i

COLLEGE OF DUPAGE

LEARNING COMMONS

AY17 ANNUAL REPORT Fall 2016 –Summer 2017

Diane Szakonyi, Manager, Learning Support Services

Jane Schubert, Assistant Manager, Learning Support Services

Margaret Hernandez, Coordinator of Writing, Reading, Speech Assistance

Sandra Marchetti, Coordinator of Tutoring Services

Cheryl Martin, Coordinator of Math Assistance

Lindsey Mueller, Administrative Assistant V, Learning Commons

Angel Nance, Coordinator of Operations, Outreach and Technical Support

Cindy Yearman, Learning Commons Desk Supervisor

i

Table of Contents

Learning Commons Mission and Philosophy ......................................................................................................... 1 Academic Support Services Overview ........................................................................................................................ 2 Learning Commons Summary ......................................................................................................................................... 3 Learning Commons Professional Development ................................................................................................... 4 Learning Commons AY18 Annual Plan ...................................................................................................................... 5 Math Assistance Area

Overview .......................................................................................................................................................................... 7 AY17 Objectives and Outcomes .............................................................................................................................. 8 Type of Assistance ..................................................................................................................................................... 10 Student Usage .............................................................................................................................................................. 11 Professional Development ..................................................................................................................................... 11 Engineering Pathways ............................................................................................................................................. 12 Staff .................................................................................................................................................................................. 13 AY18 Objectives.......................................................................................................................................................... 14

Tutoring Services Overview ....................................................................................................................................................................... 17 AY17 Objectives and Outcomes ........................................................................................................................... 18 Student Usage .............................................................................................................................................................. 20 Professional Development ..................................................................................................................................... 20 Partnership with COD Faculty .............................................................................................................................. 21 Top Courses Assisted ............................................................................................................................................... 22 Outreach to Students ................................................................................................................................................ 22 Staff .................................................................................................................................................................................. 23 AY18 Objectives.......................................................................................................................................................... 24

Writing, Reading, Speech Assistance (WRSA) Overview ....................................................................................................................................................................... 27 AY17 Objectives and Outcomes ........................................................................................................................... 28 Professional Development ..................................................................................................................................... 29 Student Usage .............................................................................................................................................................. 30 Type of Assistance ..................................................................................................................................................... 31 Faculty Outreach ........................................................................................................................................................ 32 Staff .................................................................................................................................................................................. 33 AY18 Objectives.......................................................................................................................................................... 34

Front Desk Overview ....................................................................................................................................................................... 37 AY17 Objectives and Outcomes ........................................................................................................................... 38 Staff .................................................................................................................................................................................. 39 AY18 Objectives.......................................................................................................................................................... 39

Placement Testing Student Preparation ................................................................................................................ 41 Outreach Activities and Space Utilization

Outreach Overview ................................................................................................................................................... 43 Space Utilization Overview .................................................................................................................................... 44 AY17 Objectives and Outcomes ........................................................................................................................... 45 Partnerships................................................................................................................................................................. 46 AY17 Outreach Highlights ...................................................................................................................................... 47 AY18 Objectives.......................................................................................................................................................... 48 Learning Commons West ....................................................................................................................................... 49

Off-Campus Learning Commons Overview ....................................................................................................................................................................... 51 Staff .................................................................................................................................................................................. 52 AY17 Highlights .......................................................................................................................................................... 52 AY17 Objectives and Outcomes ........................................................................................................................... 53 AY18 Objectives.......................................................................................................................................................... 54

Organization Charts........................................................................................................................................................... 55

1

2

3

4

Learning Commons

AY17 Professional Development

August 2016

Faronics Insight presented by Angel Nance – Topics discussed include power on/off all student computers, blank the student computer screens, share the teacher screen to student computers, and take control of student computers in the Learning Commons computer room.

Windows 10 presented by Maureen Price, IT– An overview of new features in Windows 10 and most frequently-used applications within the system.

January 2017

Active Violence Phase I training conducted by COD Police Department – A viewing of new active violence video followed by discussion directly related to safety in the Learning Commons.

