peer and academic resource center - sacramento …€¦ · page 1 peer and academic resource center...

6000 J Street Sacramento, CA 95819

Lassen Hall 2200

916-278-6010

Peer and Academic Resource Center ACADEMIC YEAR 2016-2017

PEER AND ACADEMIC RESOURCE CENTER AY 16-17 ANNUAL REPORT LAST UPDATED: 10/9/2017

Table of Contents

Executive Summary 2

Mission Statement 3

Department Services 3

Staffing 4

PARC Student Demographics 5

Department Outcomes 6

Appendix A 12

Appendix B 13

Appendix C 14

Appendix D 15

Appendix E 16

Appendix F 17

Appendix G 18


Executive Summary

The creation of the Peer and Academic Resource Center (PARC) delivers a long-awaited

goal of fostering student success. Directed by Dr. Tina Jordan, the Assistant Vice President

of Strategic Success Initiatives overseen by Dr. Marcellene Watson-Derbigny (Associate

Vice President of Student Retention and Academic Success) this faculty-guided, student-led

center does not only strive for helping the University increase course passage, student

retention and rates to graduation, but also prepares students for their future professional

success. Resonated with the Center's motto -- Successful Students Promoting Student

Success, all of the major services (Supplemental Instruction; Supplemental Instruction Plus,

Workshops & Individual Tutorials; and Peer Led Advising for College Experiences) are

contributed by the very talented and creative Sac State students.

The first assessment goal was to measure whether SI students would perform better than

their non-SI counterparts. In the fall, SI students passed their courses at an 85% success

rate compared to their non-SI counterparts who passed their courses at a 77% success

rate. In the spring, SI students passed their courses with an 84% success rate compared to

their non-SI counterparts who passed their courses with a 77% success rate. Success rate is

defined as passing the course with a C- or better.

The second assessment goal was to determine whether SI students would have a higher

course GPA compared to their non-SI counterparts. Students who enrolled in fall 2016

performed better than their classmates who did not enroll in SI. All sections of SI

performed better except for CHEM 20, CHEM 24, and CHEM 124 in the fall; and CSC 15 and

PHYS 5A in the spring.

The third assessment was to measure whether students were satisfied with the peer

tutoring and advising services from the PARC. More than 90% of students were satisfied in

all areas of the survey.

The fourth and final assessment for the PARC was to compare SI leader performance and

teaching skills to the prior year assessment. The results were consistent compared to last

year’s baseline. Respondents deviated from the baseline plus or minus 2%; and more than

90% of students were satisfied with all areas of the survey.

The Peer and Academic Resource Center at Sacramento State is dedicated to students’

academic success. The numbers show that students who have received services through

this department have a better chance to improve the skills they have already learned. In

addition, they are able to pick up new skills along the way.


Mission Statement

The mission of PARC is to promote the scholastic achievements of students through enriched and supportive peer learning opportunities that aid students along the pathway to degree attainment.

Department Services

PARC is a centralized location of support where students are united for common goals of excellence and student success through peer-led and student-driven services.

Student leaders assist students in learning collaboratively in an informal educational community through the Supplemental Instruction (SI) program, or the SI Plus program. PARC is also the home of the Workshops and Individual Tutoring program (WIT) and a Peer Led Advising for a College Experiences (PLACE) program, which can help students successfully navigate the demands of our academic community.

Students who utilize PARC build educational networks for future study groups and interact within small communities of learners to practice what they learn. They also learn to navigate the terrain of the University, as well as gain an understanding of the culture of learning.

Supplemental Instruction (SI)

SI is an academic support program for students who are enrolled in historically challenging

general education (GE) courses. It provides students credit (1 unit) to learn how to

implement transferable academic learning strategies to increase grades in difficult college

courses such as Biology, Chemistry, Economics, History and many more challenging GE

courses.

SI leaders help students to access course materials and to provide students the space and

structure to ask questions, check for understanding, and test their knowledge within a safe

haven in a small educational community (12-25 seats). In addition, SI leaders are liaisons

between the faculty members and students. All students can sign up online during

registration for a one unit supplemental course.

