Tutoring Science: a Professional Training Module

Johanna Dvorak, Ph.D.

University of Wisconsin-Milwaukee

Prepared for the Association for the Tutoring Profession

October 2008

Assisting in this Module:

Arie BrennerNadine Barabas

Supplemental Instruction leaders for chemistry and biology

Student program assistants Helped locate online web resources for tutoring

in the sciences Developed study techniques for tutoring science

Overview

The Role of a College Tutoring Center is to help students achieve academic success. In order to accomplish this task, tutoring professionals should not be isolated, but working closely across with departments across campus to help students succeed.To this end, we need to master ways to support students in various disciplines.

Purpose

The purpose of this module is to help tutor trainers and science tutors provide exemplary science tutoring services to help students succeed in their college science courses

Organizing Science Tutoring Services: Considerations for Tutoring Coordinators/DirectorsWhat type of tutoring service should you

offer?Where will you tutor?How can you grow your program?

Supplemental Instruction

Partnering with other Schools/Colleges

Tutoring Science:Types and Location of Services

Supplemental InstructionTutoring in Labs Weekly Tutoring: group and individualWalk-in TutoringResidence Hall TutoringOnline Tutoring Service

Supplemental Instruction at UWM

In Fall 2001 a collaboration was made between the Tutoring Center and the Nursing Department based on the concern that many pre-nursing majors were not passing the prerequisites to enter the school in their junior year.

Courses were Chemistry, Anatomy and Physiology, and Physics

Supplemental Instruction

Supplemental Instruction (SI), a national program started at University of Missouri-Kansas City (UMKC), has shown to make a difference in retention

At-risk courses are selected where the withdrawal, D and F rates are 30% or more

Tutors, called SI leaders, attend lecture courses, hold 3-4 review sessions per week

SI leaders work closely with the professors

Supplemental Instruction

The SI Nursing collaboration varied from the model in the following ways: SI sessions were held only for the pre-nursing

students SI sessions were held in the nursing building’s

Academic Enrichment Center to help make freshmen feel part of the school

An academic coordinator in Nursing had her office in the center and used a reflector to promote the program

Supplemental Instruction

The Tutoring and Academic Resource Center Recruited, hired, paid, trained, monitored and

evaluated the SI leaders Worked closely with the Nursing Dean,

Associate Dean, and academic coordinator to follow the progress of the sessions

Worked together to evaluate students’ success

Growth of the SI Program

Fall 2001: one course A & P 202Spring 2002: three courses: A &P 202,

A&P 203, and Chemistry 103Fall 2002: four courses: A & P 202, A &P

203, Chemistry 101, and Physics 110Nursing supplemented the wages of the SI

leaders

Growth of Supplemental Instruction

Due to the success of SI for pre-nursing courses, we were able to obtain a grant to expand SI courses

We now provide SI for all chemistry courses, physics, geology, atmospheric science, and astronomy

Online Services and Resources

Internet learning assistance services emerging in College Learning Centers Maintaining a web site Online tutoring Online delivery of learning and study skills

modules Virtual learning skills specialists Developing online courses with instructors Supporting external online students

Online Tutoring Services

Use of course information system: Blackboard, Desire to Learn(D2L), WebCT

Net Tutor Whiteboard: Links-Systems, International Enhanced features such as Audio and Video

Commercial online tutoring service: Smarthinking Ask Online

Using Campus Resources and our Tutors

Tutoring Center received funding from UWM’s student technology fee

We hire and provide online tutorsTutoring Center worked with faculty

Learning Technology Center (LTC) We use the Desire to Learn platform to provide

tutoring in 15 subject areas.

UWM Online Tutoring

Use NetTutor: Links Systems International http://www.link-systems.com

Provide 10 web boards: we selected 10-15 courses/subject areas

Worked closely with Links-Systems for technical support and training

Net-Tutor

Http://www.link-systems.com/You can check out the demo on their

website and see how you can pull in documents and pictures to discuss with tutees synchronously

Including Podcasts in Online Tutoring Sites

We received a grant from our Educational Technology Fee to develop podcasts of “Key Concepts” and “Study Tips” to put into our D2L sites for students to review.

