2015 Fall Student Success Pilot - Log In

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2015 Fall Student Success Pilot
Created April 20, 2015
Updated August 20, 2015
(c) 2015 Chancellor's Office, California Community Colleges
**All sections, except Appendices A-G, are Creative Commons By Attribution 4.0 International License.
Appendices A-G are copyright protected by Link-Systems International, Inc.
Table of Contents
Fall Student Success Pilot
Welcome:
OEI Fall Pilot Welcome Letter …..…………...……....……………….………..........……..………………. 1
Introduction:
Introduction …………………………………………....………………………….......….…………………. 2
Participating Colleges ………………………………....………………………….......….…………………. 3
Contact List ………………….………....………………………………………….......….…………………. 4
SPOC & Faculty Monthly Meetings ……………….…………………………….......….…………………. 5
Tutoring:
NetTutor Implementation Call Preparation ….………..……………………….…...………….…………. 6
OEI FAQ - NetTutor and WWWB ……………...…..…………………………..…...………….…………. 7
Effective Practices for Promoting NetTutor ……..…….…………………………...…..……….…………. 8
OEI NetTutor Fall 2015 Live Tutoring Schedule …...…………..……….…………………….…………. 14
NetTutor in Blackboard ……………………………...…………..……….…………………….…………. 14
NetTutor Implementation and Awareness Kit …..……………….…..………………...…….…..………. 15
Appendix A (Announcements) …..………….…....……………….…………………...……….…………. 20
Appendix B (Suggested Email Language) …..….……………...…...…..….………..………………….…. 21
Appendix C (Flyer) …………………….……………...….…...…..…………………...…………………. 22
Appendix D (Videos) …..………………..………………………….……………...…………..…………. 23
Appendix E (Prepare For Success) …..………………..…………….……………...…………..…………. 24
Appendix F (Surveys) …..………………..………………………….……………...……...…..…………. 25
Appendix G (Integration) …..……………………………………….……………...…………..…………. 26
Basic Skills:
Introduction ……………………………………………….…………………………………….…………. 27
Practical guide for embedding modules ……………………………..…………..……….…….…………. 27
Including links on the course site ……………………………………..…………..…………….…………. 28
Embedding links directly into the assignment ………………………..…………..……...…….…………. 29
List of basic skills modules ………………………..…………..……...…….………………………...……. 32
*Please note that each item listed in this Table of Contents contains an active link that will navigate you
directly to its location in the document. Each page also has a hyperlink in the footer that will navigate you
back to the Table of Contents. (Must download this pdf for auto-navigation to function)
Welcome
OEI Fall Pilot Welcome Letter
Welcome, colleagues!
We are very excited that you are participating in the Fall Student Success Pilot of the California Community Colleges Online Education Initiative! This past summer, over half of the pilot colleges participated
in Online Tutoring. We are excited for this first term of all 24 of our pilot colleges participating in both
Student Readiness and Online Tutoring. This handbook is your go-to reference source for information
about the online tutoring and basic skills pilot activities. We truly appreciate your participation. Your
feedback helps us to make this process run more smoothly.
One of the wonderful suggestions we received was to put together a handbook for the colleges, a guide
for colleges that would contain a variety of helpful documents, all easily accessible in one location. This
handbook represents a response to that feedback as well as suggestions from colleagues this past summer.
We will update this handbook periodically, so please continue to send us your suggestions. The latest version will always be available from the OEI website. Please send your suggestions to Kevin Albee, OEI
Program Support Coordinator ([email protected]).
Following the spring and summer pilots, we have learned that it's critically important to maintain communication between the OEI team, SPOCs, and NetTutor team. Based on feedback we received from participating colleges, we will move away from individual period calls with each college and instead hold a
short monthly meeting. This call will allow for a quick check in with each college and will help us all become aware of any potential issues or successes that colleges are experiencing with NetTutor. Please see
the calendar of the monthly meetings. If possible, each college should ensure that the SPOC or their designee is attendance at the calls, as this will become a primary method of communicating about technical
issues. The OEI is committed to working with each college to address usage gaps with NetTutor or any
technical issues that might arise. Thank you, in advance, for your college's commitment to participate in
these meetings. We also have set up two calls for faculty. SPOCs are welcome to join those calls, as well.
Please remember that we are here to assist you. Contact us as issues arise. On page four, we have provided helpful contact information, should you need assistance with various elements of the pilot.
Cordially,
The OEI Fall Student Success Pilot Team
Return to Table of Contents
1
Introduction
Introduction
Purpose
The intent of this handbook is to have one searchable document that contains the necessary files and information for tutoring and basic skills for the participating colleges this fall. The handbook will be updated for Spring 2016. Colleges are encouraged to share information with their colleagues and send suggestions for Spring additions.
Background
In Spring 2015, the first OEI pilots were launched, consisting of two groups of eight pilot colleges, for a
total of 16 pilot colleges. One group of colleges conducted an early implementation pilot of online tutoring resources, while another group of eight colleges launched an online student readiness support for students. The next phase of the pilot occurred in Summer 2015, and was named the “Summer Student Success Pilot.” In the summer pilot, participating colleges, which included four of the eight “full launch” colleges, were “merged” into a singular group that piloted online tutoring and basic skills embedded support
in their pilot courses. All courses in the Spring and Summer pilots were conducted using each college’s
local Course Management System (CMS). Prior to the beginning of each term, students at all 24 pilot
schools who register for an OEI-related course will participate in their college's instance of the Quest Program that has been developed in Canvas. After the beginning of the term, the eight Full Launch schools
will link to their college's Quest site from their courses being taught in Canvas. The other 16 schools will
link to their Quest sites from courses being taught from their local course management system. The multimedia tutorials, which are part of the Quest Program, are available to all through Creative Commons licensing. They can be found at: http://apps.3cmediasolutions.org/oei/
Brief descriptions of each pilot component are provided below, along with a list of participating pilot colleges.
1. Tutoring
Pilot courses will be provided with online tutoring services (NetTutor) that are completely funded by the
OEI. Students will access NetTutor through a link embedded within each pilot course.
NetTutor includes the ability to:
● meet with a live tutor (up to 24/7, depending on subject)
● submit a question (asynchronous tutoring) on a 24/7 basis
● access to essay/paper review services on a 24/7 basis.
The OEI staff will work with college staff and faculty to support best practices for creating awareness of
online tutoring support and effective methods for embedding tutoring in the course.
For colleges that have not yet implemented online tutoring through the OEI, a one-hour conference call
meeting will kick off the implementation. The college single point of contact (SPOC), CMS Administrator (or IT staff who can enable LTI integration), Tutoring Coordinator, OEI staff, and the NetTutor team