Supplemental Instruction (SI) Plus

It provides free academic review and test preparation sessions for all students. These

sessions are connected to the Supplemental Instruction classes offered by PARC; these

sessions are available for all students who may have conflicting schedules and have missed

the opportunity to register for the 1-unit SI courses.

SI Plus meets regularly before exams to review materials in a collaborative group session (about four to six during the semester). It connects students on the course’s WebCT before


exams. However, one does not have to be in one specific course to attend a SI Plus session. In addition, SI Plus assists students with becoming self-sufficient learners in note taking, asking questions, and understanding the culture and expectation of the large academic classroom. More so, it provides student structure to check-in and develop working relationships with other students in large lecture courses.

Peer Led Advising for College Experience (PLACE)

PLACE provides peer led supplemental advising for all students on campus. PLACE’s Peer

Advisers are students who are familiar with campus life and resources; they can refer their

fellow students to appropriate departments and campus services.

The main goal of PLACE is to help students navigate college life. In addition to advising

students how to enjoy their college experience, PLACE can aid students in doing well in

their classes.

Workshops and Individual Tutorials (WIT)

WIT is a free tutoring service (group and individual tutorials) open to all students on

campus. The tutorials are taught by trained tutors who are familiar with materials in

historically difficult courses.

In addition to helping students understand challenging course material, WIT helps students with time management, study skills, class assignments and exam preparation.

Staffing

Dr. Tina Jordan – Assistant Vice President of Strategic Success Initiatives

Hsiang Sean Liu – Faculty Coordinator of Supplemental Instruction

Vu Tran – Faculty Coordinator of Tutoring and Peer Advising

Lori Lum – Administrative Coordinator II

Tania Tercero – Administrative Coordinator II


PARC Student Demographics

Table 1. Gender of PARC Students

Fall 2016 (N=548) Spring 2017 (N=352)

Female 66% 60%

Male 33% 40%

Trans/Other <1% 0%

Source: PARC End of Year Report 2016-2017

Table 2. Ethnicity of PARC Students

Fall 2016 (N=548) Spring 2017 (N=352)

African American/Black 15% 9%

Asian/ Pacific Islander 23% 24%

Hispanic/Latino 34% 38%

White 17% 22%

Other 11% 7%

Source: PARC End of Year Report 2016-2017. Note: Other includes “Native American”, “Multiple Ethnicities”, “Other Ethnic identity”

Table 3. Grade Level of PARC Students

Fall 2016 (N=548) Spring 2017 (N=352)

Freshman 42% 45%

Sophomore 20% 19%

Junior 22% 25%

Senior 16% 10%

Source: PARC End of Year Report 2016-2017


Department Outcomes

This academic year, the Vice President of the Division of Student Affairs decided to align

department goals with the university’s goals, Student Affairs Divisional Goals, and

Baccalaureate Learning Outcomes. The structure of this section will include the goals, the

strategies to achieve those goals, and the outcomes.

Department Goal 1: Students taking Supplemental Instruction (SI) will have a higher

success rate compared to non-SI students.

University Strategic Goal: Enhance student learning and success

Student Affairs Divisional Goal: Increase graduation rates and decrease time to degree

Baccalaureate Learning Goal: Intellectual and practical skills

Standard of achievement: Students participating in Supplemental Instruction will have

higher success rate compared to non-SI students.

During the fall 2016, PARC offered SI to 329 students in 21 sections. These 21 sections

included courses in the following subjects: Accountancy 1; Chemistry 20, 24, 124;

Communications 4; Computer Science 15; Economics 1A, 1B; English 40A, 50A;

Government 1; History 6, 7, 17A, 17B; Psychology 2, and 100.

During the spring 2017, PARC offered SI to 279 students in 21 sections. These 21 sections

included courses in the following subjects: Accountancy 1; Biology 10; Chemistry 20, 24,

124; Communications 4; Computer Science 15; Economics 1A; English 40B, 50B;

Government 1; History 6, 7, 17A, 17B; Physics 5A; Psychology 2, 100, and 101.

