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THE MICHAEL P. WEBER

LEARNING SKILLS CENTER (LSC)

DUQUESNE UNIVERSITY

GROUND FLOOR, ADMINISTRATION BUILDING

PITTSBURGH, PA 15282

(412) 396-6661

JUDITH R. GRIGGS, Ph. D.,

Director

ABOUT THE COVER: During the 2010-2011 academic year, more than 650 Duquesne University students relied on the Michael P. Weber Learning center for tutoring to help them master their subjects. From calculus to chemistry, from languages to literature, from philosophy to physics, this highly popular service is just one of many services that the Michael P. Weber Learning Skills Center makes available free of charge to Duquesne students. Tutoring is one of several Learning Skills Center services which promote high student retention rates at Duquesne University. The Learning Skills Center also provides important services to the schools and departments within the University, as well as to the Pittsburgh community in general. Additional information about the services and programs that the Learning Skills Center offers can be found beginning on page 5.

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TABLE OF CONTENTS

INTRODUCTION

Introduction to the Michael P. Weber Learning Skills Center ............................................ 1 Overview of the Michael P. Weber Learning Skills Center ................................. .2 History ............ ............ ............ .......................................................................... 2 Philosophy ....... ............ ............ ........................................................................... 3 Mission and Goal Statement ...... .......................................................................... 3 Services and Programs: . ............ ............ .......................................................................... 5 Services For Duquesne Students ........................................................................... 5

Academic and Affective Diagnostic Testing & Prescription College Success Studies, Academic Advisement Counseling Learning Disabilities Study Skills & Test Preparation Tutoring Services Services For Duquesne Schools and Departments ................................................. 6 School of Education: PRAXIS Exam Prep Workshops & Tutoring School of Nursing: Essential Mathematics Workshops & Tutoring Programs .......... ............ ............ ............ .......................................................................... 7 Retention (OOPS, AIP, College Success Courses, PA Acts/Act 101) ................. 7 Academic and Affective Student Support (Tutoring, Counseling) ...................... 9 Community Educational Outreach .................................................................... 10 PACT (Project for Academic Coaching through Tutoring) Field Observation Course Summer Institute Jerome Bettis Cyber Bus Computer Literacy Program) Staff and Office Hours .. ............ ............ ......................................................................... 13

PART A

I. REVIEW OF PREVIOUS YEAR A. Review of Progress on Annual Goals ......................................................................... 15 B. Annual Goals for the Next Academic Year ................................................................ 16 C. Other Major Accomplishments, Programs and Activities .......................................... 17 D. Linkages to the University Strategic Plan .................................................................. 20 E. New Programs and Activities .................................................................................... 21

F. Faculty...............................................................................................................22

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II. CHALLENGES AND NEEDS ............................................................................ 23

Additional Space .................................................................................................... 23 Tutoring Budget .....................................................................................................24

III. OUTCOME ASSESSMENT RESULTS ............................................................ 26 A. Program Reviews & Outcomes Occurring This Academic Year College Success Courses ..................................................................................... 26 OOPS (Outreach Opportunity Program for Marginally Performing Students) ... 32 Tutoring ........... ............ ...................................................................................... 40 B. Evidence of Assessment Results Used to Improve Teaching and Learning ........... 46 C. Linkages of Assessment Results With Planning and Budgeting ............................. 49 D. Resources Needed to Address Results of Assessment ............................................ 50

IV: APPENDICES

Appendix I: Official Descriptions of the College Success Courses .................................52

Appendix II: College Success Courses: Performance by Course & Term ......................53

Appendix III: Additional Tutoring Data 2010-11 .............................................................55

Apendix IV: Committees ..................................................................................................66

MICHAEL P. WEBER LEARNING SKILLS CENTER – ANNUAL REPORT 2010-2011

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Introduction to the

Michael P. Weber Learning Skills Center

The Michael P. Weber Learning Skills Center contributes to Duquesne University’s mission of serving God by serving students. The Center has been serving students since 1969. The mission of the Center is to help students succeed. This mission is fulfilled by personalizing and individualizing services through the provision of a variety of academic and affective support to students who need assistance to become successful in their studies. Students may participate in a combination of tutoring, counseling, study skills training, and academic advising.

Some of the programs administered by the Center and readily available to Duquesne University students include a tutoring program, a counseling program; credit-bearing retention courses (Strategies for Academic Success, Introduction to University Success, and Pathways to Success), diagnostic testing and prescription services (both academic and affective), developmental studies, academic advisement, and services for learning disabled students. To maintain high university retention and persistence toward graduation, the Learning Skills Center routinely monitors the grades of all Duquesne undergraduates and proactively offers appropriate support services to students who show evidence of academic difficulty. Workshops with focused themes are provided to students throughout the academic year, such as “Study for Final Exams” and pre-test chemistry review sessions. University departments rely on the Michael P. Weber Learning Skills Center to provide custom workshops that focus on departmental goals and the unique needs of their students. For example, workshops conducted for the School of Education are aimed at improving scores on students’ professional teaching certification exams; workshops provided to the School of Nursing reinforce mathematical skills essential for the success of students taking majors within their department.

The Michael P. Weber Learning Skills Center also provides a variety of support services to our neighbors within the general Pittsburgh area. Tutoring of children in grades K-12 is provided through the Project for Academic Coaching through Tutoring (PACT) as a credited service learning experience and through work study positions. A residential Summer Institute serves high school juniors and seniors as they consider the place of college in their future. The Center actively supports other community programs such as the Jerome Bettis Foundation’s “The Bus Stops Here” computer skills camp for underprivileged children, career exploration day, and SAT college entrance exam preparation workshops.


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Overview of the

Michael P. Weber Learning Skills Center

History

The Michael P. Weber Learning Skills Center (The Center) is an outgrowth of the Duquesne University Counseling and Learning Department for Black Students (CLD) established in 1969. CLD's greatest successes were the following: 1.) Reducing the attrition rate of African-American students from over 50 percent to less than 1 percent, and 2.) Developing retention strategies and approaches which serve as the model presently utilized by the Michael P. Weber Learning Skills Center in its current retention efforts. Due to the success of Counseling and Learning Department in meeting its major goal of retaining Black students, in 1975 CLD was charged to expand its scope of support to include all Duquesne students and with that expansion came the change in name to “Learning Skills Center.” Retention continued to be the focus of the Learning Skills Center. In 1990 the Learning Skills Center began a community outreach program to children and adolescents from several city public schools in the Hill District, which initially began as an in-school partnership with Duquesne student tutors working within classrooms helping students. These outreach services continue. With the assistance of the University’s work study program, PACT is able to reach many more students. Students were also brought to campus on Saturdays during the semester for tutoring and help with homework. The Duquesne University Learning Skills Center at Greenway Middle School, a University presence within the school, has been discontinued since 2006 due to funding considerations. The Learning Skills Center was renamed in honor of the retiring Provost and Academic Vice President, Dr. Michael P. Weber. The Dedication Ceremony was on April 20, 2001.


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Philosophy

The philosophy of the Michael P. Weber Learning Skills Center is that through appropriate intervention, students can learn to become independent, life-long learners. This intervention is individualized and personalized and may be either affective, academic, or a combination of both. Therefore, the Michael P. Weber Learning Skills Center offers a wide range of comprehensive services to the Duquesne University community and the community at large.

Mission and Goal Statement

Mission

The mission of the Michael P. Weber Learning Skills Center is to maximize each student’s learning potential to produce life-long learners with a sense of self-worth and social responsibility, by providing a supportive learning environment that recognizes the uniqueness of each individual. Our mission is "helping students to succeed." The Center serves students and faculty by providing a broad range of programs and learning skills services including those in the areas of skills assessment, learning strategies and techniques, tutoring, academic advisement, counseling and training of learning services personnel. The Center serves as well the community at large via initiatives to link the University community with its Pittsburgh neighbors, providing them learning opportunities, exposure to campus facilities, and interaction with scholars and professionals from various fields.

Goals

The Center has eleven goals, the viability of which is dependent upon adequate staffing and operational resources.

1. To facilitate learning by providing accessible environments that interface with the Center’s personnel, equipment, materials, and learning facilities.

2. To proactively prevent academic failures and increase learning sophistication through the implementation of programs and services for students to learn how to learn for long-term application.


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3. To enhance academic performance and retention by monitoring the progress of University students and initiating at a one-stop location restorative strategies involving outreach, information sharing, skills diagnosis, prescription writing and direct services. 4. To provide a legitimate opportunity to educationally-disadvantaged students to pursue post-secondary education through the provision of a comprehensive support system which includes tutoring, academic advisement, and counseling; and through the assumption of a liaison role in the provision of said. 5. To publicize The Center’s programs and services to all university students, faculty, staff, and admini-strators. 6. To continually adapt The Center’s programs and services to the needs and expectations of the University in accordance with the articulated goals and existing resources of the institution. 7. To provide training to student tutors which results in their increased skill proficiency relative to their disciplines and the required specialized instructional techniques needed to tutor effectively and to provide opportunities for tutors to build professionalism and establish a productive work ethic in general. 8. To provide for students’ service learning experiences which link school to life; help to develop thoughtful, active, caring citizens; provide explicit curriculum that challenges students to think and problem solve; encourage students to test their academic knowledge in the real world; stimulate a student’s presence in the community and a community’s presence on campus; and promote the University's commitment to serve the larger community. 9. To provide training in diagnostic and treatment procedures for clinical psychology doctoral students. 10. To serve as a clearinghouse and information center regarding campus-based learning support resources and to refer students to other services deemed appropriate. 11. To collect, maintain and disseminate data on The Center’s use and activity.


