with current and relevant research. Writing Your Research Paper Workshop aims to ensure that all students practice digital researchmethods in a supportive and collaborative environment. In addition, the Center responded to the increased demand for research writing support from the English faculty byoffering on demand delivery of the workshop to whole classes. Seventy-four of these workshops were held in the 2017-18 academic year and a total of 999 studentsattended these sessions. The workshop familiarizes students with using articles, encyclopedia sources, film, and electronic books from the library’s databases and supports

11/07/2019 Generated by Nuventive Improve of 16

research writing across the disciplines--especially crucial with impact of the new placement model on prerequisites for courses requiring research.

Conversion of Online Instructional Materials to ADA Compliance

Thanks to the funding of the Professional Expert via the Transformations grant, the Writing Center successfully completed the conversion of all 53 DLAs, over 200 pages ofdocuments, to ADA accessible online versions.

Peer Mentoring Collaboration with TC Program

During the 2017-18 academic year, the Writing Center Peer Mentor Program expanded to include Tutor in the Classroom pairs who completed two formal observations ofeach other’s breakout sessions, including debriefings, to foster best practices in tutoring within the context of small group writing dynamics. In light of the challenges facingstudents due to Multiple Measures, the 2018-19 Tutor Mentor Program continued matching both TC and writing tutor mentor/mentee pairs to assist students with researchpaper writing and integrating sources in order to succeed in ENG 1A.Both mentees and mentors expressed such overwhelming appreciation for the opportunity to learn from each other through their Mentor Program meetings that theWriting Center kicked off the fall 2018 semester with an integrated Tutor Mentor and TC one day tutor training event. Thirty TC Tutor Mentor program participants andseven writing tutor pairs—almost the entire Writing Center tutor staff—participated in trainings based on Growth Mindset and “grit” principles, starting with a shared goalthat each mentee/mentor pair created to guide their meetings throughout this academic year.Former Tutor Mentor program participants from previous semesters served this fall as mentors for incoming TCs, offering strategies for helping students improve theirwriting in breakout sessions for co-req courses. TC mentors also helped guide new TCs through anticipated challenges facing students resulting from AB705 by sharing abouttheir own past experiences and success stories. One participant expressed how the program made a both a personal and campus-wide impact: “The sense of community isby far the best part. We reconnect as tutors, connect more with students, and make the mentor program that much stronger in the process.”

Notable Achievements for Theme D: To Foster an Atmosphere of Cooperation and Collaboration: Writing Center Outreach Tutoring for Student Cohorts

In an effort to provide meaningful support for students and as part of a mobile student support initiative, we expanded our tutoring program to close equity gaps for ourmost impacted students. In the Fall semester of 2018, we established satellite tutoring in the Equity Center, supporting the ARISE, ASPIRE, DREAMERs, and OUTREACHprograms, and we placed an American Sign Language writing tutor in The Center for Deaf and Hard of Hearing Services. We also placed ELL trained tutors in the InternationalCenter. Our culturally sensitive tutors have helped students in critical thinking, reading, and writing. The satellite tutors have tutored 125 students since January 2018. ThisSpring we are also piloting enhanced hours in these centers during finals week.

Support for Faculty in helping students in English 1A with research challenges

Recognizing the expanded research preparation needs for English 1A students placed under multiple measures, the Writing Center revamped its Starting Your ResearchWorkshop to emphasize familiarity with current and relevant research. Writing Your Research Paper Workshop aims to ensure that all students practice digital researchmethods in a supportive and collaborative environment. In addition, the Center responded to the increased demand for research writing support from the English faculty byoffering on demand delivery of the workshop to whole classes. Seventy-four of these workshops were held in the 2017-18 academic year and a total of 999 studentsattended these sessions. The workshop familiarizes students with using articles, encyclopedia sources, film, and electronic books from the library’s databases and supportsresearch writing across the disciplines--especially crucial with impact of the new placement model on prerequisites for courses requiring research.


Unit Goals Resources Needed Where We Make an Impact: Closing theLoop on Goals and Plans

Status: Active

Reporting Year: 2017-18

As shown by the attached data in the TC data folder, theTutors in the Classroom program has been highly successfulin supporting the new accelerated curriculum in English.The data from RIE strongly suggests that the co-req andaccelerated models are the ideal place for the TCintervention to make the most impact, both in terms ofstudent usage and student success rates. In the fall of 2017,over 64% of those students enrolled in a co-req. voluntarilylogged hours with their TC and, of those students, 75% weresuccessful as opposed to only 55% of those who did not loghours with the TC--a 20% success differential. In the springof 2017, the results were even more impressive with 81% ofstudents enrolled in the co-req logging hours with theirtutor for an 80% success rate as compared to only a 45%success rate for those who did not see their TC. In English90, this differential was even more pronounced as 84% ofthose who logged hours with their TC passed the coursewhile only 27% did who did not see their TC. Again, studentusage of the TC was relatively high, with over 57% ofstudents in English 90 did log hours with the TC.