The following figure shows the overall passing rate of students enrolled in SI courses.

Appendices B and C shows the overall breakdown in passing rates aggregated by course

subject.


Figure 1. Success Rate of SI and non-SI students 2015-2017

Source: Cognos Adjunct classes extract: 8/25/17 Note: Success rate is defined as the percentage of students who received

a C- or better in class.

Department Goal 2: Students taking Supplemental Instruction (SI) will have a higher

GPA in their GE course compared to non-SI students.

University Strategic Goal: Enhance student learning and success

Student Affairs Divisional Goal: Increase graduation rates and decrease time to degree

Baccalaureate Learning Goal: Intellectual and practical skills

Standard of achievement: Students participating in SI will have earned a higher course

GPA compared to non-SI students.

The previous assessment goal showed that the success rate for students enrolled in SI was

higher than the success rate of students not enrolled in SI. This assessment goal shows, to

what extent SI students outperformed their non-SI counterparts. Course GPAs were

calculated by taking the overall section roster and final grades, and calculating grade

averages on a four point grading scale. (A=4; B=3; C=2; D=1; F=0). Course GPA is the

average grade in the class.

Students who enrolled in SI classes during fall 2016 performed better than their classmates

who did not enroll in SI in all GE courses except for CHEM 20, CHEM 24, CHEM 124, and

GOVT 1.

83%80%

85%

71%

85%

77%

84%

77%

0%

20%

40%

60%

80%

100%

SI Fall 2015(N=326)

Non-SI Fall2015

(N=1690)

SI Spring2016 (N=334)

Non-SISpring 2016(N=1699)

SI Fall 2016(N=329)

Non-SI Fall2016

(N=2059)

SI Spring2017 (N=279)

Non-SISpring 2017

(N=1923)

Success Rate


Table 4. Fall 2016

SI Students Non-SI Students

ACCY1 1.91 1.77

CHEM 20** 2.36 2.38

CHEM 24** 1.63 1.98

CHEM 124** 1.26 1.78

COMS 4 2.69 2.41

CSC 15 2.88 2.24

ECON 1A 3.05 2.14

ECON 1B 2.59 2.01

ENGL 40A 3.01 2.21

ENGL 50A 2.96 2.52

GOVT 1** 1.97 2.06

HIST 6 2.72 1.97

HIST 7 3.52 2.62

HIST 17A 2.26 2.20

HIST 17B 3.14 2.69

PSYCH 2 2.91 2.67

PSYCH 100 3.20 2.77

Source: COGNOS Adjunct Classes Extract 8/25/2017. Note: ** indicates courses where SI students did not outperform their

non-SI counterparts

Students who enrolled in SI classes during spring 2017 performed better than their

classmates who did not enroll in SI in all GE courses except for Computer Science 15, and

Physics 5A.

Table 5. Spring 2017

SI Students Non-SI students

ACCY 1 2.31 1.65

BIO 10 2.21 2.15

CHEM 20 2.44 1.69

CHEM 24 2.50 1.66

CHEM 124 2.35 2.08

COMS 4 3.07 2.19


SI Students Non-SI students

CSC 15** 2.16 2.23

ECON 1A 2.74 2.39

ENGL 40B 3.55 3.27

ENGL 50B 3.23 3.06

GOV 1 2.73 1.99

HIST 6 2.64 1.95

HIST 7 2.41 2.34

HIST 17A 2.60 1.71

HIST 17B 3.24 2.76

PHYSICS 5A** 1.48 2.08

PSYCH 2 2.72 2.22

PSYCH 100 2.96 2.71

PSYCH 101 2.58 2.52 Source: COGNOS Adjunct Classes Extract 8/25/2017. Note: ** indicates courses where SI students did not outperform their

non-SI counterpart

Department Goal 3: Students will be satisfied with peer tutoring and advising

services from the PARC.