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SERVICES AND PROGRAMS

Services for Duquesne Students

1. Academic and Affective Diagnostic Test Battery and Prescription These analytical services determine deficiencies and are used to recommend appropriate methods of correction. A variety of tests are used, including tests for reading and mathematics ability, study skills, aptitude etc. 2. College Success Studies The Center sponsors a series of credit-bearing college success courses and class review sessions open to all University students, staff and faculty. College reading and study skills, test preparation and test taking, and researching and writing term papers are three of the subject areas addressed by this service. A further developmental service is tutoring students in preparation of a required course or in an area which they would like to develop their skills or knowledge such as a foreign language, writing skills, or mathematics. 3. Academic Advisement This service assists students in developing an awareness of their abilities, strengths and weaknesses, potential, and life styles in order that they make informed and timely course selections. 4. Counseling Counseling offers students assistance in adjusting to the higher education environment. Students are also given assistance with personal problems that tend to impact their academic performance. The services provided include financial aid and personal adjustment counseling. 5. Learning Disabilities The Learning Skills Center provides learning disability assessments for students when requested by students, staff and faculty, as well as a range of services to accommodate students’ disabilities. This service also provides information to the Duquesne community regarding learning disabilities. 6. Study Skills and Test Preparation The Michael P. Weber Learning Skills Center offers useful advice and practice for students who want to improve their study skills and their success on tests. Workshops are scheduled for students at convenient times, especially prior to scheduled exams.


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7. Tutoring Services The Michael P. Weber Learning Skills Center provides tutoring services to University students at no cost, in almost every subject. Tutors are pre-qualified and trained, and then become available to students through both regular appointment hours (“in-center”) and on an on-call (“as-needed”) basis. In addition to providing personal instruction for the subjects that the students are currently enrolled in, tutoring is also available for remedial learning, personal enrichment, and preparation for an anticipated course.

Services for Duquesne Schools and Departments For the School of Education: “PRAXIS” Teacher Certification Exam Preparation Workshops The Director of Educational Services in the School of Education was concerned about the success of students taking the national PRAXIS exam. Passing this test is required for the students in the School of Education in order to obtain their teaching certification. The Director of the Michael P. Weber Learning Skills Center explored the possibility of developing and providing services for Praxis candidates. Students’ passing rates were viewed as a “learning issue.” The outcome was a series of workshops that focused on reading, writing and mathematics to help students prepare for their PRAXIS exams. In addition, tutoring was available for those students who needed more extensive, one-on-one assistance.

For the School of Nursing: Essential Mathematics Exam Workshops, Online Training and Tutoring In March, 2008, the School of Nursing contacted the Reading Specialist and coordinator of our College Success retention courses to determine if assistance could be provided to a specific group of nursing students who were having difficulty passing a required mathematics proficiency exam. In response, the Michael P. Weber Learning Skills Center developed and presented a series of mathematics workshops and online training courses designed to teach specific mathematics skills as well as to measure student performance and progress in these areas. These courses and workshops are designed with the objective of improving student mathematics proficiency to the point where students are able to achieve a 90% or higher score on the nursing mathematics proficiency exam. The workshops and web courses are now a standard requirement for all Nursing School students who demonstrate the need for mathematics support. As in the case of the PRAXIS exam workshops, one-on-one tutoring is readily available to those individuals who need one-on-one assistance.


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PROGRAMS

Retention Programs:

The objective of these Michael P. Weber Learning Skills Center programs is to improve student retention and overall persistence toward obtaining a University degree.

OOPS: Outreach Opportunity Program for Marginally Performing Students The OOPS program, serving students since 1989, is designed to offer assistance to marginally performing University students. Early in the fall and spring terms, the Center outreaches to students whose overall or semester QPA has fallen below 2.00, offering hope and many support services. A second outreach occurs following the reporting of midterm deficiency grades. All undergraduates with “D” or “F” grades at midterm are contacted and invited to come to the Learning Skills Center and receive support.

AIP: Academic Intervention Program

Whereas the OOPS program identifies marginally performing students based on midterm and final grades, the Academic Intervention Program, active since the 2004-05 academic year, enables Duquesne instructors to identify and refer marginally performing students in their classes directly to the Center at any time throughout the term. Using an online form, the instructors notify both the student and the Learning Skills Center of the referral. Our office then follows up with a personal contact with these students and offers personally appropriate support services to them.


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College Success Courses: Academic Strategies, University 101, and University 102

The Learning Skills Center provides three courses, one credit each, that teach the essential skills necessary for students to become successful in college.

Strategies for Academic Success imparts information and teaches various approaches designed to improve students' productivity and understanding. It does this through a focus on the development of learning skills. The course was formerly named “Academic Strategies” in 2009-10 and “Study Skills” prior to that.

Introduction to University Success is intended to provide students with information and experiences to help them adjust to college, as well as to nurture within them the necessary motivation and provide encouragement to succeed at their studies. (The course was previously known as “University 101” prior to 2010-11.)

Pathways to Success is a required course for second semester freshmen with a first semester QPA less than 2.00. There are many reasons why a student earns poor grades. These include not making connections on campus, being unsure about a major or starting an inappropriate course of study, missing home and family, poor time management and study skills, and other issues with adjusting to college. These issues and more are addressed in the course. (This course was formerly known as “University 102” prior to 2010-11).

The Center also provides two College Success courses designed specifically to benefit international students. Students from foreign nations often face unique adjustments and challenges that students from the United States do not. These courses are offered to students on either a zero or one-credit basis.

Academic Strategies for International Students is designed to help international students understand how a U.S. university works. Course content includes goal setting, instructors' expectations, time management, library research, academic planning, creative thinking, note taking, and test taking strategies.

Seminar for New International Students is designed to help new undergraduate and graduate international students adjust to the social and academic aspects of Duquesne University.


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Pennsylvania Acts (Act 101/LSP)

The Act 101 program, also known at Duquesne University as “Pennsylvania Acts” (formerly known as the “Program for Academic Excellence,” or PAE - Act 101/LSP) is designed to recruit, retain and assist Pennsylvania-resident college students who are at an academic and economic disadvantage. Students qualify for Act 101 services by meeting state-established Act 101 academic and economic guidelines. Act 101 students receive a wide variety of academic and affective services intended to maximize their chances of succeeding in college and eventually obtaining their degree. Services typically offered include tutoring, counseling, personal coaching, workshops and other forms of individualized assistance. Staff members make regular contacts with Pennsylvania Acts students throughout the year to review their progress and to offer Act 101 support services and special Act 101 cultural activities.

At Duquesne University, the Pennsylvania Acts/Act 101 program is jointly administered through the Robert and Patricia Gussin Spiritan Division and the Michael P. Weber Learning Skills Center. The Gussin Spiritan Division provides Pennsylvania Acts services to newly admitted freshmen who meet the guidelines of the program and who are admitted into Duquesne University through the Division. All other Duquesne students who meet the state guidelines and agree to join the program are served by the Michael P. Weber Learning Skills Center.

This year’s Pennsylvania Acts report can be found in the annual report of the Robert and Patricia Gussin Spiritan Division. Please refer to page 63 of that report for further information.

Academic and Affective Student Support Programs

Tutoring

The tutoring program, the most popular service provided by the Michael P. Weber Learning Skills Center, focuses its efforts on two important aspects, tutoring the students and training the tutors, in order to provide high quality educational support to Duquesne University students. Tutoring provides planned instructional intervention in an effort to assist any student of the University in intellectual development through addressing specific academic needs. Tutoring is provided on a one-on-one basis or in small groups at no charge to Duquesne students. The location may be either “in-center” within the premises of the Michael P. Weber Learning Skills Center or at any other suitable location, as mutually agreed upon by the student and tutor.

Tutor Training provides support and assistance to tutors via a training model. Working from the concept that good instruction makes good learning possible, and good instruction results from good supervision, the program seeks to provide a sound-training program for tutors. Tutors receive


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training in diagnostic teaching, evaluating and applying various instructional modes, as well as clinical supervision.

Counseling & Counselor Training The Center maintains a staff of certified counselors and advisors to guide and assist University students. The center also provides supervision for selected graduate students who are currently enrolled in a counselor certification degree program. It provides a practicum for them to learn their chosen profession under mentorship and enables them to obtain practical, professional experience in a real-life environment. The counseling program:

Provides training and supervision for graduate students in diagnostic and treatment procedures.

Provides a format and supervision for a mentoring program for students.

Provides a format for involving parents in the network of care provided to students.