As a result of these consistently significant results over twoyears of research, the English department has requested TCsupport of all sections of English 1A/80 and English 90 forthe 2018-19 school year.

Further research needs to be done to disaggregate theimpact of TCs in these courses based on student equityidentifications. Also, more needs to be done to work withEnglish faculty to ensure that the students who are most atrisk avail themselves of the TC's support. (06/10/2018)

% Completed: 50Report directly on Goal

Describe Plans & ActivitiesSupported (Justification of Need):The Tutors in the Classroom program

Reporting Year: 2017-18% Completed: 25A large meeting of planners and the project leader fromFacilities was held in the spring of 2017 to reviewpreliminary blueprints. Revisions to these blueprints werediscussed. We are awaiting updates from facilities.(06/10/2018)

In Progress - Conversion of 26B-3411to individual and group tutoringspaces for Tutors in the Classroomprogram.

Goal Year(s): 2017-18, 2018-19, 2019-20

Develop Embedded tutoring supportto enhance success for studentsplaced multiple measures - The goalis to provide integrated, just-in-timeacademic support for students placedin AmLa and English writing courses.

Date Goal Entered (Optional):06/18/2018



is in need of space to conduct groupsessions as well as small group andone-on-one tutoring. These sessionstypically have 5-25 students in them.There is no space in the WritingCenter that can accommodate thesegroups since the two computerclassrooms are used primarily byfaculty and W. Center workshops. Inthe fall term of 2018, we had 67sections of English 1A and Amla 90supported by TCs. In the spring,there were 66 sections. Similarly theCenter doesn't have sufficient spaceto accommodate more impromptusmall group tutorials as led byembedded tutors. A dedicatedspace would allow us to provideadequate space for these sessionsand create a hub for embeddedtutoring that supports compositionat Mt. SAC.

What would success look like andhow would you measure it?: Successwould be providing more classroomtime for English faculty requestingcomputer classrooms.Success would be increasing theproximity ratio of TC group sessionsto the classroom in time and space by50%.Success would be a 15% increase inoverall student attendance to TCsessions due to increased ease ofaccess.Type of Request: FACILITIES: Thissection includes minor buildingimprovement projects and alterationsto specific rooms or operational

Lead: Mikaela Klein



areas.Planning Unit Priority: MediumOne-Time Funding Requested (ifapplicable): 325000

Describe Plans & ActivitiesSupported (Justification of Need):The TC Coordinator recruits, hires,trains, and evaluates TCs, includingconducting classroom observations,procures spaces, and coordinateswith participating faculty. The TCsmeet weekly with the TCCoordinator for ongoing training andconsultation. The TC Coordinatorworks with English, AmLa, and theHSS Division as well as with outsidefaculty and programs, such as Bridgeand Pathways. In 2018-19, theWriting Center supported 155sections of English 1A/80 co-reqs(78 sections), AmLa 90 sections (13),Pathways 1A/1C (9 sections), allEnglish Bridge and requested regularEnglish 1A (65 sections). Wesupported all the co-reqs offered byEnglish as well as all the AmLa 90soffered. The TC support isconsidered crucial by faculty inEnglish and AmLa to enhancingsuccess and retention rates in theirwriting courses. For instance, datafrom fall 2018 shows 55% of allstudents (674 unduplicated) in theco-reqs worked with their TC. Thesestudents had a 60% success rate asopposed to 45% for those who didnot see their TC (a 15% differential).Additionally, working with the TC

Related Documents:TC vs. NoTC successdata comparison.PIE.xlsxJob Description Coordinator Supplemental InstructionPrograms, Writing Center.PIE.pdfFall 2016 Attendance..highlightedTCcoor.xlsx

: Given the college's desire toenhance success, persistence, andcompletion and given thisprogram's demonstration of itsimpact, the most logical use ofthese results would be to supportthe continuation of this grant-funded position viainstitutionalization. (08/25/2017)

