1. Taia L.C. Reid, Assistant Director of the Peer Educator Program
Aligning Tutoring Center Objectives, Practice, & Assessment: From Theory to Practice Theory to Practice
Old Dominion University: Center for High Impact Practices Jennifer Grimm, Director of the Peer Educator Program
Taia L.C. Reid, Assistant Director of the Peer Educator Program

2. Overview of Old Dominion University
Established in 1930
Located in Norfolk, Virginia
Current enrollment: 24,672, Undergraduate- 20,101, Graduate-4,571
International students: 1,092 from 105 countries
Transfer students: 43% of ODU’s student population
Military-affiliated students: 2,500+
100+ online programs

3. Tutoring Services at Old Dominion University
There are eight different tutoring offices at Old Dominion University.
Five of the offices provide support for specific subjects, while the remaining three provide support for multiple courses.
Additionally, seven of the offices report to a specific college, while the Peer Educator Program is funded through the Center for High Impact Practices.

4. Overview of the Peer Educator Program
Established in 2011
Provides three major academic support services: Tutoring, Mentoring, and P.A.S.S.-Peer- Assisted Study Sessions (Supplemental Instruction)
Certified through the C.R.L.A. for levels 1-3 in mentoring and levels 1-3 in tutoring.
Offers distance and in person tutoring for undergraduate students for over 70 subjects.
Currently have 23 tutors who serve as distance and in-person tutors.
P.A.S.S. leaders support nine different subjects.
Provide mentoring for students by request.
Serve as the training hub for tutoring and mentoring training for multiple offices on campus.
The Peer Educator Program is housed under Academic Affairs and reports to the Executive Director for the Center of High Impact Practices, who is a direct report to the Vice Provost.

5. Instructional Activities
Carnegie Mellon’s Eberly Center for Teaching Excellence and Educational Innovation Aligning Assessments with Objectives
Learning Objectives
Instructional Activities
Assessment

6. Modifications to the Model for Tutoring Services
Modifications to the Model for Tutoring Services Aligning Assessments with Objectives
Learning objectives can be developed  to include three types of programmatic goals: outcomes, processes, & inputs (Gardiner, L. F., 2011).
Instead of looking at “instructional activities,” a tutoring center would look at programmatic activities or practices. These two adjustments result in a simple, three step method for assessment alignment in a peer tutoring program: Objectives, Practice, and Assessment (OPA).

7. Objectives

8. OPA
Objectives
Practice
Programmatic Activities
Assessment
Assessment

9. Sample Objective 1 Outcome Objective : Academic Success
Identify student needs in the college classroom and deliver interventions, support programs and services that provide them with the tools to succeed.
Students who participate in CHIP programs will:
Identify and employ a process or skill specific to their needs that support college-level learning in the class room.
Progress towards degree completion.
Measure: Tutoring Rate of DFWI – Rate of DFWI occurrence for students who receive tutoring vs. students who do not receive tutoring.
Target: Students who attend 3 or more tutoring sessions for a high-demand course will have a lower rate of DFWI than students who attend 0-2 sessions within that course section.
Tools: Tutor Trac attendance & grades tracking
Result: Target met! Students who attend 3 or more tutoring sessions for a high- demand course had a lower rate of DFWI of 5% than students who attend 0-2 sessions within that course section (29% vs. 24%). In Fall 2015, there was a 9% difference in DFWI (21% vs. 30%), and in Spring 2016, there was a 0% difference in DFWI (28% vs. 28%).
Outcome

10. Sample Objective 2 Outcome Objective: Academic Engagement and Learning
Deliver personalized services that develop students' abilities to manage internal and external variables which impact learning.
Students who participate in CHIP programs will:
Actively participate in the classroom, in study groups, and in interactions with faculty, staff and fellow students.
Develop self-management strategies that balance personal and academic responsibilities.
Measure: Tutee Development - Academic development of students receiving tutoring
Target: 80% of students who attend 3 or more tutoring sessions will report increased levels of: involvement in class, studying outside of sessions, ease with completing homework assignments, improvement in class, confidence with course material, preparedness for tests and/or quizzes, and identification of one’s personal learning style.
Tool: Tutee assessment form (after 3rd session)
Result: Target met.
Increased levels of…
Spring 2016
involvement in class
91%
studying outside of sessions
98%
ease with completing homework assignments
93%
improvement in class
confidence with course material
84%
preparedness for tests and/or quizzes
identification of one's personal learning style
Outcome