Community Educational Outreach Project for Academic Coaching Through Tutoring (PACT) The PACT tutorial assistance program seeks to enhance the academic achievement of elementary, middle, and high school students in the Pittsburgh area. Students are tutored in reading, math, science, computers, social studies, and foreign languages. They also receive help with researching and writing papers via the computer. Tutees are recommended by school principals or school counselors and are selected based on their willingness to participate. The Project for Academic Coaching Through Tutoring (PACT) program began in 1990 as a community outreach service learning project of the Duquesne University Learning Skills Center. Organized to provide after-school and Saturday morning tutoring for children residing in the Hill District community, the project was expanded in 1997 when an infusion of federal funds allowed the inclusion of in-school and after-school tutoring throughout Pittsburgh and surrounding communities. When the project was initially formulated, it was staffed by community volunteers of retired teachers, church members, parents, and students serving for course credit. Duquesne students continue to serve for course credit, as college work study recipients, and as volunteers. The tutors are very committed to helping the children who come to them for academic support and skill building. They also provide mentoring and career exploration demonstrations to tutees regarding career interest.

Each academic year, PACT links the Michael P. Weber Learning Skills Center with schools and other organizations to offer tutoring services to the community at large. Programs that the Michael P. Weber Learning Skills Center has been involved with over the years include the following:


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1. America Reads Challenge (ARC) and America Counts. This program links Duquesne students who receive a work study position with elementary and middle school students. 2. Duquesne University Learning Skills Center at Greenway Middle School links Duquesne students who are either volunteers or receive course credit for tutoring middle school students.1 3. Operation Mainstream is a program serving students who have been referred to the Auberle residential facility due to unfortunate situations in their homes. Operation Mainstream provides career exploration sessions and college preparation activities.2

PACT sessions provide students with learning experiences which link school to life. PACT helps to develop thoughtful, caring citizens and provides a curriculum that challenges students to think and to problem solve. The K-12 tutees received help in many subjects, including language arts, history, science, mathematics, and even SAT preparation.

Duquesne students serve as PACT tutors and are noted for their commitment to helping the children who have come to them for learning support. They serve for course credit, as volunteers, and as college work-study recipients. This year’s partnerships included St. Rosalia School and three community agencies: Hill House Association, the Wesley Center AME Zion Church in the Hill District, and the Ammon Center. .

Field Observation course The Field Observation course provides students with a credit-bearing service learning experience with elementary, middle and high school students. The primary service activity is tutoring. Field Observation as a service learning course originated as a result of a federal program originally known as the “Literacy Corps,” which was intended to promote volunteerism within the undergraduate college population. A proposal for Duquesne University’s Learning Skills Center was first drafted and submitted in 1990, whereby college students would be granted college credit for providing tutoring services through PACT (Project for Academic Coaching Through Tutoring) and a Field Observation course. The plan became one of only 90 proposals across the United States which was ultimately accepted and granted federal funding. Over the years, the project has received funding by federal, state and local governments. Field Observation continues to be a standard part of the required curriculum for students enrolled in the Robert & Patricia Gussin Spiritan Division, and it is available to all Duquesne University students as well.

1 Operation Mainstream and the Greenway Middle School programs no longer exist as of the 2003-2004 academic year. These programs went out of existence due to program funding cuts.


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Summer Institute

The Summer Institute, which began its first year of operation in 2000, is a summer enrichment program designed to expose high school juniors and seniors to Duquesne University and to the world of American higher education. Students stay on campus for one week, earn college credit and participate in a variety of informative and extracurricular activities.

Jerome Bettis Computer Literacy Camp

The Bus Stops Here Foundation was established by the famed Pittsburgh Steelers running back Jerome Bettis. The Foundation sponsors several programs dedicated to improving the quality of life for inner-city youth. In conjunction with Pittsburgh Public Schools and Duquesne University, The Foundation has been sponsoring the Cyber Bus Computer Literacy Program since fall, 2007. Computer camps are held for eight consecutive weekends at the Duquesne University campus during the fall and spring terms. Participants learn valuable computing skills, including hardware assembly and computer software usage. The Bus Stops Here Foundation covers the costs of computers, printers, the lead instructor, and tutors. The Michael P. Weber Learning Skills Center designs the program structure inclusive of the curriculum, and provides for the students’ bus transportation, lunch, and peripheral equipment such as flash drives, cordless headsets, microphones, digital recorders, totes, and digital cameras. Several Learning Skills Center tutors and staff members offer their time and talents to help in this most worthwhile endeavor. At the final session, students who complete the camp present their accomplishments to the public and receive certificates at a presentation and awards ceremony. They also get to take home their very own computer which they learned to assemble.


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Michael P. Weber Learning Skills Center Staff

Director: .............................................................................................Judith R. Griggs, Ph.D.

Associate Director ..............................................................................Uhuru Hotep, Ed.D.

Associate Director for Counseling and Special Projects ..................Carol Cantini, M.S.Ed.

Assistant Director for Academic Services .........................................Sherry Goldman, M.M.

Assistant Director for Counseling Services .......................................Vicki Bush, M.S.Ed

Academic Student Supervisor, Ombudsman, Act 101 Manager: ......Reggie Bridges, J.D., M.B.A.

Administrative Assistant: ...................................................................Ms. Mary Dowd, B.A.

Assistant to the Director for Retention and Evaluation: ....................Sanford B. Bendix, M.S.Ed.

Counselor: .........................................................................................Seth Rosenblatt, M. A.

Act 101 Student Advisor ....................................................................April Wade, M.S. Ed.

Act101 Student Advisor and Technology Manager...........................Charles Blackwell, B.A.

Assistant Tutorial Supervisors ...........................................................Karishma Moazzam, B.S., Shana Kilgore, B.A.

Graduate Counseling Assistant ..........................................................Caroline Dorsey, B.S.

Graduate Assistants ............................................................................Claire Dempsey, B.S. ............................................................................................................Sylvester Hanner, B.S.

Publications Interns ............................................................................Jeff Meader, B.A., Michael Dern, B.A., Alicia Webber


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Michael P. Weber Learning Skills Center Hours

Monday 8:30 A.M. to 7:00 P.M.

Tuesday 8:30 A.M. to 10:00 P.M.

Wednesday 8:30 A.M. to 10:00 P.M.

Thursday 8:30 A.M. to 7:00 P.M.

Friday 8:30 A.M. to 7:00 P.M.

Saturday:

PACT 10:00 A.M. to 12:30 P.M.

Bettis/DUQ Computer Camp 10:00 A.M. to 2:00 P.M.


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PART A: REVIEW OF THE PREVIOUS YEAR

A. Review of Progress on Annual Goals|

1. College Success Courses2 At least 50% of the freshmen students attending the College Success courses will earn

sufficient credits to become sophomores. Outcome: Of the 202 students who started as freshmen; 117 eventually became sophomores at the end of the spring term (57.9%).

The Pathways to Success course (required of all first term freshmen earning less than 2.0 at the end of their first term) will increase the overall spring term quality point averages as a group by at least 0.50 above the previous fall term. Outcome: During the fall term, students who were required to take the Pathways to Success course had a 1.683 grade average, Their spring term averaged 2.314, for an improvement of 0.631 grade point average.

At least 90% of the students who take a College Success course in the fall term will remain through the end of the spring term. Outcome: 96% of students enrolled in College Program Success courses remained to the end of the spring term.

2. OOPS (Outreach Opportunity Program for marginally performing Students)3

At least 60% of new OOPS program participants with one or more midterm “D” and “F”

grade deficiencies will have improved their at-risk course grades by at least one letter grade at final grade report. Outcome: Of the 21 “D” and “F” midterm grades received by OOPS students who requested Learning Skills tutoring assistance, 71.4% improved by at least one grade.

Course retention shall be at least 75% for the term which a midterm deficiency occurs (i.e., course withdrawal shall be no greater than 25% when a “D” or “F” grade exists for persons accepting an invitation to receive OOPS services.).

Outcome: 23.8% of OOPS students withdrew from the term with a “W” grade.

2 College Success courses performance information begins on page 27. 3 OOPS performance information begins on page 34.


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B. Annual Goals for the Next Academic Year

1. College Success Courses

Students who enroll in College Success courses are predominantly first-year freshmen.

Goals for Freshman Students:

a. At least 50% of all freshmen students attending the College Success courses will earn at least 30 credits, sufficient to become sophomores.

b. The Pathways to Success course (required of all first term freshmen who earn less than 2.0 QPA at the end of their first full term) will increase the overall spring term quality point averages as a group by 0.50 above the previous fall term.

Additional Goals for College Success Courses

CATEGORY

OVERALL PERFORMANCE

(All students collectively enrollled in College Success

Courses during 2011-2012)

CLPR008 Strategies for

Academic Success

CPR015 Introduction to University

Success

Average Term QPA 2.75 or higher 2.75 or higher

2.75 or higher

Average Cumulative QPA 2.75 or higher 2.75 or higher

2.75 or higher

Retention: Fall Term to the end of the Spring Term

85% or higher 90% or higher 90% or higher

2. OOPS (Outreach Opportunity Program for Marginally Performing Students)

At least 60% of midterm grade deficiencies (“D,” “F”) will improve by at least one letter

grade.

Course retention shall be at least 75% for the term which a midterm deficiency occurs (i.e., course withdrawal shall be no greater than 25% when a “D” or “F” grade exists for persons accepting an invitation to receive OOPS services.).