Reporting Year: 2016-17% Completed: 0The Tutors in the Classroom program has grown fromsupporting 34 sections of English composition in 2012-13 tosupporting 96 sections in 2016-17, impacting 1,553 studentsthis academic year (number of actual students makingcontact with their TC), and consistently delivering a 15-20%success differential between those students who see anddon't see their TC and a 10-15% success differentialbetween the overall course success rate and the successrates of those students who see their TCs. It has been anintegral part of the planning and implementation of theEnglish department's acceleration curriculum in Pathwaysto Transfer, English 90, and the co-req option English 1A/66.(08/25/2017)

Request - Full Funding Requested -Tutorial Coordinator, Writing Center


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greatly enhanced retention: 1 in 4students who did not see their TCdropped the class while 9 out of 10students who did see their TCcompleted the course.

Maintaining staffing for the TCprogram is thus essential to ourstrategy for maximizing studentsuccess under multiple measures(please see attached data).Continuing to run this position via aprofessional expert impacts ourability to meet demand as we mustremain within the 1000 hourmaximum rule for professionalexperts. Also, we have beeninstructed by HR that this use ofprofessional expert is not alignedwith the stated criteria for aprofessional expert position.

What would success look like andhow would you measure it?: Successwould be measured by increasedembedded tutoring support forstudents under multiple measuresand higher rates of completion of firstyear English for the College.Type of Request: STAFFING: Requestsfor permanent employee positions ortemporary/hourly employees.Planning Unit Priority: HighDocumentation Attached?: YesOn-Going Funding Requested (ifapplicable): 93097Related Documents:

Lead: David Charbonneau



Fall 2016lab report.PIE.pdfJob Description CoordinatorSupplemental Instruction Programs,Writing Center.PIE.pdfTC vs. NoTC successdatacomparison.PIE.xlsxFall 2016Attendance..highlightedTCcoor.xlsxSpring 2017 Detailed TC SurveyReport.pdfSpring 2017 Grade Distribution.pdfspring2017TC-noTCdata.pdfFALL 2018 TC Outcomes.FINAL.pdf

Describe Plans & ActivitiesSupported (Justification of Need):Our second highest priority, whichreally is co-equal with our first sincethe TC coordinator and the TCs gohand-in-hand, is funding to pay fortutors in the classroom. Tutors in theclassroom are funded as short termhourlies and, when possible, asstudent employees. In 2018-19, theTransformations grant (BSSOT)contributed $165,058 to the TCpayroll. These funds will notcontinue in 2019-20. Basic skills isaugmenting last year’s allocation by$125,000. Assuming we use all ofthis supplemental funding for the TCprogram, this leaves us $40,000short of status quo funding, whichwould mean a reduction of 18sections over the course of thecoming year. In 2018-19, the WritingCenter supported 155 sections ofEnglish 1A/80 co-reqs (78 sections),

Request - Full Funding Requested -Tutors for the TC Program


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AmLa 90 sections (13), Pathways1A/1C (9 sections), all English Bridgeand requested regular English 1A (65sections). We supported all the co-reqs offered by English as well as allthe AmLa 90s offered. (AmLa hasalso requested support for theirAmLa 1A course beginning nextyear.) In fact, the TC support isconsidered crucial by faculty inEnglish and AmLa to enhancingsuccess and retention rates in theirwriting courses. For instance, datafrom fall 2018 shows 55% of allstudents (674 unduplicated) in theco-reqs worked with their TC. Thesestudents had a 60% success rate asopposed to 45% for those who didnot see their TC (a 15% differential).Additionally, working with the TCgreatly enhanced retention: 1 in 4students who did not see their TCdropped the class while 9 out of 10students who did see their TCcompleted the course. Maintainingstaffing for the TC program is thusessential to our strategy formaximizing student success undermultiple measures in both Englishand AmLa composition (please seeattached data in PIE for completedetails).

What would success look like andhow would you measure it?:Increased student success rates inENGL 1A/80, AMLA 1A, Pathways1A/1C, and other supported courses.Type of Request: STAFFING: Requestsfor permanent employee positions or




temporary/hourly employees.Planning Unit Priority: HighDocumentation Attached?: NoOn-Going Funding Requested (ifapplicable): 40000

Status: Active

Reporting Year: 2017-18

Related Documents:Year 4 DLA Overall Survey Results.pdfspring2017successrates.pdf

A part-time not-for-credit instructor was hired for 16 hoursa week in the Spring of 2018. This individual converted 42online Directed Learning Activities as well as a number ofhandouts and instructional powerpoints to make them ADAcompliant. We also have plans for the development ofadditional DLAs to support AmLa 90 with this individual. Ifthe position continues to receive funding under BSSOT in2018-19, this position will be dedicated to outreach tofaculty across the curriculum to help develop DLAs relatedto writing in the disciplines.