11. Practice

12. OPA
Objectives
Learning Objectives
Practice
Assessment
Assessment

13. Tutor Training Outcome (+ Input & Process) C.R.L.A. Monthly Meetings
Our office is certified through levels one through three. We currently have level one and two tutors.
Monthly Meetings
Observations and Evaluations
Refresher Training
Sometimes take place through out the semester
Refresher training also takes place during the spring semester
Discussion Question: What training and development opportunities do you provide for your tutors?
Outcome
(+ Input & Process)

14. Accommodating Tutees’ Diverse Needs
Hours of Operation
Monday-Thursday 8:00am-8:00pm (online, in person, appointments, 1:2, and drop- ins)
Friday- 8:00am-3:00pm (online, in person, appointments, 1:2, and drop-ins)
Sunday-4:00pm-8:00pm (online, In person, appointments, 1:2, and drop-ins)
Tutoring Model: “Hybrid”
Our program provides students the option of booking an online 1:1 appointment or in-person 1:1, 1:2 appointment.
Courses
Our course offerings are developed by assessing our course usage and the institution’s DFWI course listings. The course listings slightly change from semester to semester.
Discussion Question: Who are your students, and how do you serve them?
Input
(+Process)

15. Efficiency Process Tutor Allocation Sheet
Required work hours for tutors
Hours
Days of the Week/ Time of the Day
1-5 hours
1 hour between 4:00om-8:00pm
6-10 hours
2 hours between 4:00pm-8:00pm
11-15 hours
3 hours between 4:00pm-8:00pm
16+ hours
4 hours between 4:00pm-8:00pm
Sunday hours are allotted to tutors who tutor courses that historically place within our top 10 courses for that semester.
Discussion Question: How does your tutoring center allocate hours and tutor schedules?
Process

16. Tutee Satisfaction Outcome (+ Input & Process)
Tutees complete satisfaction surveys after each tutoring session, assessing:
Perceptions of tutor’s treatment of the tutee, tutor’s knowledge of subject matter, ability to understand the material after the tutoring session, and overall satisfaction
If this was their first tutoring session with the PEP
If they plan to return in the future
Assistant Director meets individually with tutors whenever a tutee satisfaction survey indicates a level of dissatisfaction in any way
Professional staff also work closely with tutees who have special needs (e.g., online, non-traditional students) or with students who have escalated complaints/issues with the program to ensure satisfaction
Discussion Question: How does your tutoring center assess the tutee experience?
Outcome
(+ Input & Process)

17. Tutee Development Outcome (+ Input)
After the third meeting between a tutor and tutee, the tutee is asked to complete a tutee assessment, evaluating tutees’ self-perceived growth in the following areas since participating in tutoring:
More active engagement in the course
Studying outside of tutoring sessions
Ability to complete homework/classwork
Improvement in the course
Increased confidence with course material
Feeling better prepared for tests, quizzes, and assignments
Having a better understanding of personal learning style
Tutors are also trained on key campus resources and referrals for tutees with needs beyond tutoring, and tutors are regularly encouraged to consult with professional staff if they have any concerns or issues that arise with their tutees
Discussion Question: How does your tutoring center measure your tutees’ development ?
Outcome
(+ Input)

18. Assessment

19. OPA Learning Objectives Objectives Programmatic Activities Practice
Assessment

20. Assessment Tutor training survey (Input)
Tracking course usage & utilization rates (Input & Process)
Tutee satisfaction survey (Outcome)
Tutee assessment (Outcome)
Tutor end-of-term survey (Outcome)
Calculating DFWI rates (Outcome)

21. Input

22. Input & Process

23. Outcome

24. Outcome

25. Outcome

26. Outcome

27. References
Carnegie Mellon University (2016). Align assessments with objectives. Eberly Center: Teaching Excellence & Educational Innovation. Retrieved from
Gardiner, L. F. (2011). Assessment and evaluation in higher education: Some concepts and principles. The National Academy for Academic Leadership: Leading Today for Tomorrow. Retrieved from emy%20for%20Academic%20Leadership_%20Assessment%20and%20evaluation% 20in%20higher%20education_%20Some%20concepts%20and%20principles.pdf

28. Contact Information
Jennifer Grimm, Director of the Peer Educator Program
Taia L.C. Reid, Assistant Director of the Peer Educator Program