Building Bridges Internally and Externally to Achieve Student

SuccessBy Debbie Malewicki & Jodi ShydloThe center for learning resources

The university of new haven

Who are we?The University of New Haven (UNH)

• Urban university in West Haven, CT

• ~6,400 undergraduate and graduate students

• Liberal Arts/Research, 4-year, private school

• 4 Colleges• Best known for our

forensic science and engineering programs

The Center for Learning Resources (CLR)• Centralized model• Established in 1983• ~75 staff

– 2 FT/perm. admins.– Semester-contracted employees– ~2 dozen prof. tutors– ~8 graduate students– Other staff consist of

undergraduate tutors and support personnel

• 10 divisions spanning multiple campuses under the CLR– Online tutoring pending

• Supports 25-33% of students annually

Our Topic

Building a center with a positive environment and engaging in widespread interdepartmental collaborations starts with a strong team spirit. Judicious hiring and training, providing staff with a variety of opportunities, and marketing increased our utilization levels ~500% in 5 years, user persistence to 98.5%, and academic success rates 86-92.7%. Learn how we did it.

Success Rates

Including Withdrawals and Incompletes2011-2012: 86%2012-2013: 83%2013-2014: 83.5%Fall 2014: 88.4%

For Students Who Completed the Course2011-2012: 91.9%2012-2013: 90%2013-2014: 91.3%Fall 2014: 93.9%

One-, Two-, and Three-Year Persistence Rates98.5%

Snapshot 1:

“What do you like best about working

here?”

“Little Miss Sunshine”

Warm, welcoming atmosphere

Patient, nonjudgmental staff

Prompt but not pushy greeting

Snapshot 2: Six Years Ago

• Student enters Math, Science, and Business Lab– No greeting– Tutors with backs to entrance– Cooler, less hospitable décor– Turns to leave

• Change of shifts– Newspaper– 7 students working with one other tutor

Our Former Space/Set up

Our New Facility: More welcoming, color scheme is bright and relaxing, decorations are

inspirational, and layout is flexible

• Discussion• Intro. to the dept.• Philosophies and strategies• Policies• “Sell yourself”: What can

you offer us?

• Behavioral scenarios• Lessons: The training starts• How comfortable are you

with these scenarios?• Notes for training emphases

Faculty Perspectives Then vs. NowSix Years Ago:• Guarded: “Are they [we] providing too much help?”• Proprietary: “Don’t try to do our job.”• Confused: “Are you teaching study skills and dealing

with test anxiety, etc.?”• Unfamiliar: “Who are you? What do you do?”

Now:• Still some of the prior elements• Predominantly welcoming, encouraging, and

collaborative• We’re the #1 academic resource for struggling

students as recognized by most faculty, accreditation teams for their Colleges, and most administrators.

What Changed?

We needed to change our image:• with the students,• with the faculty, and• with the administrators,• but we needed to first create a new

internal image as a team.

We Busted Some Myths

• “Tutoring is for students who can’t cut it on their own.”

• “Tutors do the work for the students.”• “The tutors are going to proofread my

paper/check my homework for me.”• “I can go to the tutor the night before

a big exam and catch up on almost everything the professor has taught this term.”

• “I can work with the tutor instead of going to class regularly or if I don’t like the professor’s style.”

Staffing: Who You Employ Makes the Difference

Existing Staff• “We’re all about the students now.”

(You’re supporting the tutors, though.)• Be open and clear about your

expectations, goals, and reasoning. (“Heroes List”—posted on CLR website)

• “We can only succeed as a team.”• Pillar Staff

– Be supportive or at least open-minded.

• Are you on board or moving on?

New Staff• What qualities do you want?• What skills do you need?• What characteristics do you want to avoid?• Design a recruiting plan.

– Faculty referrals—pros and cons– Direct email recruiting– Banner or AccuTrack/etc. to run reports on

GPA, grades, etc.– Faculty liaisons who can help with recruiting

and ongoing support– Your school webpage and/or Facebook

The Interview Process:Formal Upfront & More Relaxed in Person

• Current resume/CV• Formal, polished cover letter• CLR application form• Availability form• Transcripts if applicable• Letters of reference• Computer Lab proficiency

checklist if applicable• www.NewHaven.edu/acade

mics/CLR/employment for copies of our forms

Are We on the Same Page? Building Bridges During the Interview

• Discussion• Intro. to the dept.• Philosophies and strategies• Policies• “Sell yourself”: What can

you offer us?

• Behavioral scenarios• Lessons: The training starts• How comfortable are you

with these scenarios?• Notes for training emphases

• Skills Assessment• Writing tutors:

• Sample essay• Prioritizing• Encouragement balanced with

constructive feedback

• Math and Science:• Sample problems in dev. through

200-level courses• Representative of what tutors

support• Created and assessed by

professional tutors teaching the courses

• Mock scenario for clarity (no use of assigned problems)

Overall Advice Take your time.