March 2017

Windows 10 Review presented by Ken Wong, IT – An overview of new features in Windows 10 and most frequently used applications within the system.

May 2017

Service Animals vs. Emotional Support Animals presented by Samantha Salvato, Access and Accommodations – A session providing ADA guidelines and helpful tips to differentiate between service and emotional support animals.

5

Learning Commons AY18 Annual Plan

AY18 Objectives and Strategies

Objective Strategy

1. Expand academic support services by opening a West Campus Learning Commons in the TEC Building and further enhancing academic support services at current Learning Commons locations.

Increase academic support at off-campus centers and other locations on main campus

Increase faculty collaboration and provide

support in the classroom Increase collaboration between Learning

Commons departments to create multi-disciplined workshops

2. Increase Learning Commons use by students through promotion and outreach.

Increase outreach to students with Blue Cards Promote collaboration between ELS and ELA

faculty, students, and Learning Commons staff Increase awareness of off-campus academic

support services through promotional events and marketing

3. Implement new initiatives in academic support for online students and nontraditional students.

Offer live one-on-one online math assistance

Utilize Blackboard Collaborate or other technology to offer small group tutoring

Provide videos of workshops online

Provide assistance using COD technology programs

6

Math Assistance Area (MAA)

Annual Summary Report

7

Math Assistance Area (MAA)

1. All MAA data includes on and off-campus assistance.

2. After signing in, students often stay in the MAA for an extended period, meeting with an instructor/academic

assistant, using the resources, collaborating with other students, or studying independently. Only one sign-in is

recorded even though students may meet with an instructor and use resources multiple times during a visit. Students

sign out only when they leave the MAA. Students may visit the MAA as many times as they want each week.

3. MAA is open from the first day of class to the last day of final exams.

29429

0

5000

10000

15000

20000

25000

30000

35000

Nu

mb

er

of

Sig

n-I

ns

Academic Year* first academic year on semesters

Total Number of Sign-Ins per Academic Year

User Statistics by Term

Term

One-on-one

Sign-ins Unique Students

Fall 13,502 1,600

Spring 12,801 1,452

Summer 3,126 584

Total 29,429 3,636

8

Objective 1: Collaborate with math faculty to pilot faculty-requested math workshops, such

as final exam review workshops. (SLRP #3.1)

Beginning FA16, the MAA implemented Final Countdown Review

Sessions. These sessions consist of a set of two 2-hour final exam

reviews during which students are given a set of 75-100 problems

covering their entire math course. During the four hours, these

problems are attempted and discussed. The sessions were

primarily led by volunteer full-time math faculty, aided by a MAA

staff member.

Eighty students participated in the Math 0481: Foundations for

College Mathematics I and Math 0482: Foundations for College

Mathematics II sessions in FA16. In SP17, sessions were added for

Math 1431: Pre-calculus I. A total of 112 students attended the

Final Countdown Review Sessions in the spring. These sessions

were attended by many students that had previously not used the

MAA.

Objective 2: Develop a series of informational pages for student use in reviewing math skills

independently. These sheets will include video links and practice exercises. (SLRP #2.1 and 2.6)

The MAA created DIY (Do-It-Yourself) Reviews for

several topics that many students traditionally

need to review, such as arithmetic with fractions or

factoring polynomials. Each DIY Review contains links to videos selected for their instructional

quality and alignment with COD math pedagogy.

Following the videos are a set of exercises, brief

answers, then full written solutions. Each DIY

Review also includes a link to a web source of more

practice problems.

The first three DIY Reviews were posted in SU17 on the MAA web page. Additional DIY Reviews will continue to be developed and will cover topics from all levels of the math curriculum.

MAA AY17 Objectives and Outcomes

9

Objective 3: Pilot offering Math Assistance at additional locations on campus. Investigate

providing MAA at the new Addison Learning Commons. (SLRP #4.6 and 5.2)

In FA16, the MAA began offering math assistance in

the Physical Education Center (PEC) for students, primarily athletes, who are on the east side of

campus. The MAA math assistant assigned to the PEC

is a former athletic coach and math teacher. He has

established an excellent rapport with the athletes. By

summer, the MAA was providing 10-12 hours of

assistance per week in the PEC. There were 519 sign-

ins in the PEC in AY17.