should be in attendance during this important call. Participating faculty are welcome to be on this first
call, although they are not required. The purpose of this call is to coordinate the logistics for embedding
the NetTutor links into each college CMS. For more information on the implementation call, click here.
2
Introduction
2. Basic Skills
The Dean of Basic Skills and Open Educational Resources will be working with participating faculty to
assist in embedding basic skills “just in time” modules into the pilot courses, where desired. More information about basic skills support will be provided during the pilot.
Data Gathering and Evaluation
The Online Education Initiative is proud to partner with the California Community Colleges Research and
Planning Group (“RP Group”) for project evaluation. The RP Group will work with the OEI and pilot
colleges to gather appropriate data that will lead to an effective summative evaluation of the 2015 Fall
Student Success Pilot. The goal is to continually improve student completion and success, and a robust
evaluation can provide us with helpful information about the impact of services being provided to students and areas for improvement.
OEI Pilot Participation
Online Tutoring Pilot – Spring 2015
Barstow College
Columbia College
Imperial Valley College
Los Angeles Pierce College
Mt. San Antonio College
Ohlone College
Saddleback College
Victor Valley College
Online Student Readiness Pilot – Spring
2015
Antelope Valley College
Cabrillo College
College of The Canyons
Hartnell College
Miracosta College
Monterey Peninsula College
Rio Hondo College
West Los Angeles College
Student Success Pilot – Summer 2015
Butte College
Cabrillo College
College of the Canyons
Columbia College
Fresno City College
Hartnell College
Los Angeles Pierce College
Miracosta College
Saddleback College
Shasta College
Ventura College
Student Success Pilot – Fall 2015
Antelope Valley College
Barstow Community College
Butte College
Cabrillo College
Coastline Community College
College of The Canyons
Columbia College
Foothill College
Fresno City College
Hartnell College
Lake Tahoe Community College
Pierce College
MiraCosta College
Mt. San Jacinto College
Ohlone College
Rio Hondo College
Saddleback College
Shasta College
Ventura College
West Los Angeles College
3
Introduction
Who do I contact for:
ISSUE/QUESTION
Technical issues
(NetTutor or WorldWideWhiteboard not working
properly; link to NetTutor not working, etc.)
Providing guidance to NetTutor tutors (Rules of
Engagement - institution and/or faculty)
Pilot Administrator: NetTutor implementation,
utilization, effective practices, and embedded
basic skills
General program support and questions
Policy, contract management, program evaluation
and oversight
Pilot data collection & evaluation (RP Group)
NetTutor Contact for College SPOC (single point
of contact)
CONTACT
Submit a Customer Support Request using the
form on the website OR
813-674-0660 x204 (M-F 6a-6p PST) OR
email: [email protected]
Dr. Emilia Garofalo
NetTutor Manager, (Link-Systems International,
Inc.)
[email protected]
Barbara Illowsky
Dean, Basic Skills and Open Educational Resources (OEI)
[email protected]
Kevin Albee
Program Support Coordinator (OEI)
[email protected]
Jory Hadsell
Chief Academic Affairs Officer (OEI)
[email protected]
Ireri Valenzuela
Senior Researcher / Evaluator (Tutoring)
[email protected]
Peter Pinckney
Client Services Manager
813-674-0660 x230
[email protected]
Updated: Fall 2015
4
Introduction
SPOC & Faculty Monthly Meetings
Purpose
We have set up monthly meetings for the SPOCs and the faculty. The SPOC and faculty meetings will be
held on ZOOM and will be recorded for those people who cannot attend. SPOCs are welcome to include a
campus colleague in the meeting. The agenda will be sent out approximately a week before each meeting.
Please send requested agenda items to Barbara Illowsky at [email protected].
SPOC Fall 2015 meetings:
September 10, Thursday, 9 - 10 am
October 5, Monday, 2 - 3 pm
November 5, Thursday, 9 - 10 am
December 7, Monday, 2 - 3 pm
Faculty meetings (SPOCs are welcome to attend):
September 17, Thursday, 9 - 10 am
October 12, Monday, 2 - 3 pm
November: TBD
December: TBD
Log in information:
Join from PC, Mac, iOS or Android: https://cccconfernow.zoom.us/j/6390688895
Or join by phone:
(415) 762-9988 or (646) 568-7788 US Toll
Meeting ID: 639 068 8895
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Tutoring
Tutoring
Online Education Initiative
NetTutor Implementation Call Preparation
Fall 2015 Pilot
Attendees:
Required
Pilot College Single Point of Contact (SPOC)
Pilot College CMS Administrator (and/or IT staff that manages LTI integrations)
Pilot College Tutoring Coordinator
NetTutor Implementation Staff
OEI Dean of Basic Skills & OER
OEI Program Support Coordinator
Optional
Pilot College Teaching Faculty
Agenda for the Implementation Call
Attendees should include SPOC, OEI faculty, and LMS contact.
1. Introductions
2. Brief NetTutor overview
3. Access/CMS integration
NetTutor integrates via LTI (see the NetTutor LTI PDF attached). Please be prepared to
discuss your current CMS, provide the FQDN of your test and live servers, and share your
procedure/schedule for allowing new services to be integrated.
4. Subjects/Hours to be supported
5. Rules of Engagement, booklists, and course materials
NetTutor offers customization at the course level as well as options for managing how their
tutors work with your students. Please be prepared to facilitate the sharing of course materials (including syllabi) and coordinate ROE discussion with your faculty.
6. LSI Support
LSI will discuss how they will provide faculty, staff, and student orientation/ongoing support; the role of their Client Services team; and your receipt of usage reports.
7. Weekly/Monthly status calls
Please be prepared to share days/times for our next (possibly recurring) call.
After the Implementation Call, your main point-of-contact at LSI will be Peter Pinckney, Client Services
Manager, 813-674-0660 x230 (office), [email protected], 727-560-0317 (cell).
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Tutoring
Online Tutoring Services for 2015 Pilot Colleges
NetTutor® & WorldWideWhiteboard® FAQ
What is NetTutor? NetTutor is an online tutoring service provided by Link-Systems International (LSI). OEI selected LSI as a partner
through a comprehensive review of online tutoring vendors and platforms, as part of a competitive bid process managed by the Foundation for
California Community Colleges. The OEI has
purchased a block of hours for the January 2015
through June 2016 pilot and making access available to pilot colleges.
Who are the tutors? The OEI has vetted the
training requirements and qualifications of
NetTutor. The tutors are subject matter experts
with previous teaching or tutoring experience.
They are full-time tutors, and all have at least a
bachelor’s degree; most also have post-graduate
degrees.
When are tutors available? Some high-demand
subjects have 24/7/365 or near 24/7/365 live tutoring available. Every OEI course will include a
minimum of 80 live tutoring hours per week during high demand hours, plus a maximum one-day
turn-around for asynchronous question submission and two-day turn-around for asynchronous
paper/essay review. Turnaround times are typically less than the maximum times indicated.
Why is it important to integrate NetTutor with
our CMS? This will give students single sign-on
access to NetTutor (rather than remembering another username and password). It also means
fewer clicks between students and their tutor, as
students can go directly from within their course
to tutoring options for that same subject, streamlining their experience.