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C. Other Major Accomplishments, Programs and Activities

Activities

The Gussin Spiritan Division, in conjunction with Duquesne’s Law School and the Kwame Ture Leadership Institute, sponsored the Sixth Annual Career Day at the Sr. Thea Bowman Catholic Academy on April 8, 2011. For many years, the Division has provided Sr. Thea Bowman Catholic Academy with tutors through the Michael P. Weber Learning Skills Center’s PACT program. Fr. David Taylor, Gussin Spiritan Division faculty member, currently serves as Director of the school. Our associate director, Dr. Uhuru Hotep, served as Master of Ceremonies for the one-day event which featured speakers from a wide variety of occupational fields such as medicine, law, athletics, and entertainment. The activity also included small workgroup sessions. Luncheon was served.

Two weeks later, the Gussin Spiritan Division and the Michael P. Weber Learning Skills

Center, in cooperation with Duquesne’s Law School, co-sponsored the fourth annual campus tour for Sr. Thea Bowman students. These youth had the opportunity to visit different schools on campus, to think about different possibilities for future career paths and avenues of study, and to ask questions. In addition to acquainting the students with several schools on campus such as the Law School, the Business School and the Health Sciences, other campus organizations provided information on extracurricular campus activities and multicultural perspectives, including the Black Law School Association and the Black Student Union. A pizza luncheon was provided at the Nite Spot Café.

A computer camp computer literacy project was offered in partnership with the Jerome Bettis Bus Stops Here Foundation and Duquesne University’s Learning Skills Center. The project, initiated in 2007, links Duquesne University, the Pittsburgh Public Schools, and the Jerome Bettis “The Bus Stops Here” Foundation, is a joint effort to teach practical computer skills to underprivileged inner-city youth. The Computer Camp meets in the fall and spring terms on the Duquesne University campus for eight consecutive Saturdays. Approximately twenty students each term learn to use computer software, including Microsoft Windows, Word, Excel, PowerPoint and Movie Maker. Over the years, staff members have administered these camps, providing program and curricular design as well as weekly oversight. At the final session, students who complete the camp present their accomplishments to the public and receive certificates at a presentation and awards ceremony. They also get to take home their very own computer which is provided to the students by the Bettis Foundation at no charge. The Michael P. Weber Learning Skills Center finances bus transportation, lunch, and orientation and awards ceremony meals.

Twenty students attended the ninth annual Summer Institute which began on Sunday, July 25, 2010. The week-long institute provided high school juniors and seniors an opportunity to visit the University and experience college life. Participants attended a three-hour Introduction to the College Experience course Monday through Friday. As a part of the learning process, students attended a seminar to learn about preparing for job interviews and participated in mock job interviews. Students were also required to research various institutions of higher learning and become familiar with their admissions application process.


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For their final activity, they prepared and presented their research results to their fellow students in a special group session. Throughout their one-week college experience, students were obliged to demonstrate important responsibilities such as arriving on time for class, following a schedule, and devoting appropriate amounts of time necessary to complete multiple tasks. In the process, they also acquired a few basic research skills. In addition to class work, participants attended a number of off-campus activities, including a visit to the municipal city courtroom, a tour of the city jail, a Michael Jackson laser show at the Carnegie Science Center, a Gateway Clipper Lock & Dam tour enabling them to learn about the history of the rivers, and a lunch at Dave & Buster's restaurant. They had an opportunity to ride Port Authority buses, something that many of us take for granted, but this was the very first such experience for some of these participants. For their participation in the total experience described, students earned one college credit.

Highlights of Academic Accomplishments

College Success Courses:

Strategies for Academic Success Seventy-five students enrolled the Strategies for Academic Success course.

The overall average term QPA was 3.09 (based on the specific term in which they were enrolled in the course.)

Ninety-seven percent (97%) ended with term grade averages of 2.0 or higher.

Introduction to University Success

Seventy-five students enrolled in the course this fall averaged 3.30 on their fall term grade averages.

College Success Courses – Overall Summary

Dean’s List: Sixty-seven College Success course students earned Dean’s List status in 2010 a total of 95 times (42 students in the fall term, and 53 students in the spring.)

Retention: The College Success courses had a fall-to-spring term retention rate of 95.6%.

There was a 97.2% rate for the Strategies for Academic Success course and a 97.3% rate for the Introduction to University Success course.

Programs Provided to Duquesne Schools:

School of Nursing: Freshmen enrolled in the School of Nursing achieved a 100% passing rate on their Essential Mathematics exam. Nursing School students are required to pass this math competency test with a score of 90% or higher. In the fall, a team of Learning Skills Center staff and tutors prepared these students for this exam by providing a series


19

of eight mathematics workshops which were supplemented by online instruction, practice exercises and individual tutoring sessions.

OOPS Outreach Opportunity Program for Marginally Performing Students

Seventeen students responded to an invitation to obtain support through the OOPS program in 2010-11. They had a total of 21 “D” or “F” midterm grades. A low midterm course grade triggers an automatic invitation to join the OOPS program and receive support.: No new OOPS student ultimately failed a course for which they received either a “D”

or F” at midterm.

Fifteen of the D/F midterm grades improved by the final grade report; only five withdrew. No grade went down between midterm and final grades.

All OOPS students were still attending by the end of the spring term.


20

D. Linkages to Duquesne University’s Strategic Plan

1. Diversity:

Strategic Priority #2.2, “The student body will become more diverse and support for human diversity will become a commitment of all students.”4

The Michael P. Weber Learning Skills Center encourages economic and academic diversification by co-administering the Pennsylvania Acts program (a.k.a. “Pennsylvania Act 101”) with the Robert & Patricia Gussin Spiritan Division of Academic Programs. The Pennsylvania Acts program provides educational support services targeted toward economically and academically disadvantaged students. Through this program, students who might not otherwise consider attending college and those who are at risk of dropping their college studies due to financial or academic stress are afforded an opportunity to pursue studies at Duquesne University and eventually obtain their degree. New Duquesne freshmen who meet specific academic guidelines are admitted into the Gussin Spiritan Division and receive Pennsylvania Acts services through the Division; the remaining Duquesne student population meeting the state requirements for services under this Act receives similar benefits through services of the Michael P. Weber Learning Skills Center. Participants in the Pennsylvania Acts program are proactively contacted and encouraged to avail themselves of our services, including tutoring, counseling, advising, and academic skills coaching. This results in a broader range of academic and socioeconomic student diversity throughout Duquesne University. Six Pennsylvania Acts students graduated from Duquesne University this year.

2. Community Service:

Strategic Priority #1.2: “Service to others will be a theme throughout the Duquesne experience.”

The Michael P. Weber Learning Skills Center provides opportunities for service to others through tutoring programs such as PACT (Project for Academic Coaching through Tutoring) and the Field Observation service learning courses which are open to all Duquesne students, and the Jerome Bettis Cyber Bus Computer Literacy Program that provides computer instruction and hardware to inner city youth. One popular program that provides a means of community service for Duquesne University student tutors is the Project for Academic Coaching through Tutoring (PACT) sponsored by the Michael P. Weber Learning Skills Center, in partnership with St. Rosalia School and community agencies such as the Hill

4 Duquesne University. “Strategic Plan 2010-2015.” Strategic Priority 2. http://www.duq.edu/strategic-plan/priority-two.cfm Web. 23 June. 2011.


21

House Association, the Wesley Center AME Zion Church in the Hill District, and the Ammon Center. Other agencies that have participated in previous years include the Pittsburgh Public Schools, and the Sixth Mt. Zion Baptist Church in East Liberty. PACT provides tutoring labs at the Duquesne University campus on Saturdays and on two weekday evenings. At these sessions, tutors assist students in grades K-12 with their homework and provide skill development exercises. Some Division students choose to provide off-campus tutoring in schools under the supervision of classroom teachers, or at several community agencies and organizations. During 2010-11, thirty-one tutors provided services to 25 tutees. Saturday activities included career exploration by tutors and staff, weekly current events and discussions, parent-student orientations for the fall and spring, and learning activities around special events such as Black History Month, Women’s History Month, and St. Patrick’s Day. Students were introduced to critical thinking and the importance of time management and effective study skills and organizational skills.

E. New Programs and Activities

This year, the Center initiated training in Blackboard for College Success Course instructors.


22

F. Faculty

Summer 2010 through Spring 2011

CLPR008: Strategies for Academic Success

Megan Grabski Cosette Grant Valerie Harper Rahmon Hart Rebecca Jamrozi Carrie Robbins-O’Connell CLPR009: Academic Strategies for International Students, and CLPR011: Seminar for New International Students: Gita Maharaja

CLPR015: Introduction to University Success:

Vicki Bush Eileen Crossey Sherene Lemonias Frederick Lorensen Gita Maharaja Mary McIntyre Philip Racicot

CLPR016: Pathways to Success

Valerie Harper Ramon Hart Frederick Lorensen Mary McIntyre Philip Racicot


23

II. CHALLENGES AND NEEDS

Recommendations for the Future of the Center

Facilities

Additional Space

This is a crucial factor. Available space affects not only our ability to work efficiently, but it enables us to perform essential services and to carry out our mission for the benefit of the students at Duquesne University. Additional space is also necessary as we expand our services. We are growing and assuming more responsibilities. The following are the main areas of operation that are currently affected by our limited office space:

� In-Center Tutoring: Most of the tutoring time that is logged is “in-center” (on-site). This is undeniably a very popular service. Tutoring typically occurs in our single conference room. However, there are many times that the conference room is not available for tutoring purposes due to faculty and staff meetings, workshops, committee meetings, or private counseling and testing sessions. Therefore, tutors are left without a suitable space at The Center to conduct their tutoring. To meet the rising demand for in-center tutoring, we should have a specifically designated area available to conduct tutoring sessions, one that is easily accessible to both tutors and students and not subject to interruptions and scheduling conflicts.