A larger time investment now means fewer problems later.

Select the right candidate.

Identify upfront “rough edges” to smooth out in training.

Try to relax with each other.

Exchange some personal history, e.g., aspirations.

Clarify you’re each there to decide if the position is a good fit for your team.

Training = More Bridges

CRLA Level I Training• Mandatory for new student staff• Levels II and III are optional• Administrators rotate covering modules

– Bonding with admins.– Different presentation styles = diverse tutoring

styles

• Create connections with each other• Emphasizes our strategies/philosophies• Lets new staff see each other in humorous/

engaged scenarios and serious ones too• Very interactive

Preterm Meetings

Objectives:• Introduce new staff to returning team• Ice breakers• Reinforce tutoring strategies: metacognitive• Updates current to the division• Communication strategies, technological updates, and other

processes• Ideas for professional development goals based upon reported

data and changes at the University• Important dates• Scheduling notes• Upcoming conference opportunities: New England Peer Tutoring

Association (NEPTA), ACE Women’s Leadership Network, CRLA Northeast, etc.

Preterm Meeting: Statistics Review to Set the Context for the New Term

• Utilization levels by division—comparatively over last few years

• Holistic outcomes: success rates, utilization levels, and student persistence– Success rates for course completion

• Breakdowns on outcomes for a specific course/program we’re tracking to set goals

• Personnel overall and by division– Openings that may impact other staff until filled

• Upcoming professional opportunities– NEPTA, ACE, & NE CRLA

• Utilization for each tutor by course, tutoring hours, # of visits, and % utilized (Lets us set goals)

2011-2012 2012-2013 2013-2014 2014-2015 to Date0

5,000

10,000

15,000

20,000

25,000

15,705 16,64019,004

20,965

Annual VisitsYTD as of 4/23/15

2011-2012 2012-2013 2013-2014 2014-2015 to Date0.00

2,000.004,000.006,000.008,000.00

10,000.0012,000.0014,000.0016,000.0018,000.0020,000.00

12,931.9014,989.50

16,861.49 17,297.39

Annual Hours of TutoringYTD as of 4/23/15

Notes regarding the prior slide• As of the conclusion of the spring 2015

term, our total hours of tutoring had risen to 20,100+ and total annual visits exceeded 24,000. We won’t know final statistics for the academic year until mid-July when the graduate trimester and Summer Session I end.

2011-2012 2012-2013 2013-2014 2014-2015 to Date0

5,000

10,000

15,000

20,000

25,000

15,705 16,64019,004

20,965

Annual VisitsYTD as of 4/23/15

2011-2012 2012-2013 2013-2014 2014-2015 to Date0.00

2,000.004,000.006,000.008,000.00

10,000.0012,000.0014,000.0016,000.0018,000.0020,000.00

12,931.9014,989.50

16,861.49 17,297.39

Annual Hours of TutoringYTD as of 4/23/15

We’re Also Forming Connections with Our Staff and the Greater Community with Events

Events to Celebrate Staff Contributions, Encourage Connections, and Recognize Achievements

• National Tutor Appreciation Week• Marketing opportunity to

draw in new students and educate faculty

• Preterm meeting staff social in the fall and spring

• Holiday party/graduation celebration in Dec.

• CRLA certification/Outstanding staff awards ceremony in the spring

• Graduation/Retirement party in May

• Annual staff, family, and friends picnic at director’s home in June

Notes on the prior slide:

In 2012, when we celebrated our 30th anniversary, we gave approximately 120 faculty, staff, and administrators across the University certificates of appreciation to recognize their contributions to our ability to successfully help students through referrals, promotions, classroom visitations, funding, and numerous other partnerships. These key people were recognized at a special ceremony in our facility.

Recognition is Essential, Particularly When the $ May Be Insufficient

• Puzzle piece pins– Reinforces dept. philosophy while welcoming

new staff

• T-shirts• National Tutor Appreciation Week

– Personalized “thank you” note with a treat– Feedback from student evaluation survey on nice

stationery

• Staff social– Certificate and/or pin to recognize years of

service

• Outstanding Staff Awards– Name inscribed on plaque in Reception– Certificate– Small honoraria ($50-100)

Help People Expand through Professional Development Work

• How it works– Job descriptions– Offer letters

• Objectives• Requirements– Summation for personnel files =

accountability• Ideal outcomes• Personalized and/or dept.

statistics can spark term goals

Notes for the prior slide:

• Staff who do not complete their goals are assessed in relation to available time to address them. Someone with a 90% or higher utilization level, for example, understandably would not have done so, while someone experiencing a slow term should have. If an outside factor prevents completion of a goal, the staff member is responsible for conferring with their supervisor to choose an alternate goal with sufficient time to address it.