University Strategic Goal: Engage students in a comprehensive learning experience

Student Affairs Divisional Goal: N/A

Baccalaureate Learning Goal: N/A

Standard of achievement: 60% of students will be satisfied with services provided by

the PARC

Student satisfaction is an indicator of the quality of services provided. Many times, the

interactions tutors make, the relationships that students make, or the overall environment

contribute to the overall impact on student success. The follow tables are questions from

the fall 2016 and spring 2017 satisfaction survey for the PARC. These surveys were

conducted in CampusLabs, an online survey tool used in the Division of Student Affairs.

There were five hundred-twenty three (523) respondents for the fall survey, and two

hundred-thirty two (232) respondents for the spring survey.


Table 6: Satisfaction Survey Results

Please rate the following tutoring/advising service you received at the PARC today.

Fall Percentage of students responding “Excellent” or “Good” (N=523)

Spring Percentage of students responding “Excellent” or “Good” (N= 232)

The tutor clarified the assignment/task for me. 98% 98% The tutor/advisor helped me to identify my own way of completing the assignment/task

96% 96%

The tutor/advisor established a reasonable goal for today's session.

96% 96%

The tutor/advisor demonstrated how to use a useful strategy during today's session.

97% 94%

The tutor/advisor checked my understanding of a useful strategy during today's session.

96% 96%

The tutor/advisor supported my practice of a useful strategy during today's session.

96% 94%

The tutor/advisor encouraged me to elaborate on what I've learned from today's session.

96% 96%

The tutor/advisor helped me develop a plan of using what I've learned today in other settings.

95% 93%

The tutor/advisor encouraged me to ask questions and answered my questions clearly.

96% 97%

The tutor/advisor was kind and respectful to me. 100% 98% Overall, today's tutoring/advising session was 98% 98%

Overall, students who received tutoring and advising sessions through the PARC were

satisfied with the tutoring that they received. In addition, the data in the table above also

highlights increased knowledge of strategies used in their individual course.

Department Goal 4: Students will evaluate SI leaders in performance and teaching

skills.

University Strategic Goal: Engage students in a comprehensive learning experience

Student Affairs Divisional Goal: N/A

Baccalaureate Learning Goal: N/A

Standard of achievement: Maintain or increase SI leaders’ performance and skills compared

to prior year.

A SI Plus survey was given to students after each session. One hundred twenty two surveys

were returned during fall 2016, and one hundred eleven surveys were returned during

spring 2016. Table 7 shows the percentage of students who agreed/strongly agreed on


each statement per semester to rate the SI leader and the session (detailed results on

Appendices D and E).

Table 7. Percent of Students who Agreed/Strongly Agreed

Fall 2015

(N=92)

Spring 2016

(N=75)

Fall 2016

(N=122)

Spring 2017

(N=111)

The SI Plus leader communicated the information clearly.

99% 100% 98% 100%

The content of the workshop was logically organized

98% 97% 97% 99%

The handouts/supporting material/visual aids in this workshop helped me understand.

95% 95% 93% 96%

The workshop leader encouraged questions and comments from students.

99% 99% 98% 98%

I feel more prepared to meet my academic goals after attending this workshop.

95% 98% 95% 100%

I would attend another SI Plus or similar workshop in the future.

97% 98% 98% 99%


Appendix A

Department Goals What will be the standard of

performance?

Department Outcomes

1. Students taking Supplemental Instruction (SI) will have a higher success rate compared to non-SI students.

Students participating in Supplemental Instruction will have higher success rate compared to non-SI students.

Passing rate for: Fall 16 SI - 85% Fall 16 non-SI – 77% Spring 17 SI – 84% Spring non-SI – 77%

2. Students taking Supplemental Instruction (SI) will have a higher GPA in their GE course compared to non-SI students.

Students participating in SI will have earned a higher class GPA compared to non-SI students.

Students who enrolled in SI classes during fall 2016 performed better than their classmates who did not enroll in SI in all courses except for: CHEM 20, CHEM 24, CHEM 124 and GOV 1, in the fall. Students who enrolled in SI classes during spring 2017 performed better than their classmates who did not enroll in SI in all courses except for CSC 15, and Physics 5A.