How do students access NetTutor? When
NetTutor is integrated with an OEI course, students will have single sign-on access. Tutoring
sessions are held on LSI’s collaboration platform,
the WorldWideWhiteboard, and all sessions are
recorded and stay in a private archive.
Will I know which students accessed NetTutor
and when students used it? Yes, through the
OEI, you will be provided access to detailed usage statistics. Individual student usage data may
be requested by the college or instructor, though
initial reports will include more aggregated data.
Who do I contact when I have questions about
NetTutor? Contact your college’s OEI lead point
of contact for general information or to share
course materials and ROE.
What if my students experience technical issues logging into NetTutor? For technical support, students should use the link to “Submit a
Support Request” or call LSI at 813-674-0660
x204 (live assistance available M-F 6am-6pm,
expending this fall to M-F 6am-9pm, Sat & Sun
10am-4pm).
What is the difference between NetTutor and
WorldWideWhiteboard? NetTutor is the online
tutoring service where LSI provides the tutors,
while WorldWideWhiteboard is the platform
used. The OEI has funded a system-wide WorldWideWhiteboard license for colleges to use their
own tutors to provide online tutoring using the
same WorldWideWhiteboard platform. Details
about this blended (local tutors + NetTutor) approach will be coming soon.
How should I make NetTutor available to my
students? The link to reach a tutor should be
communicated to students in your syllabus and
course home page. Some faculty remind students
that the service is available in each assignment;
some even require students to use NetTutor on
specific assignments.
Join the monthly SPOC webinars for sharing
tips about NetTutor promotion, effective practices and more.
For more information, contact:
Kevin Albee, OEI Program Support
Coordinator
[email protected]
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Tutoring
Effective Practices for Promoting NetTutor
Encouraging Students to Use Online Tutoring
Colleges and faculty participating in the pilot of online tutoring resources can contribute to the success of
the pilot by encouraging students to take advantage of these free tutoring resources. The pilot is geared
toward helping boost student achievement in online classes while also learning more about how online
tutoring services impact student success by gathering data. In order to achieve both of these goals, significant utilization of the online tutoring services is needed. In both face-to-face and online tutoring environments, getting students to could most benefit from tutoring to utilize tutorial services can be a challenge.
In working with the Spring and Summer 2015 Online Tutoring Pilot college faculty, tutoring coordinators, and our NetTutor partners, the following effective practices for promoting NetTutor may be helpful.
These practices are specifically geared to the OEI pilots and are practical actions that can be taken to help
drive utilization of tutoring services. College staff and pilot faculty are encouraged to engage in the following effective practices for deploying NetTutor and increasing student awareness of how online tutoring could be beneficial.
Include an embedded link on your course home page.
In the image below, there is a link to NetTutor as part of the Course Management System (CMS) course’s
home page. See the link to NetTutor in the left column, along with the other CMS standard links, such as
“Discussions” and “My Grades.”
*NOTE: make sure that you go into your Course Management System and “click the switch” to make the link visible to your students. Some CMS have this item set as the default; other CMS have the default to not make links visible to students.
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Tutoring
Include information and a directly embedded link to NetTutor in your student welcome
email and discussion postings.
In the email in the image below, the instructor sent a message to her students when NetTutor was implemented. Her email is to her English Composition students. Feel free to use her language and modify the
email to meet the needs of your course:
Online Tutoring now available!
Posted on: Wednesday, February 11, 2015 7:57:29 AM PST
Hi Students,
You may notice that there is a new blue tab available on our menu: NetTutor
This is an opportunity for you to receive online tutoring in case you cannot make it to the LRC tutoring
center. Using the NetTutor is, of course, totally free. Here is how to use it.
1.
2.
Click on the tab for NET TUTOR, then click on the NET TUTOR LINK - ONLINE TUTORING
If you want a tutor to look over your paper and give you feedback, click the ONLINE WRITING
LAB - it can take up to 48 hours for them to get back to you, so be sure to give yourself time. For
a whole paper review:
-Click on the Online Writing Lab link
-Select NET TUTOR PAPER CENTER
-Then, fill out the form (you can leave a message for the tutor as well, about things you want to
work on).
-Browse and Upload your paper. The system only accepts PDF files, so you’ll need to save you
essay in PDF format (go to Save as – PDF in your file menu)
Start checking back every 6 hours or so to see if the tutors have provided you with feedback.
3.
If you have a quick question, you can click on LIVE ENGLISH TUTOR, and there will be someone there to chat with you. It’s not me, but a trained tutor that works for NET TUTOR.
IMPORTANT: You need to shrink your window, so that you can see the dialogue box – it may be cut
off at the bottom of the screen. On a PC, an easy way to do this is to hold down the CTRL button and
the “-” sign (the minus sign, next to the + sign) to shrink it.
This is a test program for our college, so we are interested in your feedback. If you have any questions,
or if you run into problems, let me know what you think!
Thank you,
M Aminy
Send the two links below to your students.
The two short, captioned videos show students just how to use NetTutor.
Below is a sample email, based upon the emails Melissa Colón sent to her faculty and students at Columbia College:
Hello Pilot Instructors & supporters,
Here are some really great videos that are closed captioned for students to review before they use the
NetTutor Whiteboard and the Paper Center. These very short NetTutor videos are a great way to see
how it all works.
Let us know how things are going!
NetTutor Introduction Video to Tools: https://www.youtube.com/watch?v=i_14QCR2g1A
NetTutor Modules Video: http://youtu.be/YvaloQxq8ZQ
NetTutor Paper Center Video: http://youtu.be/lAfZq5UhC9U
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Tutoring
Make an introductory assignment for your students.
Create a low points assignment for your students in Week 1. The assignment could be asking a NetTutor
tutor a simple question by a certain date. Below are some examples:
 Visit NetTutor and ask the live tutor a question about grammar, punctuation, or APA formatting
rules.
 Put your first name, the instructor name, and the name and section number of this course onto a
Word document. Save the file as pdf. Then, upload that pdf to NetTutor’s Paper Center.
 Go to NetTutor when a live tutor is available. Ask the tutor a question, such as “why did you become a tutor” or “what other careers have you had” or “what was your biggest struggle when you
were a student.”
Include an embedded NetTutor reminder right inside the assignment.
In the email in the image below, the instructor posted to her class tips for completing their essay assignment. One of the three tips is a reminder with an embedded link to NetTutor.
Week 7 is available and Essay #2 is due MONDAY
Posted on Sunday March 1, 2015 5:02:44 PM PST
