61st
Annual Convention of College Composition and Communication Conference,
Session: Bringing WAC Back, From Suspended Animation to Revitalization
Presenter’s Title: “Remix: Commingling Online Tutoring
with a Writing Associates Program”
Judy Arzt, Ph.D., Saint Joseph
College, 1678 Asylum Avenue, West Hartford, CT 06117, jarzt@sjc.edu; 860.231.5353
Remix: Commingling Online Tutoring with a Writing Associates Program
Introduction
The literature on WAC programs is replete with stories of successes and failures. Here, I present a success story with the goal of inviting others to consider how the programs described relate to their institutions and have adaptability. A review of the literature reveals numerous institutions have successful writing fellows and online tutorial programs. As the title of my session, Remix: Commingling Online Tutoring with a Writing Associates Program, suggests, the intent is to highlight the benefits of blending an online tutoring program with a writing associates program. As is characteristic of a symbiotic relationship, the commingling yields results that each component individually could not. I begin by addressing the characteristics of each program, but as you will see when I describe the online tutorial program, each program is difficult to clarify without addressing the other. After providing an overview of the two programs, I delineate results of surveys administered to students, faculty, and associates involved in both programs. The sample is comprised of 1,126 students, 12 faculty members, and 14 associates. With surveys delivered over several semesters, an aggregate picture of the two programs emerges.
Before launching into details, a brief overview of the environment into which we infused these two programs is warranted. The literature in the field reminds us that WAC programs flourish or perish dependent upon institutional culture (McLeod, 2008; Walvoord, 1996; Zawacki, 2008). Our institution has a rich heritage in WAC, with many faculty members well versed in its principles. We have a 23-year-old WAC writing center and a 22-year-old WAC longitudinal portfolio program, which has garnered awards and commendations. These programs offer faculty many opportunities for professional development. We have a history of a vibrant and growing writing center, one which has been forging ahead with online tutorials and web-based resources. For a population of merely 2,000 students, we offer 5,000 hours of tutorials annually, and with the commingling of the online and associates programs, we now deliver roughly 65% of our tutorials online.
Descriptions of the Programs
Associates Program
We introduced the writing associates program in the spring of 2007, though previously we used course-embedded tutors. The people who serve as associates include the writing center coordinator, the writing portfolio coordinator, the center’s director, the center’s assistant director, a writing skills coordinator, several part-time professional writing tutors, and graduate assistants. (This staffing composition is consistent with Beth Hewitt’s (2010) claim in her book Online Writing Conference that online writing tutoring requires trained professionals with instructional experience to negotiate the intricacies of working with students in an online environment to assist them in becoming better writers. Because we blended the associates program with the online tutorial program, we resorted to professionals to assume the role of associates, unlike other models wherein peer tutors serve as associates; see Haring-Smith, 1992/2000; Soven, 2005).
Our writing associates work with classes ranging from introductory to graduate level. In the three years since implementation of the program, associates have served approximately 60 courses. Based on an average class size of 20 students, the program has reached approximately 1,200 students.
The roles of the associates vary from course to course, discipline to discipline, as well as from professor to professor, and associate to associate. The college website provides a broad description of the program, but the specific characteristics evolve from the partnerships forged between associates and professors. I outline here some common characteristics of the associates program.
(1) Associates attend classes, read class texts, assist professors with syllabi and assignment design, and are knowledgeable of course-specific evaluative criteria used to judge student writing.
(2) Associates confer with faculty throughout the semester for course updates and ongoing planning.
(3) Instructors who use the College’s electronic course management system, Blackboard, enroll associates in the course, providing another means for associates to keep current.
(4) Associate conduct in- and out–of-class workshops and prepare handouts and comparable resources for student use.
(5) Associates update the writing center’s Blackboard site, loading resources, syllabi, assignments, model papers, and other relevant materials. (The “Associates Resource” section of the site contains information for other tutors to access if the associate needs additional staff to assist during overload times.)
(6) Associates contribute to the writing center’s website, which now has approximately 50 writing handouts.
(7) Most important, associates meet regularly with students, be it online or in-person, providing on average 100 hours of assistance per course over a 15-week semester.
In sum, the program focuses on engagement with students and professors and the secondary goal of building a repository of WAC resources. The implementation of the program has resulted in a dramatic increase in writing center tutorials as well as heightened faculty and student awareness of the writing center’s multiple contributions to the college community.