Directed Learning Activities usage in the Writing Centerremained strong. In 2017, 3,474 students complete 6,001DLAs. DLAs continued to show a positive impact onstudent success with students who completed DLAs inEnglish 67, 68, and 1A having a positive success differentialfrom the overall course average of +10%, +10%, and +15%,respectively.

(06/07/2018)

% Completed: 50Report directly on Goal

Describe Plans & ActivitiesSupported (Justification of Need):The part time professional expertprovides support for both DirectedLearning Activities and Non-native

Reporting Year: 2017-18% Completed: 100Position was successfully hired with BSSOT funds. Positionwill require ongoing grant support for 2018-19 and a newsource of funding when BSSOT ends. (06/07/2018)

In Progress - Hiring of part timeinstructor or professional expert todevelop DLAs, bootcamps, andworkshops.

Goal Year(s): 2018-19, 2019-20

Support Multiple Measuresfundamental skills and WritingAcross the Curriculum with DirectedLearning Activities Program - Thegoal is to supplement and reinforceEnglish composition curriculum (andwriting curriculum for courses acrossthe curriculum).



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English Speaking students. Thisindividual helps design directedlearning activities for NNES studentsin AmLa and English as well as forstudents writing in other disciplines.This person also provides workshopsand bootcamps for NNES students inEnglish and AmLa. AmLa writingstudents who attended theseworkshops had an average successrate of 91% (16 points higher thanthe overall average of 75% success inthese courses). As we work toensure that students under multiplemeasures succeed and complete thecomposition sequence, this positionsubstantially contributes to thatmission.

What would success look like andhow would you measure it?: Thedevelopment of more DLAs fordepartments across the curriculum,particularly in the context ofsupporting Multiple Measures andthe Guided Pathways initiative.Higher success rates for NNESstudents placed in both AmLa andEnglish composition. Higher successrates for writing intensive courses indepartments other than English andAmLa.Type of Request: STAFFING: Requestsfor permanent employee positions ortemporary/hourly employees.Planning Unit Priority: HighDocumentation Attached?: NoOne-Time Funding Requested (ifapplicable): 41850On-Going Funding Requested (if




applicable): 41850Related Documents:Mountie.jpg

Describe Plans & ActivitiesSupported (Justification of Need):The part time professional expertprovides support for both DirectedLearning Activities and Non-nativeEnglish Speaking students. Thisindividual helps design directedlearning activities for NNES studentsin AmLa and English as well as forstudents writing in other disciplines.This person also provides workshopsand bootcamps for NNES students inEnglish and AmLa. AmLa writingstudents who attended theseworkshops had an average successrate of 91% (16 points higher thanthe overall average of 75% success inthese courses). As we work toensure that students under multiplemeasures succeed and complete thecomposition sequence, this positionsubstantially contributes to thatmission.

What would success look like andhow would you measure it?:Increased success rates for AMLAstudents who take part in WritingCenter workshops and boot camps.Type of Request: STAFFING: Requestsfor permanent employee positions ortemporary/hourly employees.Planning Unit Priority: HighDocumentation Attached?: No


Request - Full Funding Requested -Not for Credit Instructor, supportingDLAs and NNES services


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On-Going Funding Requested (ifapplicable): 37347

Status: Active

Describe Plans & ActivitiesSupported (Justification of Need):The Writing Center needs expandedfacilities and space. With 15,562students visiting in the 2017-18academic year, logging 45,989 hours,it is increasingly clear the WritingCenter after over a decade housed in26B has exceeded its currentcapacity. In particular, the computerlab is not large enough toaccommodate students’ needs forquick and easy access to computerstations and printing. In addition,the 300 workshops that served justunder 1,500 students this past yearmake it impossible to fulfill manyfaculty requests for computerclassrooms. Furthermore, the 170sections we support with TCs requirea separate weekly space for groupwork; we have not been always ableto reliably secure such space. Finally,we have insufficient office space forour current staff. One of themcurrently works at a desk in themiddle of the tutoring area. Thus,expanded lab, office, and groupwork space are needed toaccommodate the Center’s currentdemand for services.Lead: Facilities Lead, unassignedDavid Charbonneau, for the W.CenterKarelyn Hoover, for the division