Dear class,
I hope your weekend is going well! I am writing to remind you that WEEK 7 is now available. The
Learning Unit and DQ thread is up and running. For this week, here are the major deadlines.
1.
Essay #2 Final Draft is due Monday at 10pm in the ASSIGNMENT DROP BOX.
To improve your grades on your essay, here are some strong recommendations
2.
3.
- Read my feedback on your introduction paragraph AND Essay #1 and incorporate those
suggestions and corrections into your next paper.
- Read the peer reviews that your classmates provided on Friday of last week in the DISCUSSIONS
section.
- Receive Tutoring if you need it., either in person at the Tutoring Center (it’s free) or using the new
NET TUTOR tab in our course menu.
Discussions As usual, be sure to complete the readings and post your response to the DQ by
Wednesday, and two peer responses by Friday.
Quiz You have a quiz this week, which will be available on Friday at 10:00am through Saturday at
10:00pm.
Thanks,
M Aminy
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Tutoring
Include an embedded NetTutor reminder in your regular student emails and discussion
postings.
In the email in the image below, the instructor sent a weekly class message that reminded the students
about using NetTutor, along with an embedded link to NetTutor.
Wrapping up Week 9
Posted on Thursday, March 19, 2015 12:42:49 PM PDT
Hi ENG 1A students,
As we wrap up Week 9, here are a few reminders:
- Complete your peer reviews for Essay #3 by FRIDAY at 10pm and post them as a REPLY to two of
your classmate’s threads.
- As usual, complete you DQ response and two peer responses by FRIDAY at 10PM.
- The final draft for ESSAY #3 is not due until WEDNESDAY, April 1. This is the WEDNESDAY
after SPRING BREAK.
- Your quiz, as usual, will be available FRIDAY at 10am through SATURDAY at 10pm.
Please let me know if you have any questions. Also, remember that you can use the NET TUTOR tab to
receive feedback on your draft -- even during Spring Break!
Thanks,
M Aminy
11
Tutoring
Send a separate email in Week 1.
Sample email:
Dear Students,
This course is part of a major pilot being conducted by the California Community Colleges Chancellor's Office to improve student success in online courses by integrating resources, such as free online
tutoring for students.
What does that mean to you? First, it means you will have free access to online tutoring. Second,
you are pathbreakers, and your experience will inform and have an impact on the possible expansion
of these services and the shape of online education in the state. It is the state's goal to help the college give you access to online learning tools that may enhance your learning and success in courses
like this one.
The service will be available to you in Blackboard once the module is uploaded. I will send
out an announcement once everything is in place. I am very excited about the possibilities opened
by the concept of online tutoring.
The tutoring service is provided by NetTutor, an outside commercial vendor. If you were to pay
for this service it would cost you $33 for ONE hour of tutoring, $50 for two, $100 for 5 hours, and
$180 for 10 hours. However, YOU GET TO USE THIS SERVICE FREE!
I want to advise students that since this is an outside vendor picked by the Chancellor's
Office, I have little control over it. If you encounter any problems, or have any complaints, please let me know immediately!
Even though there are still many details to attend to for successful implementation, we do know
NetTutor's "Live Tutoring Schedule" for PSYCHOLOGY Spring 2015:
Sun 8 am - 10 pm
Mon & Tues 10:30 am – 9 pm Wed 7 am – 9 pm
Thurs 10 am – 9 pm
Fri 11 am - 8 pm
Sat 11 am - 10 pm
Depending on your browser (Chrome, Explorer, Firefox), you will need to allow your computer to
open NetTutor. After you click on the “NetTutor” link you need to click on the shield icon to allow
access (this example is where the shield is located in Google Chrome):
I will keep you updated as more tutoring information comes available
12
Tutoring
Send a short email reminder in Week 3 directly to students reminding students about
NetTutor.
Week 3 is about when students are set in the course and past the initial acclimation. Remind them in an
email with an embedded link.
Contact information (for faculty):
To share course materials and update Rules of Engagement, contact Dr. Emilia Garofalo (NetTutor Manager) at [email protected]. For technical assistance, contact submit a Support Request using
the form on the website, email [email protected], or call 813-674-0660 x204 (M-F 6a-6p PST).
** Special thanks to Dr. Marina Aminy, Saddleback College, Melissa Colón, Columbia College, and Dr.
Shelly Fichtenkort and H. Curtis Martin, Modesto Junior College, for sharing their screen shots, emails
and tips.
13
Tutoring
OEI NetTutor Fall 2015 Live Tutoring Schedule
To access the most current schedule for live tutoring, please click on the link below:
www.tinyurl.com/ccc-live-tutoring
NetTutor in Blackboard
To access a sample of some best practices for managing NetTutor in Blackboard, please click on the link
below:
https://goo.gl/aJDS2a
14
Tutoring
NetTutor Implementation and Awareness Kit
The "Implementation and Awareness Kit" that follows has been provided by NetTutor and provides a
framework for introducing NetTutor to your college. While some of the content in this standard Implementation and Awareness Kit may be more appropriate for a broader, college-wide implementation, it is
being provided here, along with several appendices, to help inform the launch and support of NetTutor
within the pilot courses at each participating pilot college.
15
Tutoring
Introduction
One of the most important lessons we have learned since NetTutor was founded more than 15 years ago is
that the number of students who take advantage of our award-winning tutoring service is directly proportional to the number of students who are, in fact, aware that this support is available to them on a 24/7 basis.
So with this lesson in mind, we have created a kit whose primary purpose is to help you and your colleagues increase the number of students in your school who could clearly benefit from the expert, personalized tutoring support that NetTutor offers—but are not as yet taking full advantage of this service.
The ideas and suggestions we will be sharing with you in this kit are all based on practices currently being
implemented in schools that are deriving the maximum benefit from everything NetTutor has to offer.
Some of these practices may already be in place in your school, and not all of them, for any number of
reasons, may be logistically possible to implement.
Faculty and administration should consider implementing the enclosed recommendations on a regular basis in order to be effective in reaching students. We will be happy to provide or help with design and language for marketing resources and we hope that you find this information useful. This kit has been created to help you and your institution achieve your goals and if you have more ideas, please let us know!
We urge you to read the kit and to take advantage of the “internal marketing” resources we have included
in this package. We also encourage you to get in touch with us at any time to answer any questions you
might have any of the information we have included in this kit or if you have ideas on how we might be
of further service to you.
Client Services Team
Joseph “Joey” Bower
Vice President, Customer
Services
(813) 674-0660 x223
[email protected]
Peter Pinckney
Manager, Client Services
(813) 674-0660 x230
[email protected]
Adrian Martin
Manager, Client Services
(813) 674-0660 x249
[email protected]
16
Tutoring
Administration: Raising Awareness for Students