Online Tutorial
Program
The online tutorial program commenced in 2000. With the associates program implemented seven years later, we found that incorporating online tutorials into this newer program accommodated the increased demand for tutorials. The wedding of the programs resulted in a host of benefits, some of which I list here.
(1) Students have access to tutorials beyond associates’ in-house office hours.
(2) The timeline for associates to provide feedback to successive student drafts is shortened, enabling students to receive timely and richer feedback.
(3) Students start papers earlier, aware of the benefits of feedback, and professors establish schedules for students to submit work online.
(4) Camaraderie forms between students and associates in the online environment and is cushioned by associates’ in-class presence and the professors’ endorsement.
(5) Students have immediate access to associates to address simple concerns but ones that facilitate the writing process such as formulation of a thesis statement.
(6) Associates have increased flexibility to work where and when they want, increasing their commitment to the program.
(7) Veteran associates who have relocated continue in the program, increasing the number of available seasoned associates.
(8) Students receive written transcripts of feedback, an advantage over in-person sessions in which the auditory nature of sessions creates a transitory effect. Students also have an archive of tutorial reports for future reference and building their writing skills.
(9) The asynchronous online tutoring format affords associates the luxury of time to frame responses and contact professors for clarification before responding to a student. Additionally, the reading process is seamless and gains authenticity, by minimizing the interruptive discourse characteristic of an in-person session.
Assessment Results
As noted, we have been using surveys to asses the programs on an ongoing basis. Students complete end-of-semester surveys in class assessing their experiences of working with an associate. Faculty and associates complete surveys via email at the end of the semester. In addition, we send email surveys at the end of the semester to students who have used online tutoring.
Student Response to the
WA Program
Based on 476 students surveyed, we found that 96% found the associate assigned to their class was helpful, 96% affirmed the program benefited them academically through the variety of services offered, and 98% recommended that the program be expanded to incorporate additional courses. A number of students reported consulting with associates out-of-class 10 or more times.
The coding of open-ended responses revealed that the most common terms used to characterize associates were “helpful,” “approachable,” “knowledgeable,” “accessible,” and flexible.” In general, students appreciated the convenience of the option of online tutorials. In particular, commuters and students with heavy academic loads noted the advantage of this option. Students praised the benefit of receiving feedback to successive drafts, which in part was achievable due to online tutorials. In response to a question asking for suggestions of courses in which to implement the program, the three most popular responses were writing-intensive courses and courses in the psychology and history departments.
Faculty Response to
WA Program
Faculty surveys contained closed- and open-ended questions. Quantifiable data revealed all 12 faculty members rated the associates program as successful, with 8 assigning a rating of “highly successful,” and 4 assigning a rating of “somewhat successful.” All 12 indicated they would welcome an associate in subsequent semesters, and all noted they would recommend the program to colleagues.
Faculty responses identified several positive attributes of
the program including increased opportunities for collaboration not only between
faculty and associates, but also between students and associates, and acceleration
of students’ growth in critical thinking skills and research writing skills. Faculty
not only suggested expanding the program but also increasing the number of
times associates attended classes and offered tutorial hours. However, faculty
also realized that bountiful resources would be needed. One faculty member quipped
that although she would recommend the program to colleagues, she would “only if
it would increase resources to support the program because selfishly—I don’t
want to have less support available to me ☺.”
Associate Response to
the Program
Of the 14 associates surveyed, half rated the experience as “highly successful” and other half as “somewhat successful.” Most of the data collected from associates was qualitative in nature, and analysis of their responses indicated the program made the tutorial process more fluid and transparent and the online option was helpful to students. However, they also worried about overload. Like faculty and students, they recognized the merits of in-class participation, but were aware that budgetary restrictions curtail this facet of the program.
Student Response to
Online Tutorials
Surveys to assess student response to online tutorials began in 2006, yielding seven semesters of data collected from 650 students. Seventy-four percent of respondents reported that they first learned of online tutorials through faculty endorsement. We believe this is indicative of a high level of faculty support for the writing center’s shift to the online format. Of the 650 respondents, 98% reported a high or moderate level of satisfaction with the program. Asked if they would continue to use the service, 94% responded yes. Among the 6% who indicated they would not, about half noted they were graduating and would use the service if it were available to alums, whereas the remaining few attributed their dissatisfaction primarily to technology issues.