In Progress - expanded space forstaff and services

Goal Year(s): 2018-19, 2019-20, 2020-21

Provide adequate physical space forstaff and services - Efficient spaceallocation for staff and supervision oftutors




What would success look like andhow would you measure it?:Sufficient lab space to accommodatestudent demand; sufficient groupstudy space for embedded tutors;sufficient office space for staff tomaximize productivity and minimizedisruption of services; increased "lineof sight" supervision of tutors byinstructors meeting minimumqualifications.Type of Request: FACILITIES: Thissection includes minor buildingimprovement projects and alterationsto specific rooms or operationalareas.Planning Unit Priority: HighDocumentation Attached?: NoOne-Time Funding Requested (ifapplicable): 500000

Status: Active

Describe Plans & ActivitiesSupported (Justification of Need):The Writing Center has substantialclerical support needs due to thevolume of student usage and thenumber of student employees. Weemploy 55-60 short-term hourlyemployees and student workersevery semester. Accordingly, theWriting Center processes over 100timesheets every pay period (due tomultiple accounts) and at least 130hire docs each year. In addition,much of our Banner positiveattendance, which registers FTES forthe Center and the College, has to be

Request - Full Funding Requested -Part time Admin II A75 60% (24hours)

Goal Year(s): 2018-19, 2019-20

Support Writing Centeradministrative duties andrequirements - Support WritingCenter services with administrativeassistant




done after the fact in batch entriessince a good deal of tutoring (forboth Equity programs and the TCprogram) takes place off-site. Thisindividual also enters payrollnumbers into spreadsheets to trackWriting Center budgets; the personalso helps with the logistics andpublicity for a number of WritingCenter services and events, includingthe daily update to the Collegecalendar of Center activities.

What would success look like andhow would you measure it?:Currently, we have this positionsupported as a professional expertfunded under the BSSOT grant. Sincethis funding has ended, we need amore permanent source of support inorder to maintain the current level ofaccurate record-keeping, data entry,and campus calendar updating.Type of Request: STAFFING: Requestsfor permanent employee positions ortemporary/hourly employees.Planning Unit Priority: HighOn-Going Funding Requested (ifapplicable): 46965

Lead: Nicole Blean

Describe Plans & ActivitiesSupported (Justification of Need):The Writing Center has substantialclerical support needs due to thevolume of student usage and thenumber of student employees. Weemploy 55-60 short-term hourlyemployees and student workersevery semester. Accordingly, the

Request - Full Funding Requested -Admin III for Writing Center



Writing Center processes over 100timesheets every pay period (due tomultiple accounts) and at least 130hire docs each year. In addition,much of our Banner positiveattendance, which registers FTES forthe Center and the College, has to bedone after the fact in batch entriessince a good deal of tutoring (forboth Equity programs and the TCprogram) takes place off-site. Thisindividual also enters payrollnumbers into spreadsheets to trackWriting Center budgets; the personalso helps with the logistics andpublicity for a number of WritingCenter services and events, includingthe daily update to the Collegecalendar of Center activities.

What would success look like andhow would you measure it?: TheWriting Center will processpaperwork and meet its obligations ina more timely fashion.Type of Request: STAFFING: Requestsfor permanent employee positions ortemporary/hourly employees.Planning Unit Priority: HighDocumentation Attached?: NoOn-Going Funding Requested (ifapplicable): 82415


Status: Active

Describe Plans & ActivitiesSupported (Justification of Need):One drive would be installed in eachof the computers in the writingcenter lab and computer classrooms.

Request - Full Funding Requested -65 2.5" SSD SATA Drives

Technological Currency - Facilities:Improve and maintain labinfrastructure to support studentsuccess - Enhance Longevity andEfficiency of computers in the WritingCenter Computer lab



Our computers are now 4-5 yearsold and showing their age. Our CFShas recommended these drives toextend the life of our computers upto two years as well as increase theirspeed and efficiency. Each drivecosts about $50--far less than a newcomputer or the time lost repairingfrequent failure of equipment. In2018-18, 3,999 students logged over16,000 hours in the computer lab.

What would success look like andhow would you measure it?: Longercomputer life and less downtime forcomputers due to breakdown.Type of Request: IT SUPPORT:Requests for projects related to theimplementation, integration,application, delivery, and support ofinformation and instructionaltechnologies.Planning Unit Priority: HighDocumentation Attached?: NoOne-Time Funding Requested (ifapplicable): 3250

Lead: Robert Jackson

Goal Year(s): 2018-19, 2019-20Date Goal Entered (Optional):06/20/2019