If they are not already involved, inform your Library and Tutoring/Learning Center staff about
NetTutor and share with them any marketing materials you receive in regards to NetTutor

Involve your school’s IT and PR departments; post about NetTutor on your school’s website, tutoring center’s website, SIS, CMS, Facebook, Twitter (description, flyer, YouTube videos, encouragement to use/like/follow) (Appendix A-D)

Attend Academic Leadership Team meetings to discuss NetTutor with Deans and Directors

Discuss NetTutor with an Academic Recovery/Retention Team to inform students that are currently
on academic probation, so they could make sure their students are aware of the service

Survey students to assess awareness of NetTutor and satisfaction with the service (Appendix E)

Distribute a one-page flyer that describes your online tutoring program (including name/logo of
NetTutor and your school/department, a brief description, three simple steps telling students how to
find NetTutor, and on-campus contact information) (Appendix C)


Print as cards, flyers, bookmarks or posters and post in library, tutoring centers, academic department offices, computer labs, dorm bulletin boards, and other hightraffic locations (Appendix C)

Handout, email, post in announcement area or on homepage of online course (Appendix A-B)

Distribute a NetTutor “how to access” video and/or provide “how to access” information for students
which can then be displayed throughout the college campus televisions (Appendix D)

Craft and have Provost send a message to students informing them about NetTutor; both including
the flyer and video created by NetTutor (Appendix A-D)

Contact the professional advising staff in regards to NetTutor as they may suggest better ways to distribute flyers and guides to your students

Post information in the University’s electronic newsletter and/or newspaper for students maybe an
article about the availability of NetTutor or include an advertisement (Appendix A-C)

Encourage student participation with reminders (Appendix A-B)

Integrate NetTutor with your LMS/CMS (e.g. Blackboard, Moodle and Canvas) (Appendix F)

Include NetTutor as part of your school’s Student Orientation or First Year Experience (FYE) activities
17
Tutoring
Administration: Raising Awareness for Faculty

Meet with the each College Department (i.e., College of Science/Technology) Leadership Team to
discuss NetTutor with them

Craft and have Provost send a message to faculty informing them about NetTutor; both including the
flyer and video created by NetTutor (Appendix A-D)


Meet or email the Chairs of Math/Stat, English, and Director of Core Curriculum with links to information about NetTutor services in Math/Stat and the Writing Lab (e.g. NetTutor website, flyer,
and YouTube videos) (Appendix C-D)