Asked to note which of the three kinds of feedback used in online tutorials—opening comments, embedded comments, and next steps—were the most helpful, 83% of the students marked “all of the above.” One student commented,
I really appreciate all the techniques the tutors use. The opening remarks are helpful because it gives the writer a general idea of what the tutor thought. The comments embedded throughout the document are extremely helpful because they illustrate exactly where the tutor recommends revision. Lastly, the next steps are probably the most useful because it allows the student to know exactly what they should do next without feeling too overwhelmed.
These strategies implemented long ago with the start of the online tutoring program have carried over to the blending of the tutorial method and the writing associate program. Students also appreciated tutors providing links to Internet resources, including those found on our website and other institutions’ online writing labs (OWLs).
Although survey data included students who used the service
in courses without associates, students who used it with an associate found the
service doubly helpful. These students commented upon the associate’s knowledge
of the course content and professor’s expectations. Some students in courses
without associates noted that tutors’ comments confused them or tutors did not always
understand assignment expectations. These comments attest to the merits of
embedding tutors in courses. Comments offered by students in associate-linked
courses also revealed many had not used the writing center before or perceived
of the center as serving “only under-prepared students.” Without the associate
program, we can safely assert some students would never have made use of the
writing center.
By collecting data, analyzing results, and reporting findings, we build a powerful case for continuation and expansion of our programs. Student commentary in particular is a means to vouch for our successes. As one frequent user succinctly stated,
I think it’s the most helpful tool
at
Another praised online tutorials while also commenting upon its transformative effect:
This is the best kept secret in town! In explaining to my teenage son why it isn’t considered cheating, I told him, “Isn’t the point of education to learn?” and I have definitely learned and grown from the insightful comments and suggestions provided by my tutors. It is obvious that they are all well-trained in respecting an author’s work because that attitude was tantamount in my experiences. My son wants to know if he can send his papers to you!!! Keep up the great work!”
Notable Increases in
Tutorials
Each year since the inception of the WAC writing center in 1988, we publish annual reports documenting the number of tutorial hours per course and per department. A review of recent reports reveals that student use of tutoring has increased triple-fold for courses and departments with associates. Among those departments are prominent ones such as counseling, psychology, and social work. We believe documentation of this kind along with survey results is an excellent means to evidence the effects of commingling an online tutorial program with an associates program. Given the increase in usage and strong faculty and student endorsement, we have concerns about expansion in difficult economic times. Yet we believe accruing evidence assists our advocacy. In fact, the availability of data at our fingertips facilitated applying for a 2-million dollar federal grant, with part earmarked for expansion of the associates program.
Conclusions
In essence, if we want our WAC programs to grow and thrive, we need to document our successes. As Susan McLeod’s remarked in her 2008 Plenary Address at the 19th International Writing Across the Curriculum Conference: “I recommend…gathering data of all sorts….We need assessment so we can prove as empirically as possible that what we do is effective and also so that we can find the holes in our programs that need to be plugged.” In summation, I urge us to promote our successes: to collect the data, to report the findings, and to marshal evidence to improve instruction and thereby student learning outcomes. Without these kinds of data and analysis, we lack evidence to support our efforts and miss opportunities to determine where we can improve. In addition, in times of fiscal constraint, the more we can do to bear witness to our successes, the more ammunition we have to present to policy makers and fiscal stakeholders to convince them to sustain and expand successful programs.
References
Haring-Smith, Tori (1992/2000). "Changing students'
attitudes: Writing fellows programs." Writing
across the curriculum: A guide to developing programs. Eds.
Susan H. McLeod and Margot Soven.
Hewett, Beth (2010). Online writing conference: A guide for
teachers and tutors.
McLeod, Susan H. (2008). The future of WAC
- Plenary Address, Ninth International Writing Across
the Curriculum Conference, May 2008 (
Soven,
Margot Iris. (2005). What the writing tutor needs to know.
Walvoord, Barbara. (1996). The future of WAC. College English, 58, 58-79.
Zawacki, Terry Myers. (2008). Writing fellows as WAC change agents: Changing what?
Changing whom? Changing how? [Special issue on Writing
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