Professional Development Goals

Mostly Internal Impacts• Application forms and hiring practices

recommendations• Analysis of data and creation of charts = more funding

and larger space• Team AccuTrack professional development goals =

user manual, system admin. manual, and student user sheets

• Bio. boards = marketing/helping students choose a tutor

• Sample questions and solutions• Sample interview questions for screening candidates• Tips sheets for working with students from a

particular country

External and Internal Impacts• Radio commercials• Dental Hygiene packet on how to survive 2nd year

(toughest one as it’s 1st in clinical)• Finals prep. handouts for Midnight Run Breakfast—

1,000+ attendees• Facebook page—created and monitored• Updating handouts in Writing Lab to stay current• Workshops• Adding more classes to tutors’ repertoires = expand

our services• Learning a new software to tutor in it

Other “Team Spirit” Tips• Information about changes, positive

or negative, needs to come from you = Trust

• Communicate regularly, ideally in person

• Ask for their advice, and listen: new staff, policies, marketing, temperature of the school toward tutoring, etc.

• Create a comfortable and welcoming physical space to set the tone

• Develop an online presence to match it

• Give your staff the chance to show you what they can do

Once You’ve Established Your Internal Image, It’s Time to Expand Externally

Faculty

Students

Administrators

Staff

Faculty: Educate to Illuminate

Educate, educate, and educate!• What you do• What you don’t do!• How you can help lighten their load:

– ESL assistance– Customized tutoring for a student’s learning style(s)– Draft paper reviews with identified objective(s) – Review sessions before a major exam– Introduce/Review of a software for their course that students

should know– ePortfolio to gain an internship or job

• Go to preterm meetings to introduce yourself and explain your services

• Honor faculty, staff, and admins. with a special certificate at a milestone celebration, e.g., 30th anniversary

• Send out a newsletter highlighting services and requesting collaborations each term or year

Administrators/Staff:Lay the Foundation Early

• Invitation to tour your department and explore how you can help support their goals/be of service

• Status reports to each College/Division head:– # of their students using your services– # of courses you typically support for their area– Outcomes for those courses and students– Special collaborations or workshops you’ve done

• Which ones would you like to do? • Example: SI for Organic Chemistry

• Admin. endorsement day event [Meet the associate deans. . .]• Meet with the Athletics division staff. Then ask to meet with their students.

If the coaches publicly endorse the athletes going, then they will use the services much of the time.– Weekly notification report via AccuTrack to Athletics compliance officer

• Serve on committees, esp. hiring committees for senior officials• Partner with other departments to set up a series of professional

development/informational sessions for staff, faculty, and administrators who want to learn more about support services—highlight a different one each month

Building Bridges with the Students

• The fundamentals:• Q: Who uses our services?• A: Everyone!

• A students for specific, small-scale content• B or C students to move up• Anyone in a particularly tough class for ongoing help• General writing assistance for big projects

• Use events/promotions to attract students:– Giveaways: iPad Mini, coffee & doughnuts, etc.– Interactive events: Minute to Win It– Study guide prep. packets

Partner with other departments on referrals: First-Year Success Center, Campus Access Services, Academic

Success Center, Career Development, Counseling Center, and More: Be each other’s referral system in addition to

Starfish Early Alert!

It’s About Creating a Culture of Success

Your Culture Should:• Value the opinions and contributions of its

employees• Offer tutors who empathize without judging• Know when a situation is their

responsibility and be comfortable making a referral when it isn’t

• Emphasize and value different contributions equally– Undergraduate tutors– Graduate student tutors– Professional tutors

Signs that It’s Working:• Students are promptly greeted upon arrival

but not pressured• Your staff feel comfortable coming to you

with problems and victories (even small ones)

• Students are comfortable just “hanging out” in your space

• Staff relationships continue outside of the workplace

• Former staff stay in touch and value their experiences with you

The Ultimate Bridges

By creating a culture that values and supports its employees and respects faculty and administrative goals, they and we open ourselves to collaborations internally and externally, which result in better outcomes pertaining to:• Utilization levels• Success levels• Retention levels

Are You Ready to Be an Essential Piece of Our

Puzzle?

Ready, Set, Grow. . .Questions?

Special Thanks to. . .

• Statistical data prepared by: Megan Fimbel, Siddhi Mulaokar, Paul Burinda, Marguerite Lowe, Kelly Halkyard, John McAuliffe, and Bek Umarov

• Slide backgrounds prepared by Samantha Hill and Monika Mierzejewski

• Flyer designs created by Siddhi Mulaokar• Website design by Joe Bisch, Paul Burinda, and

Bek Umarov• Conference attendance supported by Jim

McCoy and Helena Cole, Enrollment Management and CASA