Survey faculty to assess awareness of NetTutor and satisfaction with the service (Appendix E)

Choose a well-respected administrator or faculty member and ask them to advocate for your program

Present or discuss NetTutor during school functions (like Convocation or Faculty Forums/Orientations) LSI can assist with the presentation

Encourage faculty participation with reminders (Appendix A-B)

Invite faculty to “kick the tires” by scheduling a NetTutor webinar—hosted by NetTutor representatives; provides an overview of the service with focus on customizing the rules of engagement and
sharing course materials
Faculty: Raising Awareness for Students
When instructors provide information and guidance about the NetTutor service, students listen and take
advantage of it when the need arises. Consider the following ways listed to introduce your students to
NetTutor’s online tutoring:

Encourage faculty participation with reminders

Mention NetTutor in your syllabus when discussing the resources available to students who need assistance in your course (include a reminder at exam time or when projects are due) (Appendix A)

Include information about how to access NetTutor in the course syllabus

Whenever assignments are soon to be due or tests are coming up, remind students that NetTutor can
help them prepare for an exam or can help them improve their writing (Appendix B)

After a pre-test, review session, or a class exam, send students to NetTutor to work with a tutor on
concepts they do not understand or questions they miss (correcting misunderstandings when they occur will help students get back on the path to successful course completion)

Mandate or Incentivize students to use the service (i.e. 10 points extra credit per assignment).
18
Tutoring


Assigning students a task to prove they can access NetTutor (for example, the student can submit a
Question in the Q&A Center or Paper in the Paper Center, which can be printed and/or seen in usage
stats)
Conduct orientation sessions for your classes to show them how to access NetTutor, to discuss the
ways in which the service can be used, and to review the ways in which use of this service can help
them succeed (when possible, have students logon to the service and begin using it)

Post a link to NetTutor on your course web page, and include links to student support documents including the NetTutor Student Flyer (Appendix C-D)

Send an email to all students on probation to inform them about the grades they needed to achieve to
avoid suspension following the end of the semester (in it, remind/inform them of the availability of
NetTutor, include flyer)

Adding information in regards to NetTutor in conjunction with on-campus tutoring during student
orientation including some access information, documentation and playing of the instructional video
created by NetTutor (Appendix A-D)

If your institution provides an “Intro to the College Experience” or similar course include a briefing
on NetTutor and show “the how to access the video.” Peer instructors should be asked to discuss access to NetTutor and show the video in their classes if possible (Appendix D)
19
Tutoring
Appendix A (Announcements)
1) Launching of Online Tutoring
I am happy to announce the availability of online tutoring for all College Name students via NetTutor.
Online math tutoring is available 24 hours a day, every day of the week. Writing assignments can be
submitted 24 hours a day, every day of the week and all writing submissions to NetTutor will maintain a
48 hour turnaround time. All other subjects will follow the NetTutor subject hours for the semester.
Please let me know if you have any questions.
NetTutor Customer Support
2) TRiO Online Tutoring Announcement
This is just a friendly reminder that College Name offers free online tutoring to TRiO students. Below is
a flyer detailing the courses that are covered and instruction outline of how to access free online tutoring.
For further information please feel free to contact:
Name | Number | Email
3) Recommendation Blurb
We strongly recommend our students to use the free tutoring service that College Name offers. The service is called NetTutor. Online math tutoring is available 24 hours a day, every day of the week. Writing
assignments can be submitted 24 hours a day, every day of the week. All writing submissions to NetTutor will maintain a 48 hour turnaround time. All other subjects will follow the NetTutor subject hours
for the semester
20
Tutoring
Appendix B (Suggested Email Language)
1) NetTutor is for the Holidays
Hi all!
I wanted to give everyone an update on the online tutoring hours for the Holiday Break. Math will continue to be available 24 hours a day, every day of the week and all paper/lab reports can still be submitted 24 hours a day every day of the week. All writing submissions to NetTutor will maintain a 48 hour
turnaround time during the Holiday Break. All other subjects will follow the previously available hours
for the semester (those hours of availability are attached to this email).
Also, now is the perfect time to go over any questions or concepts you missed on exam reviews or your
actual exams; and to prepare for future exams. You can also use NetTutor to prepare for your final exams that are fast approaching! NetTutor is very easy to use, even on your iPad and other tablet devices,
and the tutors would love to help everyone succeed this semester!
2) Final Exam Prep
Hi all!
I wanted to ensure that everyone was aware of the availability of online tutoring through NetTutor. Live
online math tutoring is available 24 hours a day, every day of the week and all paper/lab reports can be
submitted 24 hours a day every day of the week. All writing submissions to NetTutor will maintain a 48
hour turnaround time. Online Tutoring is available in variety of other subjects so login and ask a tutor a
question.
Also, now is the perfect time to give your exam preparation a boost by going over any questions or concepts you missed on exam reviews or your previous exams with a tutor. We have on campus tutors
available to assist you and online tutoring available via NetTutor to assist with any of your exam reviews! NetTutor is very easy to use, even on your iPad and other tablet devices, and the tutors would
love to help everyone succeed!
21
Tutoring
Appendix C (Flyer)
22
Tutoring
Appendix D (Videos)
NetTutor Promo Video: Describes how easy it is to access NetTutor and some of the new features NetTutor has to offer.
https://www.youtube.com/watch?v=i_14QCR2g1A
NetTutor Modes: Details the different ways to receive tutoring including Ask a NetTutor, Q &A Center and the Paper Center.
https://www.youtube.com/watch?v=25pTejQj7wM&feature=youtu.be
NetTutor for Math: Details how to use the many tools in NetTutor including the Math specific tools.
https://www.youtube.com/watch?v=YvaloQxq8ZQ&feature=youtu.be
Using the NetTutor Paper Center: This video demonstrates how to submit a paper to the NetTutor
paper center, retrieve it once the paper has been reviewed and even upload it to the NetTutor whiteboard
for a live session if you have any questions about the paper review.
https://www.youtube.com/watch?v=lAfZq5UhC9U&feature=youtu.be
23
Tutoring
Appendix E (Prepare For Success)
Preparing for Tutoring Sessions
Are you prepared to become an active and independent learner? If you come prepared for online tutoring, the assistance will be more beneficial and helpful.