3. Students will be satisfied with peer tutoring and advising services from the PARC.

60% of students will be satisfied with services provided by the PARC.

523 students responded to the PARC satisfaction survey in the fall. 232 students participated in the spring. More than 90% of students were satisfied in all areas of the survey.

4. Students will evaluate SI leaders in performance and teaching skills.

Maintain or increase SI leaders’ performance and skills compared to prior year.

Students evaluated SI leaders and compared to the baseline established in 2015-2016, the results for 2016-2017 deviated +/- 2 percentage points. More than 90% of students were satisfied in all areas of the survey.


Appendix B

Fall 2016 - Percentage of Students Earning Passing Grades


ACCY 1 71% (12 out of 17) 65% (60 out of 93)

CHEM 20 89% (8 out of 9) 86% (42 out of 49)

CHEM 24 42% (5 out of 12) 70% (30 out of 43)

CHEM 124 46% (6 out of 13) 61% (33 out of 54)

COMS 4 82% (9 out of 11) 77% (23 out of 30)

CSC 15 91% (10 out of 11) 70% (101 out of 145)

ECON 1A 100% (14 out of 14) 73% (135 out of 184)

ECON 1B 85% (11 out of 13) 66% (154 out of 232)

ENGL 40A 94% (15 out of 16) 73% (66 out of 90)

ENGL 50A 100% (9 out of 9) 87% (83 out of 95)

GOVT 1 55% (6 out of 11) 77% (48 out of 62)

HIST 6 80% (16 out of 20) 70% (63 out of 90)

HIST 7 100% (32 out of 32) 87% (76 out of 87)

HIST 17A 75% (12 out of 16) 79% (83 out of 105)

HIST 17B 94% (60 out of 64) 84% (232 out of 277)

PSYCH 2 89% (39 out of 44) 83% (268 out of 323)



Appendix C

Spring 2016 – Percentage of Students Earning Passing Grades


ACCY 1 71% (10 out of 14) 53% (24 out of 45)

BIO 10 64% (9 out of 14) 72% (185 out of 256)

CHEM 20 94% (13 out of 14) 57% (33 out of 58)

CHEM 24 75% (9 out of 12) 59% (36 out of 61)

CHEM 124 100% (4 out of 4) 83% (55 out of 66)

COMS 4 100% (9 out of 9) 74% (92 out of 124)

CSC 15 68% (15 out of 22) 68% (79 out of 116)

ECON 1A 94% (16 out of 17) 88% (120 out of 137)

ENGL 40B 100% (13 out of 13) 91% (61 out of 67)

ENGL 50B 100% (12 out of 12) 92% (60 out of 65)

GOV 1 66% (6 out of 9) 75% (71 out of 95)

HIST 6 69% (9 out of 13) 66% (39 out of 59)

HIST 7 89% (8 out of 9) 82% (27 out of 33)

HIST 17A 83% (15 out of 18) 64% (62 out of 97)

HIST 17B 91% (41 out of 45) 84% (273 out of 342)

PHYS 5A 50% (6 out of 12) 79% (52 out of 76)





Appendix D

Fall 2016 SI Plus Survey Results (August 25, 2016 – January 20, 2017)

SI Plus topics during this semester include History, Psychology, and English.

There were 122 respondents in this survey.

Please indicate your level of agreement with the following:

Question Strongly Agree

Agree Neutral Disagree Strongly Disagree

The SI Plus leader communicated the information clearly. (N=122)

80% 18% 2% 0% 0%

The content of this workshop was logically organized. (N=122)

80% 17% 3% 0% 0%

The handouts/supporting material/visual aids in this workshop helped me understand. (N=121)

71% 21% 7% 0% 0%

The workshop leader encouraged questions and comments from students. (N=122)

80% 18% 2% 0% 0%

I feel more prepared to meet my academic goals after attending this workshop. (N=122)

69% 26% 5% 0% 0%

I would attend a similar PARC workshop in the future. (N=121)

80% 17% 2% 0% 0%


Appendix E

Spring 2017 SI Plus Survey Results (February 2, 2017 – May 31, 2017)

SI Plus topics during this semester include History and English.

