Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 4 of The Illinois Commitment ACCESS/PAL Tutoring Center Northern Illinois University What issue or need is addressed by the effective practice? The primary objective of the Access to Courses and Careers through Educational Support Services (ACCESS)/Peer Assisted Learning (PAL) Tutoring Center project is to increase student retention and academic success through a coordinated university-wide set of support and tutoring services. This project contributes to the achievement of the overall ACCESS programs’ goals, which are to improve students' academic success and retention and graduation rates by helping them to: • achieve levels of cognitive skill development necessary to perform tasks required in the courses in which they require assistance • gain the academic skills (e.g. note taking, test preparation) necessary to master course content, apply them to appropriate new situations, and perform well academically • achieve self-confidence and motivation necessary to learn and persist in a given course and/or major Description of the effective practice: ACCESS/PAL provides multiple forms of tutoring for students. Tutoring is provided for the majority of 100- and 200-level general education courses and several gatekeeper courses in popular majors. There are three tutoring centers located on campus in Lincoln, Douglas, and Grant South Residence Halls where students can “drop in” for individual and group assistance. Students can also apply for long-term, one-on-one individual tutoring services. In fall 2005, ACCESS/PAL introduced a new, 8000 square-foot, state-of-the-art tutoring facility in the Grant South Residence Hall. The space has been the home for traditional tutoring as well as study groups and learning skills workshops. One office has been designated as a satellite location for the university’s Academic Advising Center, providing students with “one-stop shopping” for a number of important services. How does this practice achieve sustainability? Over the past nine years, there has been a consistent history of institutional support for this program. In 1997, Housing and Dining offered permanent space for the first tutoring center. In 2000, the Illinois General Assembly approved expansion funding to broaden the services to the model currently in use, and Housing and Dining provided space for additional tutoring centers. Further evidence of the university’s support for the Grant Tutoring Center is demonstrated by the reallocation of funds within the Division of Academic and Student Affairs for the renovation of space and the purchase of furnishings, computers, and other materials. In terms of cost effectiveness, tutoring has a positive effect on course performance, grade performance, overall GPAs, and re-enrollment, contributing directly to retention rates and ultimately, graduation from NIU. Mastering courses the first time enables departments to reduce instructional costs on students repeating courses. Success in lower-division courses means that students are more likely to move into major courses without delay, reducing time to graduation. What are the results/measurable outcomes? Since the tutoring centers were introduced into the campus culture in 2000, first-year retention rates have increased. Tutoring is very likely to have contributed to that in a number of ways. Thanks to the addition of the Grant Tutoring Center facility and the publicity associated with the tutoring programs, 1,500 students received 10,614 hours of tutoring during the 2005-2006 academic year. These data show a 40 percent increase in student use of tutoring services in the Grant facility in 2005-2006, a 30 percent increase in tutoring services usage overall compared to the 2004-2005, and 100 percent increase in tutoring hours from 2003-2004. National studies, replicated within the NIU ACCESS programs, have shown that tutoring has a significant impact on student retention by improving study strategies and academic performance, which result in re-enrollment and a larger number of students remaining in good academic standing. CHANCE special-admission students who use tutoring services are more likely to return for subsequent semesters at NIU, and show, on average, higher GPAs in relationship to the amount of tutoring they received. All students participating in tutoring services are asked to evaluate the program. In 2004-2005, of those who indicated that they had used the Grant Tutoring Center services, 94 percent indicated that they found them to be beneficial. Contact Information Name: Virginia R. Cassidy Email: vcassidy@niu.edu Phone: (815) 753-0492 88
Direct Connection to Policy Area 4 of The Illinois Commitment Adler School Encourages Racial/Ethic/National Minorities to Learn More About The Adler School and Higher Education Adler School of Professional Psychology What issue or need is addressed by the effective practice? The Adler School provides many students with the first graduate school experience to be had in their family, as well as a welcoming environment encouraging the expression and study of diverse people and experiences. Creating a diverse student and academic population creates a more well rounded student body and allows students to learn from one another in and out of the classroom. Description of the effective practice: Adler School admissions recruits specifically at minority education fairs, professional associations focused on minority interests, encouraged minority activism and organizations, as well as encourages undergraduate minorities to explore the field of psychology in higher education through the Adler School Honors Program. Admissions has the goal of increasing minority enrollment by 10% each year. The Adler School curriculum in and of itself encourages exploration of the integration of psychology and various cultural specifics, including race, gender, ethnicity, culture, age, ability level and religion. How does this practice achieve sustainability? With approximately 30% of the incoming class being from a multi-ethnic background, the Adler School provides a unique opportunity for minority students to gain experience in higher education and the professional field of psychology. These students, trained to work with underprivledged and diverse communities are able to then serve the mental health field as effective and culturally sympathetic professionals. What are the results/measurable outcomes? 30% of the incoming class is from a multicultural background, and the admissions department is increasing racial/ethnic diversity in its incoming classes by 10% each year. The curriculum has been rewritted for the 2006- 2007 year to further empahize the importance of cultural diversity in learning and the professional fields of psychology and mental health. Contact Information Name: Jo Beth Cup Email: jcup@adler.cup Phone: (312) 201-5900 89
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