Log into a tutoring session EARLY in the semester. When you first begin to experience difficulty in a class, seek assistance immediately. If you seek tutoring assistance the day before an
exam, or when you feel that you may be in danger of failing a course it may be too late. It is best
to envision online tutoring as supplementary to what you are covering in your course.

Assume responsibility. A tutor’s role is to help you learn how to do your course work, not to do
it for you. Tutors can provide support and insight, as well as guide you in problem solving. Our
central goal is for you to become an independent learner.

Read all pertinent material before meeting with a tutor. Try to work all assigned problems prior
to the session, and bring your work to the tutoring session for the tutor to review. This will allow
you to ask specific questions about issues you may have and pinpoint particular difficulties you
may have experienced.

Aim to engage in tutoring sessions in an active manner. You will reap more benefits from assistance if you are the one doing the work.

Set reasonable goals about what can be accomplished. Always keep in mind that it is not realistic or feasible to ask questions about a semester’s worth of material in one tutoring session.

Be patient during particularly busy tutoring times (e.g. mid-terms, final exams, etc.).

Do not hesitate to say, “I am still having difficulty understanding this type of problem. Could we
go through it one more time?”

Review your recorded live tutoring session on a consistent basis. Try to continually expand your
understanding of the material as you strengthen your knowledge base.
24
Tutoring
Appendix F (Surveys)
1. From the list below, please select the class for which you were enrolled in this term.
2. Based on your recollection, how often did you meet with a LIVE tutor during this course? (How
many sessions?)
3. How helpful did you find the LIVE sessions?
4. Overall, how long did you have to wait for a LIVE tutor to respond?
5. To the best of your recollection, how many times did you use the Paper Center to submit a paper for
review?
6. If you submitted a paper to the Net Tutor Paper Center, how soon were you notified that your paper
was ready for review (via email)?
7. If you submitted a paper, how would you rate the feedback that you received on the paper?
8. How would you describe the process for submitting a paper?
9. If you submitted a question through the Q&A area, how soon did you receive a response?
10. If you submitted a question through the Q&A area, how helpful was the answer to your question?
11. How satisfied were you with the Net Tutor service overall (LIVE, Paper Center, Ask a Question)?
12. If you used the service, what impact do you feel it had on your overall performance in the course?
13. Please feel free to share your experience about the Net Tutor service and make suggestions or recommendations for improvement.
Survey for students who have not used NetTutor
1. You have not logged in to NetTutor or used online tutoring this semester…please explain why:
2. Do you plan to use NetTutor and online tutoring?
25
Tutoring
Appendix G (Integration)
NetTutor LTI Integration
Link-Systems International, Inc. has rolled out its implementation of LTIv1.0 to allow flawless and
easy integration of its products into the numerous learning management systems available.
Learning Tools Interoperability (LTI) provides a standardized method of integrating rich learning
applications and tools with a learning management system (LMS) seamlessly and securely.
Through LTI, remote applications such as NetTutor can be presented to users without the need to
send a plugin or package to be installed by the LMS administrator.
To learn more about LTI, please visit the following address:
http://www.imsglobal.org/toolsinteroperability2.cfm
For NetTutor integration, you will need the launch URL (provided below), the key, and a launch
secret for your setup (both can be obtained from your sales representative). Most learning management systems have resorted to labeling this as “External Tool” within their software. You need the
following information for setup:
Launch URL: https://gw.link-systems.com/blti/blti_https.php
Launch key: (contact NetTutor client services)
Launch secret: (contact NetTutor client services)
It is recommended that the external tool be configured to open in a new window. It must send, at minimum, the user’s ID, email address and the resource link ID (or course ID) to NetTutor, the tool provider. It is recommended, but not required, that the first name, last name, and course name be sent as
well. If supported by the LMS, the ability to send the resource link description should be enabled also.
No custom parameters are required.
OEI Implementation Note:
Integration requires that local CMS course-IDs be provided by the college CMS administrator to the LSI
Client Services team so that the links can be "mapped" to the current tutoring subject area in NetTutor.
There is some variation in how course ID strings are provided based on which CMS the college is using.
This topic will be discussed during the Implementation Call.
26
Basic Skills
Embedding Basic Skills support into transfer level online courses
Introduction
One of the foci of the Online Education Initiative is to provide resources to faculty and students to assist
students in succeeding in their courses. These resources include tutoring, readiness, counseling and advising, basic skills support, and streamlined access. Our fall pilot supports the tutoring, readiness and basic
skills support components. This section gives practical options for embedding basic skills support into
online courses.
The current OEI pilot courses are C-ID approved, transfer level courses. Most of these courses do not
have prerequisites, yet many of our students are not academically prepared to succeed in these courses.
The students often lack the mathematics, reading, writing, English second language, and information
competency skills that college faculty expect of incoming “freshmen.” Faculty do not always have the
time, nor the discipline expertise, to assist these students while still fulfilling the content requirements.
Faculty are often left with two options: (1) keep the level of rigor expected of the course and watch students struggle, fail and withdraw, or (2) “lower the standards” so that more students can succeed. Our
goal is to provide a third option of providing “just-in-time” basic skills support links that faculty can embed into their courses. This helps underprepared students gain critical skills needed for success in their
current course, while also allowing faculty to spend their energies on effectively engaging with students
on course content.
The “Basic Skills Workgroup” of the OEI, working with faculty in the spring and summer tutoring pilots,
developed a list of desired topics and then collected a variety of online support modules. The Workgroup
reviewed the modules for variety of style, matching to the topics requested, and personal preference of