In SP17, the MAA began offering three hours of

assistance each week at the Addison Learning

Commons (ALC). Now, all four off-campus Learning

Commons offer three hours of math assistance each

week. In AY17, there were a total of 240 sign-ins off-

campus.

Objective 4: Encourage the development of more study groups by reconfiguring the MAA

layout. (SLRP #8.1)

Plans were made for this reconfiguration but were tabled pending decisions about a broader

reconfiguration of the Learning Commons.

10

MAA Type of Assistance

FA16 – Record high for Sign-ins

Top 8 Courses Assisted Math 0481: Foundations of College Mathematics I

Math 0482: Foundations of College Mathematics II

Math 1431: Precalculus I

Math 1432: Precalculus II/Trigonometry

Math 1635: Statistics

Math 2134: Calculus for Business and Social Science

Math 2231: Calculus and Analytic Geometry I

Math 2232: Calculus and Analytic Geometry II

Math 2233: Calculus and Analytic Geometry III

Math 2270: Differential Equations

Phys 2111: Physics for Science and Engineering I

Phys 2112: Physics for Science and Engineering II

Fall Spring Summer

1. Math 1431 Math 2232 Math 2231

2. Math 2231 Math 2231 Math 2232

3. Phys 2111 Math 1431 Math 2233

4. Math 2232 Math 0482 Math 1635

5. Math 0482 Phys 2112 Math 1432

6. Math 0481 Phys 2111 Math 1431

7. Math 2233 Math 2270 Math 2134

8. Math 1432 Math 1432 Math 2233

As Physics students used the MAA more frequently, the MAA reached its highest number of sign-ins in a semester with 13,502 sign-ins in FA16. Sign-ins for Physics accounted for 18.6% of all sign-ins in AY17.

COD Math course enrollment decreased 13% in AY17. MAA saw a slight decline in math usage as well.

17%

28%

31%

21%

3%

Developmental levelCollege LevelUpper LevelPhysicsOther (non-math courses, advising)

Math Assistance Promotes Student Success

71% of students who signed into MAA

10 or more times earned a final grade of

C or better, compared to 59% of all COD math students who earned a C or better.

Fall 2016 Sign-ins by Level

11

MAA Student Usage

1. All MAA data includes on and off-campus assistance.

2. After signing in, students often stay in the MAA for an extended period, meeting with an instructor/academic

assistant, using the resources, collaborating with other students, or studying independently. Only one sign-in is

recorded even though students may meet with an instructor and use resources multiple times during a visit. Students

sign out only when they leave the MAA. Students may visit the MAA as many times as they want each week.

3. MAA is open from the first day of class to the last day of final exams.

Math Assistance Professional Development

COD In-Service – Several Math Assistance staff attended the COD in-service activities.

Google Hangouts – MAA staff learned how to use Google Hangouts. A protocol was then developed for the new initiative of using Google Hangouts for remote math assistance

Average Sign-ins by Day and by Hour

Average sign-ins per day of week Average sign-ins per hour of day

Fall Spring Summer* Fall Spring Summer*

Sunday 23 20 17 8 - 9 a.m. 15 21 11

Monday 173 184 91 9 - 10 a.m. 24 20 12

Tuesday 175 161 92 10 - 11 a.m. 22 21 8

Wednesday 198 185 109 11 a.m. - noon 20 21 9

Thursday 164 157 85 noon - 1 p.m. 20 15 11

Friday 105 89 NA 1 - 2 p.m. 18 16 13

Saturday 18 14 NA 2 – 3 p.m. 18 16 8

*Closed Fri. and Sat. during Summer term. 3 – 4 p.m. 16 13 8

Monday - Thursday 8 a.m. – 8 p.m. 4 – 5 p.m. 12 11 8

Friday 8 a.m. – 2 p.m. 5 - 6 p.m. 10 11 8

Saturday 9 a.m. – Noon 6 - 7 p.m. 6 7 5

Sunday 1 p.m. – 4 p.m. 7 - 8 p.m. 2 2 1

12

MAA Supports Engineering Pathways

COD Engineering students who complete the Engineering Pathways program are guaranteed

admission to the College of Engineering at the University of Illinois at Urbana-Champaign. The

program requires students take specific classes dependent upon their intended engineering major

and maintain a 3.3 GPA in these courses and 3.2 cumulative GPA for all of their COD courses.