There were 111 respondents in this survey.

Please indicate your level of agreement with the following:

Question Strongly Agree

Agree Neutral Disagree Strongly Disagree

The SI Plus leader communicated the information clearly. (N=111)

90% 10% 0% 0% 0%

The content of this workshop was logically organized. (N=111)

88% 11% 1% 0% 0%

The handouts/supporting material/visual aids in this workshop helped me understand. (N=111)

86% 10% 4% 0% 0%

The workshop leader encouraged questions and comments from students. (N=111)

93% 5% 2% 0% 0%

I feel more prepared to meet my academic goals after attending this workshop. (N=111)

86% 14% 0% 0% 0%

I would attend a similar PARC workshop in the future. (N=111)

89% 10% 1% 0% 0%


Appendix F

Fall 2016 Peer Tutoring and Advising Survey Results

(August 19, 2016 - January 20, 2017)

There were 523 students who responded to the survey. Ninety percent of students received

peer tutoring while 10% of them received peer advising.

Fifty one percent of students indicated that they did not know a strategy of completing the

task before the session, and the tutor/advisor helped them build a new strategy, while 49%

of them knew a strategy of completing the task before the session, and the tutor/advisor

helped them build a new strategy.

Please rate the tutoring/advising service you have received at the PARC today. Mark N/A if the statement is not applicable.

Excellent Good Fair Poor N/A

The tutor/advisor clarified the assignment/task for me.

85% 12% 2% 0% 1%

The tutor/advisor helped me to identify my own way of completing the assignment/task.

84% 12% 2% 0% 2%

The tutor/advisor established a reasonable goal for today’s session.

84% 12% 1% 0% 3%

The tutor/advisor demonstrated how to use a useful strategy during today’s session.

87% 10% 2% 0% 2%

The tutor/advisor checked my understanding of a useful strategy during today’s session.

85% 12% 2% 0% 2%

The tutor/advisor supported my practice of a useful strategy during today’s session.

85% 12% 2% 0% 2%

The tutor/advisor encouraged me to elaborate on what I’ve learned from today’s session.

84% 12% 1% 1% 3%

The tutor/advisor helped me develop a plan of using what I’ve learned today in other settings.

84% 11% 3% 0% 3%


84% 12% 2% 0% 1%

The tutor/advisor was kind and respectful to me.

95% 5% 0% 0% 0%

Overall, today’s tutoring/advising session was . . .

89% 9% 2% 0% 0%


Appendix G

Spring 2017 Peer Tutoring and Advising Survey Results

(January 25, 2017 – May 24, 2017)

There were 232 students who responded to the survey. Eighty eight percent of students

received peer tutoring while 12% of them received peer advising.

Please rate the tutoring/advising service you have received at the PARC today. Mark N/A if the statement is not applicable.

Excellent Good Fair Poor N/A

The tutor/advisor clarified the assignment/task for me.

89% 9% 1% 1% 0%

The tutor/advisor helped me to identify my own way of completing the assignment/task.

84% 12% 1% 0% 3%

The tutor/advisor established a reasonable goal for today’s session.

85% 11% 2% 0% 2%

The tutor/advisor demonstrated how to use a useful strategy during today’s session.

86% 8% 1% 0% 5%

The tutor/advisor checked my understanding of a useful strategy during today’s session.

85% 11% 1% 0% 3%

The tutor/advisor supported my practice of a useful strategy during today’s session.

85% 10% 1% 0% 4%

The tutor/advisor encouraged me to elaborate on what I’ve learned from today’s session.

86% 10% 1% 0% 3%

The tutor/advisor helped me develop a plan of using what I’ve learned today in other settings.

82% 11% 1% 1% 5%


87% 10% 2% 0% 1%

The tutor/advisor was kind and respectful to me. 95% 4% 0% 0% 1%

Overall, today’s tutoring/advising session was . . . 91% 7% 0% 0% 1%

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