C:\Documents and Settings\jdvorak\My Documents\ATP\Anatomy_of_a_Long_Bone.wmv

UWM Online Tutoring

Use NetTutor: Links Systems International http://www.link-systems.com

Provide 10 web boards: we selected 10-15 courses/subject areas

Worked closely with Links-Systems for technical support and training

Commercially Based Platforms

A company provides the service to studentsServices an be purchased through a

college/universityStudents can go directly to the company for

servicesExamples:

Smarthinking.com Askonline.net

Benefits of Online Tutoring

Increases access for students Commuter campuses Non-traditional students

Keeps up with educational technology trends Students are becoming more comfortable

using technology Web-based technology is easier to use

Incorporate Online tutoring into Residence Hall evening Tutoring

Four evenings a week; 7-9:30 p.m.Two tutors are staffed for Math & ScienceOther tutors can schedule tutoring in the

room during the same timeStudents can walk in for individual help or

meet in groups with a tutorTutors have access to NetTutor for online

tutoring when not working with students

Keys to Success

Networking on campus between learning center professionals, faculty and administration for start-up initiatives

Look for funding to support initiativesHire enough staff; student staff can help

facilitate initiatives at lower costs Heavy promotion is needed to heighten

awareness; allow enough time for success

Tutoring in the Sciences: Resources

Problem Solving Links:

This site is used for an approach to math, often a big part of science courses.

General Study Tools and Biology ToolsNotetaking in Science

These are based on research and practices in tutoring chemistry and biology contributed by Arie Brenner and Nadine Barabas.

Problem Solving Links

http://www.math.wichita.edu/history/men/polya.html

http://www.math.utah.edu/~pa/math/polya.html

www.noodletools.com

Writing a Scientific Lab Reportwww.writing2.richmond.edu/training/project/biology/biology.html

Biological Sciences Study Tools

Arie Brenner,

UWM Biology Tutor

Transcription/Translation Animation www.johnkyrk.com/DNAtranscription.html

Topics in Biology and Chemistrywww.science.nhmccd.edu/biol/bio1int.htm

www.biology.arizona.edu/

www.biologymad.com

Skeletal Systemwww.bio.psu.edu/people/faculty/strauss/anatomy/skel/skeletal.htm

Anatomy and Physiologymsjensen.cehd.umn.edu/webanatomy/default.htm

Note Taking in Science Lectures

Nadine J. Barabas

Biology and Chemistry Tutor

Power Point Lectures

• Purpose for using power point:• Professors hope that students will have time to listen

instead of copying everything that is said.

Positives They limit the amount of writing for the student Allow more time for students to listen.

Negatives Students “zone out” or don’t come to lecture

Effects of Power Points

High school notes and college notes are two very different things. In high school, teachers tell students what to write down. Thus, students do not come to college with note taking experience.

Classes with power points encourage this negative behavior. Then when students enter a situation where they themselves must take notes, the students can become confused.

Nadine’s “safety –net” solution

I encourage students to practice taking notes without the power point.

The power points posted online become a safety-net for anything the student may have missed.

Benefits Students learn that they must prepare for lecture.

They read the book Review lecture notes from previous lectures*They may even read over the power point for that day to

help prepare

Students are becoming active note takers They are not able to “zone out” because they must listen to

take notes They learn how to pick up on important points Learn how to self-assess their note taking skills

• If missing a lot, they know they need to improve

Benefits Notes are taken in their own words

Students can instantly see what they are confused about because they are not able to put concepts into their own words in lecture

• Thus, students will ask professors to stop and clarify

Power Points hinder the students that are body-kinesthetic learners

Writing things down helps you remember

Outline formats help organize material into a “brain-friendly” format

In Power Points, material is individualized onto one slide. Outlines help group concepts for better understanding

Benefit #1Students are learning how to take notes!

They have a safety net for while they are learning

They can self-evaluate their note taking skills• And improve without missing information

Students are reviewing their notes after class.

ExamplePower Point Format(Detail omitted for presentation)

Outline Format

Chapter 2: Cells and Organelles

I. Plasma membrane- 98% lipids - Phospholipid Bilayer - Cholesterol = fluidity - Glycolipids = coating surface

II. Inside cell- Cytoplasm – fluid with a cell??- Organelles --Held in place by microtubules

Nucleus –largest (5um) - Nuclear envelope and

Nucleoplasm- “cell brain”

Endoplasmic Reticulum - Smooth = no ribosomes - Rough = ribosomes

Mitochondrion = “Power house” - folds of cristae makes matrix

Another Notetaking Format

Inspiration.comThis system allow an easy way to take notes

in an outline format, adding points which might be missed.

Students then can click the toggle key to change their outline into a map, allowing for more visual learning

Other Programs and Resources

University of Michigan Science Learning Center

www.lsa.umich.edu/slchttp://www.umich.edu/~slc/conf/2008/

homeslc.htmTheses websites have information from

their Science Learning Center Conference

Presenter Contact Information

Dr. Johanna DvorakTARC/Bolton 659University of Wisconsin-MilwaukeeP.O. Box 413Milwaukee, WI 53201414-229-5672jdvorak@uwm.edu