ERIC Number: ED420267
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Providing Effective Tutorial Services.
A three-year longitudinal study of student support service programs prepared for the U.S. Department of Education indicated that peer tutoring during the first year of college has a positive and statistically significant impact on students in each of three outcome areas: grades, credits, and retention, and that participation in the first year has an even bigger payoff for students than in later years. The report examined five key issues in the design and implementation of tutorial services: (1) institutional context, or awareness of how the program's structure influences student learning and persistence, as well as how tutorial services contribute to the campus climate; (2) tutor selection, training, and support; (3) program evaluation and outcomes; evaluations can focus on short-term student outcomes directly related to tutoring (grades and grade-point averages) as well as longer term outcomes such as retention; (4) noncognitive factors such as the ability of staff to assess students' initial reactions to academic difficulties and their readiness to make changes; (5) cognitive factors; successful programs also provide course content while helping to improve student learning styles. Examples from current programs at Drexel University (Pennsylvania), Luther College (Iowa); University of Wisconsin-Eau Claire; and Southwest Texas State University illustrate key points in the monograph. (Contains 20 references.) (MAB)
Descriptors: Academic Persistence, College Attendance, College Students, Dropout Research, Enrollment Management, High Risk Students, Higher Education, School Holding Power, Student Attrition, Student School Relationship, Tutorial Programs, Tutoring
National Council of Educational Opportunity Associations, 1025 Vermont Avenue, N.W., Suite 900, Washington DC 20005; phone: 202-347-7430.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Council of Educational Opportunity Associations, Washington, DC.; National TRIO Clearinghouse, Washington, DC.; Adjunct ERIC Clearinghouse on Educational Opportunity, Washington, DC.