� Confidentiality: In addition to our full-time staff, the Michael P. Weber Learning Skills Center utilizes the services of several graduate assistants and part-time professional employees. A few examples of the type of professional employees serving students at the center are counselors, advisors and reading specialists. These employees provide an invaluable service to the Center and to the students participating in our programs, as well as to the campus at large. As it currently stands, many staff members share their office space and also have part-time help present. However, there are many times that confidential or sensitive matters arise as our employees work professionally with University students. Therefore, it becomes necessary to guarantee that offices and private areas are available to properly serve these students in confidence. Students are justifiably reluctant to discuss highly personal issues in the presence of others. Double-occupancy or generally sharing the offices with others, such as student aides, can tend to impair the staff’s efforts to provide an environment that lends itself toward confidentiality.

� Additional Areas to Work Efficiently: Much of the work in the Michael P. Weber Learning Skills Center needs to be done on computers. While each regular staff member has a desktop computer available at his or her desk to use, in most cases their aides and assistants must use laptops. In the past,


24

the laptops had to be connected by wire connections to Duquesne’s local area network (LAN) in order for them to do their work and to access the necessary data files. The conference room at the Learning Skills Center was the only place where LAN connections became available to them. With the recent availability of wireless LAN across the campus, the need to connect to a specific LAN plug has been alleviated. However, a suitable flat surface to work on and do computing is still hard to come by when the conference room is in use. Most of the spare chairs in the area are often occupied by students awaiting service or by waiting visitors or by students meeting with their tutors. Extra rooms with work surfaces would enable our assistants to perform their assigned work efficiently.

Often, work being done by those at the Center requires accessing confidential student records. These records must obviously be kept physically within the Learning Skills Center. When work needs to be done that requires physically handling these records and there is no readily available desk space in our offices and the conference room is also in use, simply taking the records and a wireless laptop over to a different building to work with these sensitive records is not a good solution. Doing so would run the risk of record loss or confidentiality breach. Making additional rooms with work areas and desks and tables available will help maintain confidentiality, and assure a much smoother, more efficient work flow and improved productivity.

The Michael P. Weber Learning Skills Center is expanding and is always trying to find additional ways to serve Duquesne students. Additional space will enable us to provide additional services, provide more efficient service, and extend our services to yet more students.

� Storage Space: Considering the number of staff, tutors, and assistants, the amount of storage space within the Michael P. Weber Learning Skills Center is insufficient. Two employees sharing one office must split the already limited storage between them. Our office supplies are not adequately stored due to lack of space. We need another closet or storage area in order to properly store the materials used in the course of ordinary business and to keep them neat, organized and readily accessible.

• Tutoring Budget

The demand for tutoring services at the Learning Skills Center has increased substantially over the past several years. Over the last five years, the requests for tutoring have essentially tripled. During 2006-2007, we received 542 requests; this past year, Learning Skills handled 981 requests and we have seen it as high as 1491 requests for tutoring, a 199% increase. The number of students tutored since then has increased 85% from 362 to 669, and the hours tutored has increased 21%, from 2175 to 2632 (an increase of 457 additional hours of tutoring.) Also during that time, at the request of the University, our tutor pay scale was increased. Non-student tutor salaries have increased since 2008 by 31.6%. Yet, over these years, funding allocated to the Learning Skills Center for tutoring has remained constant. To compensate, there have been some cutbacks in the maximum number of tutoring hours permitted per week per course for tutees. In past years, tutoring funds formerly allocated to the Learning Skills Center were redirected to various departments so that they can provide tutoring within their own departments. The Learning Skills Center routinely receives tutoring requests from these departments, and we are happy

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26

III. OUTCOME ASSESSMENT RESULTS

A. Program Reviews & Outcomes Occurring This Academic Year 1. Outcome Assessment: College Success Courses The Learning Skills Center sponsors five College Success courses which provide practical techniques that students can apply throughout their college life to become more productive and do well in their academic careers and beyond. The official course descriptions, as listed in the Duquesne University college catalog, are listed in Appendix I, page 52. CLPR 008 Strategies for Academic Success: 1 cr. This course is designed to help students understand the academic rigors of college so they can develop personal approaches to achieve classroom success. Course content includes learning styles, time management, goal setting, critical and creative thinking, reading comprehension, effective note taking, and test taking strategies. Lecture.

CLPR 009 Academic Strategies for International Students: 0 to 1 cr. This course is designed to help international students understand how a U.S. university works. Course content includes goal setting, instructors' expectations, time management, library research, academic planning, creative thinking, note taking, and test taking strategies. Lecture. CLPR 011 Seminar for New International Students: 0 to 1 cr. This course is designed to help new undergraduate and graduate international students adjust to the social and academic aspects of Duquesne University. Seminar. CLPR 015 Introduction to University Success: 1 cr. This course is designed to help students adjust to their new surroundings as University students. Discussions will concentrate on becoming familiar with Duquesne University---students, faculty, staff, services, and facilities---to maximize your college experience. Lecture. CLPR 016 Pathways to Success: 1 cr. This course is designed to help students in academic difficulty improve their academic status. It is a requirement for second semester freshmen whose low first semester performance puts them in academic jeopardy, i.e., academic dismissal. The course addresses the major concerns of struggling students: time management, choosing a major, not succeeding in the first choice of major, missing family and friends, study skills, and adjustments to the requirements of college. In addition to required enrollment in the course, students are restricted to no more than 13 credits, including this one-credit course, during their second semester. Lecture. Two hundred ten individual students enrolled in one or more college retention courses during 2010-11. Sessions for Strategies for Academic Success and Seminar for New International Students courses were held during both spring and fall terms. Academic Strategies for International Students and Introduction to University Success (formerly named “University 101”) were offered to all Duquesne students in the fall term. The Pathways to Success course (previously called “University 102”) was only offered in the spring.


27

COLLEGE SUCCESS COURSE ENROLLMENT, FALL AND SPRING TERMS

Additionally, special summer sessions in Strategies for Academic Success and Introduction to University Success were provided to 56 first-time freshmen enrolled in the Robert & Patricia Gussin Spiritan Division.

The courses having the greatest enrollment were Strategies for Academic Success and Introduction to University Success. The students enrolled in the Pathways to Success course were first-time freshmen who were specifically required to take the course based on poor academic performance in their first term. Bear in mind that because there were only a few international students enrolled in the two international courses, statistical figures for these two courses will be affected to a greater degree by the performance of their individual course participants than the other courses. Students taking these five courses were overwhelmingly freshmen. This, of course, is to be expected because the purpose of these courses is to prepare students to become successful college students. Students in higher class levels are already familiar with college life and are normally applying various academic principles and habits which work best for them.

COURSE TITLE Fall 2010 Spring 2011Total Students by

Course

Strat. Acad. Success 71 4 75

Acad Strateg for Intl Students 7 7

Seminar New International Stud 6 4 10

Intro to University Success 75 75

Pathways to Success 48 48

Total (210 Individual Students) 159 56 215

NUMBER OF STUDENTS PARTICIPATING IN COLLEGE SUCCESS COURSES BY TERM

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29

COLLEGE SUCCESS COURSE STUDENTS: TOTAL CREDITS EARNED TOWARD GRADUATION

END OF SPRING 2011 (IN HALF-CLASS-LEVEL INCREMENTS)

Students in these courses earned approximately seven of every eight credits that they carried.

Credit Earning Efficiency

At the end of the spring term:

The overall average cumulative QPA of all students enrolled in any College Success Course during the 2010-11 academic year stood at a very respectable 2.823;

The group of 75 students who took the Introduction to University Success course ended with

a rock-solid 3.274 cumulative average.

Participants in the Strategies for Academic Success and Seminar for New International Students courses both averaged slightly below “B” level at 2.919. (Students from both courses ended with identical averages to three decimal precision by coincidence.)

