Los Banos Tutoring Strategy for Special Populations Students - Merced

 

Program Components:

Academic/remedial support

 

Anne Newins, Dean of the Los Baņos Campus. newins.a@mccd.edu

Charles Schlinger, Math Instructor, schlinger.c@mccd.edu

Susam Kimoto, Developmental English Instructor,kimoto.s@mccd.edu

209-826-3431

Target population: All special population students, particularly those needing support in

English and Math

Goals: To increase the number of students receiving tutoring and assistance in

developmental English and math classes.

Description: Instead of remaining in their offices for scheduled office hours, the

developmental English and math instructors conduct their office hours in a classroom.

This has made students more willing to stop by for assistance. For special population

students, it appears that approaching an instructor in a classroom setting with their peers is

less stressful than approaching an instructor on their own. The office hour time has

developed into a study hall where individual tutoring can take place. One instructor also

uses "Classroom Assistants" who are developmental students themselves, but have

completed the lowest level classes. These students are good role models and also benefit

by reviewing earlier work.

Staffing: The developmental English and Math instructors at the Los BaŌos campus

developed and implement the strategy.

Facilities, equipment, materials: Ideally the office hours classroom is the same as the

instructional classroom, however space constraints do not always make this possible. A

conference room or other group space could work as well. The closer the space is to the

classroom, the better.

Costs, funding source: There is no additional cost for the program. It is simply a

restructuring of where office hours are held. The practice developed after the budget for

hiring hourly tutors was cut.

Outreach and marketing: The teachers announce at the beginning of the semester where

and when their office hours will be held. When class assignments are given, the

instructors remind students of the office hours/tutoring time and students usually take

 

advantage of it. Counselors are also aware of the office hour/study halls and encourage

students to attend.

Evidence of effectiveness: There has been a large increase in usage in comparison to

traditional office hours. Attendance ranges from six to about 25 students. Students are

less nervous about asking for help, and the practice has also resulted in students forming

study groups on an informal basis. Students not only better utilize the sessions than

traditional office hours, but they are quite appreciative of the extra support. Performance

of the developmental students and the "classroom assistants" has improved. The staff feels

that this has lead to increased retention.

Suggestions for replication: The essential ingredient for success is finding teachers who

wish to work with a large number of students during their office hours. The two teachers

involved at the Los Baņos site are extremely student oriented. Finding suitable group

meeting space also needs to be addressed.

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