faculty in the workgroup and in the pilot. The “yes” sites were then evaluated for ADA compliance. The
provided list is just a start. For now, we are including only resources that are either Open Educational Resources (https://en.wikipedia.org/wiki/Open_educational_resources) or are freely available to use and not
password protected. We encourage you to submit resources you find to be valuable, either self-developed
or developed by others. Please send submissions to Barbara Illowsky, Dean of Basic Skills and Open Educational Resources ([email protected]).
Practical guide for embedding modules
There are two key areas in which to include the URLs: on the course homepage and directly into assignments.
27
Basic Skills
Including links on the course site
Example 1:
The image below displays links together under a heading of “Super Helpful Links.” Various student support
links are already included in the left column of the
course site. These links are included on the course master page so that students may refer to the links without
needing to search for them.
Example 2:
The image below includes ESL support built directly
into the course site. The instructor previously included
a vocabulary list, along with the page in the textbook
where that word is defined. Her class included many
ESL students who mispronounced the words. She
added a direct link to each particular word in the online
dictionary. The dictionary gives the definition along
with an icon which, when clicked, pronounces the specific word. She still includes the page number, as
shown in the image. Students go directly to the word as
the instructor made the direct link, instead of only giving the general URL of the site.
28
Basic Skills
Embedding links directly into the assignment
Example 1:
Assignment: write a paper with two references
Problem: student does not know how to use online libraries and cannot get to school when the on-campus library is open
Solution: “Need help? Press here.”
The question about needing help could be located inside the assignment when the two references requirement is given. The “Press here” would go directly to the site below.
https://owl.english.purdue.edu/owl/resource/558/1/
Example 2:
Assignment: read Chapters 1 – 4 of the text
Problem: student has basic skills need in active reading
Solution: “Need help reading? Press here.”
The question about needing help could be located right next to the reading assignment. The “Press here”
would go directly to the site below.
https://lumen.instructure.com/courses/63104/pages/introduction-to-active-reading?module_item_id=952338
Example 3:
Assignment: write an x-page paper
Problem: student does not know the formatting requirements in writing and has not yet taken English
composition
Solution: “Need help with formatting? Press here.”
The question about needing help could be located inside the assignment instructions. The “Press here”
https://www.youtube.com/watch?v=pdAfIqRt60c&list=PL8F43A67F38DE3D5D
Example 4:
Assignment: write an x-page paper
Problem: student does not understand difference between plagiarism and quoting sources
Solution: “Need help with how to quote? Press here.”
This is a common problem, even among the most sincere students. There are two different URLs to
choose from. The top URL includes a short video; the bottom URL goes to text.
https://lumen.instructure.com/courses/63104/pages/plagiarism-3?module_item_id=952312
https://owl.english.purdue.edu/owl/section/3/33/
Example 5:
Assignment: write an x-page paper and submit it in MLA format
Problem: student does not know MLA format and has not yet taken English composition
Solution: “Need help with MLA? Press here.”
The question about needing help could be located inside the assignment instructions. The “Press here”
https://www.youtube.com/watch?v=RqbRYVCDSxw&list=PL1FF4014845486B31&index=3
Example 6:
Economics assignment: find the equilibrium point for a linear supply/demand problem
Problem: student does not remember how to find intersection point of two lines
The link would go to a short video on equations of lines and finding the intersection point.
4-minute video https://www.youtube.com/watch?v=he5HPPIIdVY
29
Basic Skills
Example 7:
Psychology assignment: The problem below shows an actual textbook question involving the normal
distribution of IQ with an average of 100 and a standard deviation of 15. The student is asked to describe
a score of 115 and a score of 70. The image shows the normal distribution graph of Intelligence Quotient
Score.
Problem: student does not know how to set up the algebraic equation to solve the problems.
The link would go to an elementary statistics open textbook where the same topic is taught with the formulas and worked out solution provided.
http://cnx.org/contents/[email protected]:40/Introductory_Statistics
Textbook problem:
The average IQ score on an IQ test is 100. Standard deviations describe how data are dispersed in a population and give context to large data sets. The bell curve uses the standard deviation to show how all
scores are dispersed from the average score (Figure). In modern IQ testing, one standard deviation is 15
points. So a score of 85 would be described as “one standard deviation below the mean.” How would you
describe a score of 115 and a score of 70? Any IQ score that falls within one standard deviation above and
below the mean (between 85 and 115) is considered average, and 82% of the population has IQ scores in
this range. An IQ score of 130 or above is considered a superior level.
** From Psychology by OpenStax College, CC BY
** Special thanks to Dr. Wendy Bass and Dr. Mitra Hoshiar, Los Angeles Pierce College, for sharing
their screen shots, and Kathy Sparling, Ohlone College for sharing her MLA, research and library videos.
30
Basic Skills
How could the “Need help? Press here” actually look in an assignment?
The image below has Examples 1 - 4 (above) embedded into the assignment.
Assignment
Need help? Click on the links below.
Read Chapters 1 – 4 of The Wright Brothers by David
McCullough. Write a two-page paper about the challenges Orville and Wilbur Wright faced in their quest to
build the world’s first flying airplane that had aircraft controls.
Reading help
In this assignment, include challenges that the brothers
faced in their personal lives as well as technical challenges. Describe two other inventions that came to fruition
in the early 1900s. Did those inventors have similar or different challenges than the Wright Brothers?
How to search the web
Your paper must include at least two scholarly references.
Format your paper using APA rules.
Finding scholarly references
Formatting help
*NOTE: Any papers that contain plagiarism will automatically receive an F grade.
What’s plagiarism?
31
Basic Skills
List of basic skills modules
To access the most current list of basic skills modules, please click on the link below:
https://goo.gl/eQt23Y
32
End of Document

2015 Fall Student Success Pilot - Log In

Transcription

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