Credits Earned Students

0‐14 (FR) 24

15‐29 (FR) 59

30‐44 (SO) 112

45‐59 (SO) 5

60‐74 (JR) 3

75‐89 (JR) 1

90‐104 (SR) 2

105‐119 (SR) 2

120‐135 (Graduated) 2

Total Students 210

COLLEGE SUCCESS COURSES: CUMULATIVE CREDITS

EARNED AT END OF 2010‐11 ACADEMIC YEAR

Cumulative TermAverage Credits Per

Student in Term

Total Cumulative Credits Attempted 6915 3319 15.4

Total Cumulative Credits Passed 5943 2908 13.5

Cumulative Credit Earning Efficiency 85.9% 87.6% 87.6%

CREDIT EARNING EFFICIENCY OF STUDENTS IN COLLEGE SUCCESS COURSES

Term statistic is calculated for the specific term in which they took the course


30

Weakest among the five groups were those students enrolled in the Pathways to Success course, obviously struggling with an overall 1.823 cumulative average. Specific students were required to take this course due to poor first-term academic performance; their first freshman term ended with less than a 2.0 cumulative grade point average. Yet, we find that their first fall term average was 1.683 and the following spring term average improved to 2.314. An additional investigation by analyzing medians of the term quality point averages reveal an improvement from 1.767 in the fall to 2.280 in the spring (i.e., half earned higher than the median value for the term, and half of the students earned lower than the median value). In the final analysis, the higher term grade point averages earned in the spring were still getting “watered down” by the prior low scores which kept their spring cumulative QPAs relatively low. In fact, there was an actual improvement of 0.513 in the average term grades from fall to spring, from a lower than a “C” average to one that was above. End-of-term grade point averages were very good. Across all College Success courses, students averaged a term quality point average of 3.00. Two of the courses show collective term averages above 3.0. Two additional College Success courses averaged 2.80 and 2.88. Students who had fallen into academic peril with cumulative QPAs below 2.00 at the end of their first term as freshman were required to take the Pathways to Success course. These students experienced a positive term grade point average increase from 1.68 to 2.31. (The table below includes only those terms in which the students took the College Success Course. Pathways to Success was not in session during the fall term.)

Course Cumulative QPA

Strategies‐Academic Success 2.919

Acad Strateg for Intl Students 2.582

Seminar New International Stud 2.919

Intro to University Success 3.274

Pathways to Success 1.823

Overall Cumulative QPA 2.823

COLLEGE SUCCESS COURSES ‐ CUMULATIVE QPA AT END

OF 2010‐11 ACADEMIC YEAR

Course Fall 2010 Spring 2011Average Term

GPAStrategies‐Academic Success 3.09 2.96 3.09

Acad Strateg for Intl Students 2.80 2.80

Seminar New International Stud 3.49 1.98 2.88

Intro to University Success 3.30 3.30

Pathways to Success 2.31 2.31

Term Average 3.20 2.34 3.00

COLLEGE SUCCESS COURSES ‐ TERM QUALITY POINT AVERAGES AT END OF COURSE


31

Graphs summarizing the term quality point average for each student enrolled in College Success courses are found in Appendix II, along with a graph showing the grade distribution of the course grades.

This year, 67 (32%) of the 210 College Success students attained the Dean’s List status.

Retention: Of the 159 students who took a College Success course in the fall of 2010, 152 students remained into the spring term, or 96%. Because most of these students are first-time freshmen, it is only possible to consider the fall-to-spring term retention.

Enrolled in a CLPR course Fall 2010

Still attending at the end of spring 2011

Percent Fall to Spring Retention

159 152 95.6%

Fall to spring retention by specific College Success courses is listed in the table below. The Pathways to Success course cannot be included in this study because it was only available during the spring term.

Two of the courses had 97% fall-to-spring retention;

Students who took the Seminar for New International Students experienced an 83% retention;

Fall 2010 Spring 2011 Grand Total

42 53 95

DEAN'S LIST ‐ COLLEGE SUCCESS STUDENTS 2010‐11

(67 individual students)

Course TitleTook Course

Fall 2010

Enrolled in

Spring 2011

College Success

Course Fall‐Spring

Retention Rate

Strategies‐Academic Success 71 69 97.2%

Acad Strateg for Intl Students 7 5 71.4%

Seminar New International Stud 6 5 83.3%

Intro to University Success 75 73 97.3%

Pathways to Success N/A [48] N/A

Total Retention, Fall to Spring Term 159 152 95.6%

COLLEGE SUCCESS COURSES ‐ RETENTION BY COURSE, FALL 2010 TO SPRING 2011


32

2. Outcomes Assessment: OOPS Outreach Opportunity Program for Marginally Performing Students

Goal: Retention

The OOPS and Academic Intervention Programs are specifically designed to outreach to students experiencing academic difficulty and offer assistance similar to that provided to the Spiritan Division students. At a time that may be potentially embarrassing and frightening for some, it can be comforting to have an offer of help during this difficult period. Some do not know where to go; some need a hand extended to them first in order to move on to restorative action. One-stop care is also important to many students, for it limits the number of offices, and thus individuals, with whom they must interact. Direct and immediate attention is the most productive. The Center assumes the roles of advocate, liaison, troubleshooter, and problem solver in providing its support system to students.

OOPS has made a significant contribution to the retention of students University-wide. During each spring and fall semester, the Center contacts all students whose overall or semester QPA fell below 2.00, and those students whose midterm grades were below a “C.” Contact is normally made by a mail invitation. Students who respond are interviewed by the Assistant to the Director for Retention and Evaluation in a confidential setting, the issues are analyzed and an appropriate remedial course of action is put into effect. The strategies normally fall under three general categories: tutoring, academic coaching sessions (study skills, time management, test taking, organizing, etc.), and counseling & advising.

OOPS: 2010-11 Invites:

The Learning Skills Center sent out a total of 1,833 OOPS invitations in the fall and spring to undergraduate students in an effort to bolster low academic performance. There was a noticeable reduction this year in students who had midterm deficiencies. In previous years, after midterm grades were reviewed, the OOPS program typically sent out about 900 to 1100 letters encouraging low performing students to seek assistance through the OOPS program. This year, the number of students receiving invitations to participate in the OOPS program never reached the 800 mark in either the fall or spring term. From a University perspective, that’s encouraging because it shows that students are learning well and progressing toward their degree. We believe that this pattern could be partly due to the University’s trend in recent years to admit students with stronger admissions qualifications. The Center will continue to offer proactive assistance to all students who show signs of being at risk of failing, inviting them to bolster their performance and benefit by the services that are readily available to them. Seventeen students sought assistance (approximately 1%). Typical acceptance figures in the past ranged from 1% to 4%. The reasons for not responding vary. Sometimes students feel that they are able to improve on their own; sometimes they are shy or too proud and do not want to seek help; in other cases they find that the specific situation responsible for their academic performance compromise was temporary and the problem no longer exists. Sometimes students will seek assistance from sources other

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39

However, a review of OOPS students over the previous four academic years from 2006-07 to 2009-10, shows that as of the end of this 2010-2011 academic year:

The OOPS program has maintained a four-year retention rate of about 75%. Thirty-nine percent (39%) are continuing to make progress toward their degree, and Forty-seven students (36%) have successfully graduated.

All of these students have, at one or more points in their studies, been at academic risk.

OOPS INTERVIEW

YEAR

Original OOPS

Students

Interviewed

Count

Graduated

Still

Attending

2010‐11,

Not Yet

Degreed

Total

Retention

(Graduated

plus Still

Attending)

Four Year

Retention

Percent

2009‐10 25 3 18 21 84%

2008‐09 37 6 23 29 78%

2007‐08 39 22 4 26 67%

2006‐07 31 16 7 23 74%

Total 132 47 52 99 75%Percent 100% 36% 39% 75% 75%

MICHAEL P. WEBER LEARNING SKILLS CENTER ‐ OOPS FOUR‐YEAR RETENTION RATE


40

3. Outcomes Assessment: Tutoring

Goal: Retention through Satisfactory or High Level Course Grades Tutoring is our most popular service. Tutors provide individualized instruction or group sessions in their areas of expertise. Tutors also meet with instructors, attended supervisory and training sessions, and provide documentation to the Michael P. Weber Learning Skills Center. The documentation is designed to enhance the quality of the tutoring service provided, and includes a plan for every session (including instructional activities and the outcome of the session), time sheets, information regarding monthly conferences with instructors, and a history of tutoring contacts submitted. Tutors employed by the Learning Skills Center are classified into two types. “In-Center” tutors have regular office hours and maintain appointment books which students use to schedule tutoring sessions with them. In-Center tutors are frequently selected from among those who have previously done tutoring for the Learning Skills Center and have demonstrated their skills and tutoring expertise. “As-Needed” tutors do not have regular office hours or appointment books. Students wishing to schedule tutoring sessions with an As-Needed tutor will initiate contact by phone or e-mail and negotiate tutoring times and locations which suit both the student’s and tutor’s availability.

Each tutor is required to attend seminars to hone their tutorial skills. Initially, a pre-screened tutor must attend the Prospective Tutor Seminar as well as the Course Selection Seminar in order to become familiar with Michael P. Weber Learning Skills policies, expectations, and to determine the tutor’s area(s) of expertise. Once completed, tutors attend three mandatory training sessions: (1) Diagnostic Teaching teaches tutors how to specifically target a tutee’s needs and how to identify his or her cognitive behaviors. (2) Clinical Supervision focuses on improving the tutor’s instructional performance through a colleague relationship with the supervisor. (3) Developmental Curriculum teaches tutors how to develop a lesson plan for students who request tutoring that is not in conjunction with a course. In addition to these required tutor trainings, the Learning Skills tutoring staff has developed and now offers on a rotating basis the following additional advanced training seminars: ESL (English as a Second Language) trains tutors how to bridge the cultural and communication gaps when working with a student whose native language is not English. This is the most popular advanced training seminar and the one most offered. It is provided in conjunction with Duquesne University’s ESL Department.

Term In‐Center As‐Needed TOTAL

SUMMER 2010 8 9 17

FALL 2010 9 29 38

SPRING 2011 10 20 30

TUTORS AVAILABLE 2010‐11


41

Rapport Building presents the importance of fostering a positive relationship between tutors and tutees in order to create an optimal learning environment. The session focuses on the importance of communicating with one-another on a personal and professional level. Individuals identify specific items that can help another person get to know them better, as well as what they consider to be most challenging in the public sector. Four leadership styles are identified and strategies to help individuals become more assertive are discussed Personality and Learning Styles identifies four personality types and then compared them with different learning preferences. Specific details are highlighted within each personality types and learning style. Dealing with Difficult People deals with the differences in conflicts. Constructive and destructive conflicts are highlighted, including specific behaviors and emotions of each one. Four approaches are presented for handling, managing and resolving conflicts. Individuals identify what their "hot buttons" were and what specific behaviors may need modifying. Academic Round Table Discussion is an informal meeting designed to share ideas and provide feedback. The individuals discussed what was important to them both in the "professional” role, as well as what they would consider to be a "pet-peeve". Specific strategies are highlighted, as well as ways to compensate for difficulties. New tutor training topics are added from time to time. Each one is designed to improve tutoring skills, improve the tutor’s understanding, and maintain a high standard of tutoring quality at the Learning Skills Center.

Overall Tutoring Profile, Summer 2010 to Spring 2011

This year the Learning Skills Center received almost 1,000 individual requests for tutoring services between summer, 2010 to spring, 2011. The Center provided over 2,600 hours of tutoring to 546 students. There was an average of 1.5 courses requested per tutee.

SUMMER

2010FALL 2010

SPRING

2011TOTALS

STUDENTS 44 345 280 669

TUTORING REQUESTS 53 508 420 981

REQUESTS FILLED 30 309 207 546

REQUESTS NOT

FOLLOWED THROUGH23 199 213 435

HOURS TUTORED 147 1422 1063 2632

Requests Per Student 1.2 1.5 1.5 1.5Average Tutoring Hours

Per Student3.3 4.1 3.8 3.9

% of Requests Filled 57% 61% 49% 56%

OVERALL TUTORING SUMMARY ‐ SUMMER 2010 TO SPRING 2011

CALCULATED DATA

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46

B. Evidence of Assessment Results Used to Improve Teaching and Learning

The Michael P. Weber Learning Skills Center maintains a full-time staff member whose job title is Assistant to the Director for Retention and Evaluation. This individual’s responsibilities include the following:

Monitoring the academic progress of all undergraduate students, identifying specific students who show signs of academic difficulty as evidenced by their midterm and final grades, and initiating contact with them to offer appropriate support services designed to improve their educational performance.

Providing statistical assessment and data analysis services to the department for general purposes, such as analyzing feedback from program questionnaires and student surveys. This service enables the department to evaluate its strengths and weaknesses and initiate adjustments as necessary.

Providing analytical reports detailing the overall performance of the Michael P. Weber Learning Skills Center and the Robert & Patricia Gussin Spiritan Division. This enables the Learning Skills Center and the Gussin Spiritan Division to regularly evaluate: The overall academic performance of Division students, both for the current year

and over the course of multiple years. The progress that the Departments have made toward meeting existing goals; The effectiveness of our academic programs and student support services.

These reports are distributed internally to appropriate administrative staff within the Department and to Duquesne University’s administration. Details and important highlights are presented in summary form to the Robert & Patricia Gussin Spiritan Division/Act 101 Advisory Board at their biannual meetings held toward the end of the fall and spring terms.

The Academic Intervention Program (AIP) enables professors and instructors to report students who are at academic risk of failing their courses. By logging into a secure web site and filling out a form, instructors can advise the Associate Director for Counseling Services and Special Projects of those students at risk of course failure at any time during the term. This process eliminates the “snapshot” effect imposed by monitoring only midterm grades. The Associate Director for Counseling Services initiates contact with the student and arranges a meeting to discuss appropriate courses of action.

This year, the College Success Courses faculty created a survey designed to measure the effectiveness of their College Success course series. The survey was first administered to students as a pre-test at the start of each term (fall and spring) in order to establish a baseline describing their initial study skills and the extent that they understand and implement college success strategies. The survey was administred once

again as aThe respoon improvthen used priorities

MICHAEL P

a post-test uponses were taving studentsas a planningand as a guid

P. WEBER LE

pon completiallied and then’ study habitsg guide to imp

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EARNING SKI

on of the coun statisticallys and the effecprove and imoverall cours

ILLS CENTE

47

urse. Studeny analyzed to ctiveness of c

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2010-2011

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48

The resulting analysis of the survey responses before and after taking the course is shown below. The results are color coded: weak changes are colored in white, moderate changes in peach, and strong changes are colored light green. A negative value change is indicated in red type. There were positive gains in every category, with the exception of a very minor drop for question #13 (essentially, “as close as you can come to no change at all.”) The numeric score for question #3 also showed a “lower” score; however, the way the question was written, that’s actually good, because a positive change is indicated when response to this figure is a lower value. The strongest student improvements resulting from taking the courses were indicated in the areas of:

The use of available resources,

Participation in campus activities,

Awareness of effective strategies that can be used to learn new information and to prepare for exams,

Awareness of the importance of setting goals.

RESULTS OF THE 2010-2011 COLLEGE SUCCESS COURSES EFFECTIVENESS SURVEY

Question Number

Average

Response

Before

Average

Response

After

Change in

Average

1 4.6 5.2 0.6

2 4.9 5.4 0.4

3 2.2 1.5 (0.7)

4 4.1 5.0 0.9

5 4.9 5.7 0.8

6 3.5 4.9 1.4

7 3.4 4.9 1.5

8 4.6 5.3 0.6

9 5.5 5.8 0.2

10 5.7 5.9 0.2

11 5.6 5.8 0.2

12 5.1 5.5 0.4

13 5.6 5.5 (0.1)

14 4.8 5.3 0.5

15 4.8 5.3 0.5

16 4.1 5.2 1.0

17 4.7 5.4 0.7

18 5.1 5.7 0.5

19 5.4 5.6 0.3

20 4.6 5.3 0.7

21 4.6 5.1 0.5

22 4.2 5.0 0.8

23 4.0 5.0 1.0

24 4.1 5.0 0.9

25 4.9 5.9 1.0


49

C. Linkages of Assessment Results with Planning and Budgeting

Student Retention: Michael P. Weber Learning Skills Center programs such as:

College Success courses; “OOPS” and “AIP” outreach programs which are aimed at improving the effectiveness

of specifically identified marginally performing students; the state-funded Pennsylvania Acts/Act 101 program, co-sponsored and administered in

conjunction with the Robert & Patricia Gussin Spiritan Division, aimed at retaining Pennsylvania residents who are both academically and financially at risk; and

Tutoring, the highly popular program designed to improve course performance and promote better subject understanding and ultimately, higher grades,

all contribute to higher University retention rates and persistence until graduation. High retention impacts the budget positively in the sense that the student contributes to the University’s income while here in the form of tuition and parking and payment of other fees for services. When a student drops out, the University loses not only a potential graduate, but it also loses a year or more of student tuition and other income and also loses a potential Alumni fund donor. The student loses financially because he or she had paid thousands of dollars for a benefit that ultimately never materialized, and also may potentially incur a loss of future income generally associated with a holder of a college degree. Higher graduation figures also positively impact the University’s overall image. Positive write-ups in catalogs and reports tend to attract the attention of more successful students and encourage them to apply for University admission.

Funding for the Department is used to provide: Payroll for administrative and office support staff and tutors; Faculty salaries for the College Success courses; Office supplies, stationery, postage, telephone and administrative supplies; The Achiever, an annual Pennsylvania Acts/Act 101 student publication written by

Pennsylvania Acts students; Technology to maintain high efficiency and to enhance the Center’s ability to serve

students, the University and the community. This includes items such as computers, software, audiovisual equipment, photocopiers, printing machines, and image scanners.

Sponsorship of community programs and activities such as the Jerome Bettis Foundation Computer Literacy Camp, The Summer Institute, and PACT which provides tutoring to community children.


50

D. Resources Needed to Address Results of Assessment

The Learning Skills Center has been using its resources effectively in administering its ongoing operations throughout the years. Overall, the assessment results show very good performance in the many courses, services and programs that the Center provides to Duquesne students, to the University in general, and to the public. As discussed previously in section II: "Challenges and Needs," 5 the funding obtained by the Learning Skills Center is used to pay for things such as salaries for faculty, staff, and tutoring services; to purchase equipment and supplies necessary to provide classes, student support services and public service programs, as well as to pay for typical business expenses (e.g., telephone, printing, and office supplies.) If additional resources can be granted, the following key areas would be worthy of consideration: (1) Funding for tutoring, (2) Additional facility space (3) Targeted funding by the state to provide Pennsylvania Acts/Act 101 student support services. Items (1) and (2) have already been discussed in the "Challenges and Needs" section; funding for item (3) must come from the Pennsylvania Department of Education, not Duquesne University. To briefly highlight the specific issues: (1) Because tutoring salaries were increased at the request of the University while demand for tutoring services also increased, limitations needed to be imposed on the amount of tutoring that we were able to provide students in order to stay within the operating budget. The result shows a decline in the number of students tutored. Additional funding for this service would enable us to tutor more students, to provide more tutoring hours to those requesting academic assistance, and to provide a higher level of tutoring service which we had provided in the past. (2) Relative to the many services that we provide and the many things occurring daily within the department, our office space is small. If granted, additional office space would enable us to work far more efficiently and enable us to better serve Duquesne students. (3) Pennsylvania Acts/Act 101 services are funded through grants provided by the Commonwealth of Pennsylvania. Funding is awarded on a competitive basis. Beginning with the 2009-2010 academic year, Act 101 funds have been significantly cut due to financial constraints within the Commonwealth. These are factors that we have little control over. The State has recognized our outstanding Act 101 performance over the years and has enabled us to continue to receive state funding so that we can provide these services. However, the reduced funding has resulted in a significant limiting of the number of students officially targeted to receive Pennsylvania Acts services (formerly in the 180-200 student range, now currently in the 80-100 student range). The restricted funding has also resulted in a cutback of staff members who served these students. We will continue to apply for Pennsylvania Acts/Act 101 funding grants and will continue to serve these students who are identified as at-risk both financially and academically, as the Act 101 contract requires and funding appropriations permit.

5 For a detailed discussion, please refer to the "Challenges and Needs" section on page 23.


51


52

IV. APPENDICES

APPENDIX I

OFFICIAL DESCRIPTIONS OF THE COLLEGE SUCCESS COURSES

The Michael P. Weber Learning Skills Center offers five College Success courses. Their official course descriptions, as listed in the Duquesne University college catalog6, are as follows: CLPR 008: Strategies for Academic Success: 1 cr. This course is designed to help students understand the academic rigors of college so they can develop personal approaches to achieve classroom success. Course content includes learning styles, time management, goal setting, critical and creative thinking, reading comprehension, effective note taking, and test taking strategies. Lecture. CLPR 009: Academic Strategies for International Students: 0 to 1 cr. This course is designed to help international students understand how a U.S. university works. Course content includes goal setting, instructors' expectations, time management, library research, academic planning, creative thinking, note taking, and test taking strategies. Lecture.

CLPR 011: Seminar for New International Students: 0 to 1 cr. This course is designed to help new undergraduate and graduate international students adjust to the social and academic aspects of Duquesne University. Seminar.

CLPR 015: Introduction to University Success: 1 cr. This course is designed to help students adjust to their new surroundings as University students. Discussions will concentrate on becoming familiar with Duquesne University---students, faculty, staff, services, and facilities---to maximize your college experience. Lecture

CLPR 016: Pathways to Success: 1 cr. This course is designed to help students in academic difficulty improve their academic status. It is a requirement for second semester freshmen whose low first semester performance puts them in academic jeopardy, i.e., academic dismissal. The course addresses the major concerns of struggling students: time management, choosing a major, not succeeding in the first choice of major, missing family and friends, study skills, and adjustments to the requirements of college. In addition to required enrollment in the course, students are restricted to no more than 13 credits, including this one-credit course, during their second semester. Lecture.

6 2011-2012 Undergraduate Course Catalog. Duquesne University. http://www.duq.edu/catalog-2011-2012/index.cfm. Web. August 18, 2011.

CO

MICHAEL P

OLLEGE S

P. WEBER LE

SUCCESS C

EARNING SKI

APP

COURSES:

ILLS CENTE

53

PENDIX II

PERFORM

ER – ANNUA

MANCE BY

AL REPORT 2

Y COURSE

2010-2011

& TERM


EARNING SKIILLS CENTE

54

ER – ANNUAAL REPORT 22010-2011


ADDITI

EARNING SKI

APP

IONAL TUT

ILLS CENTE

55

PENDIX III

TORING D

ER – ANNUA

I

DATA 2010-

AL REPORT 2

-2011

2010-2011

MICHAEL PP. WEBER LEEARNING SKIILLS CENTE

56



57



58



59



60



EARNING SKIILLS CENTE

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62



63



64



65



66

APPENDIX IV: COMMITTEES

Academic Council

Chairperson: Dr. Uhuru Hotep, Associate Director

Mission: To implement the mission of the Michael P. Weber Learning Skills Center which is “helping students to succeed.” The Academic Council insures that the Center’s academic component works together to guarantee high quality tutorial, academic and other related services.

The Committee is composed of key Learning Skills personnel who specialize in academic matters, or who sit on or chair key Learning Skills Center committees.

The committee met monthly to devise strategies and activities to promote academic excellence among students. They worked closely with the Center’s staff and the Spiritan Division faculty. Topics discussed include Spiritan Division curriculum, educational outreach programs, student evaluation, and tutoring and retention programs.

Communications

Chairperson: Dr. Uhuru Hotep, Associate Director

Mission: The committee aspires to the highest level of excellence in its work to develop print and electronic media that promote the Michael P. Weber Learning Skills Center and the Robert and Patricia Gussin Spiritan Division.

The Communications Committee oversees and publishes the following printed materials.

Learning Skills Center Publications:

The PACT Newsletter Frequency: Annually.

Content is related to the PACT tutoring program, its history and nature.

Brochures:

The Michael P. Weber Learning Skills Center


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The Spiritan Division

Helping Students Succeed

Learning Disabilities

The Summer Institute

Tutoring: Academic Assistance for Students

A Guide for Student Tutoring

Tutoring – Is it the Job for You?

Counseling Component

Chairperson: Carol Cantini, Associate Director

The members of the component provide counseling to Spiritan Division students throughout the year. The Counseling staff and the academic liaison continued their biweekly meetings throughout the academic year. At the point in any meeting when issues surrounding the behavior of specific students, the

academic liaison exits the meeting so as to preserve counseling confidentiality.

During the past year, the Counseling Component reviewed the suitability of standardized tests that have been used annually to assess the strengths and needs of the incoming Gussin Spiritan Division freshmen. Newer test versions and other standardized tests were also investigated to determine their appropriateness. A self-assessment questionnaire continued to provide essential information from the students’ own perception. It is another tool enabling advisors and counselors to determine what meaningful services can be provided to individual students to increase their likelihood of success in college.


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Orientation and Comportment Committee

Chairperson: Vicki Bush, Assistant Director of Counseling Services

Mission: The Orientation Committee was established to facilitate the acclimation of new Michael P. Weber Learning Skills Center staff to the organizational structure of the office as well as policies, procedures and practices. All new persons hired by the department will be given a complete orientation to the Center. It also develops an office manual to be used by the Center

The committee is charged with the responsibility of conducting new staff orientation to include new employees, supervisors, and current employees to update them on any revisions related to office policies, procedures, and practices.

Orientations are conducted as necessary for each new staff member of the Learning Skills Center within the first week of hire.

The Comportment Manual outlines office policies and procedures for all staff members. The manual was designed as a useful booklet intended to serve as a resource. The intent is to develop harmony and utility among the staff. There were no changes made to the manual in the past year.

Technology Committee

Chairperson: Carol Cantini, Associate Director

Mission of the Committee: The mission of the Technology Committee is to apply the various components of technology to enhance and promote the services of the Department. This includes reviewing the technological needs of the Department and making recommendations for the purchase or leasing of new hardware or software, keeping abreast of how technology is changing and how this might affect the Department, serving as webmaster for the department’s web site, serving as coordinator of training in the use of technology for department personnel,


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creating and updating videos and other presentations on various departmental functions as stand-alone as well as for the website, and serving as liaison to other departmental functions and committees utilizing technology.

In 2010, the computers and software that the Technology Committee recommended the previous year were finally received and placed in use. Website work is ongoing throughout the year.

Theme Committee

Chairperson: Vicki Bush,, Assistant Director of Counseling Services

Mission: The mission of the Theme Committee is to create a cultural and artistic environment in the Michael P. Weber Learning Skills Center that reflects the diversity of the Center. The goal is to capture the ethnicity of the students, faculty and staff of the Center and to display creative ideas that will attract constituents to the Center.

The displays have a monthly theme around students, faculty and staff interest and ethnicity. The fall term décor reflected topics of autumn leaves and Thanksgiving. During the month of January, the focus is oriented toward students and academics, to inspire motivation for the spring term. January’s theme also represented the great civil rights leader Dr. Martin Luther King. February brought to the Learning Skills Center the rich heritage of the African-Americans’ Black History Month. In addition, the February poster in the Center also included Groundhog Day, St. Valentine’s Day, and President’s Day. March was a celebration of the Fighting Irish, the history of St. Patrick’s Day and Women’s History Month. April celebrated spring and Easter through the Life and Resurrection of our Lord. The appreciation of mothers and a taste of Italy were celebrated in May. June’s display revealed Flag Day, the coming of summer and a time to relax from all the exhausting work accomplished during the academic year. July’s display depicted the sentiment of our patriotism with a focus on our great country’s birthday, the Fourth of July.

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THE MICHAEL EBER LEARNING LS CENTE R ANNUAL REP ORT · The Michael P. Weber Learning Skills Center...

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