Required courses include math, physics, and computer science courses.

Support for engineering students:

The MAA offers physics assistance to students enrolled in PHYSI 1100: Physics, PHYSI 1201: General Physics I, PHYSI 1202: General Physics II, PHYSI 2111: Physics for Science and Engineering I, and PHYSI 2112: Physics for Science and Engineering II.

In AY17, 353 physics students (about 27% of all registered Physics students) signed-in a total of 5,477 times. This was a 37% increase in sign-ins from AY16.

In SU16, MAA began offering assistance for CIS 2485: C++ for Science and Engineering, a Pathways requirement. In AY17, there were 154 sign-ins for CIS 2485.

Math Assistance Helps Physics Students Succeed

13

MAA Staff

Staffing Statistics

Fall Spring Summer

Tutors/ Assistants

Staff Hours Staff Hours Staff Hours

Peer Tutors

n/a n/a n/a

Category 5 Assistants

n/a n/a n/a

Category 3 Assistants

6 1278 4 1162 4 571

Category 1 Assistants

11 2468 13 3262 13 1624

Full Time Faculty

7 404 7 361 3 92

TOTAL 24 4,150 24 4,785 20 2,287

Math Assistance Area Staff (Left to right)

Sheryl Wagner, Instructional Assistant II

Terrie Brown, Administrative Assistant III

Cheryl Martin, Coordinator of Math Assistance

Maria Daniels, Administrative Assistant III

Sanjukta Bose, Senior Academic Assistant

MAA Assistants and Faculty (Left to right)

Top Row: Mike Conwood, David

Boyd, Rita Patel, Jerry Krusinski,

Mike Phelan, Erich Hauenstein

Bottom Row: Jim Bradley, Peter

Grabow, Laura Sosnowski, Dave

Hallberg, Bridget Rathwell,

Cynthia Marler, John Twomey,

Michael Grygleski, John McIntosh

Joshua Meyer, Patti Brunet

Not pictured: Jim Adduci, Gail

Laurent, Tony Lenard, Barbara

Nelson, Addie Smith, Matt Wechter

14

MAA AY18 Objectives

Explore assisting students remotely, while remaining consistent with the current Math

Assistance model. (Learning Commons Annual Plan Objective 3)

Expand the scope of the DIY Reviews to help students self-remediate. (Learning Commons

Annual Plan Objective 1)

Explore expansion of MAA services to other disciplines, particularly in the STEM fields. (Learning Commons Annual Plan Objective 1)

15

16

Tutoring Services

Annual Report Summary

17

Tutoring Services

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

FY 14 FY 15 FY 16 FY 17

Number of Visits for Top Delivery Modes

Small Group and One-on-one Drop-In Guided Study Groups Total

User Statistics by Term and Delivery Mode Each student attending during any given hour or a portion of an hour is considered one visit.

Term

Small group (1-3)

Drop-In Guided Study

Groups One-on-one In-Classroom Online

Visits Unique

Students Visits

Unique Students

Visits Unique

Students Visits

Unique Students

Visits Unique

Students Visits

Unique Students

Fall 2,503 444 1,972 340 2,309 248 319 18 9 266 49 25

Spring 3,178 505 2,065 301 2,992 257 294 18 12 386 31 26

Summer 762 165 601 85 - - 70 5 4 66 42 19

Total 6,443 1114 4,638 726 5,301 505 683 41 25 718 122 70

18

Tutoring Services AY17 Objectives and Outcome

Objective 1: Complete eight videos and post them online to promote Tutoring Services. (SLRP

#3.1 and 5.5)

In SP17, eight videos about services offered in Tutoring were created and posted on the Tutoring

website. The series includes the following videos:

o Tutoring Services Overview

o Appointment Based Tutoring

o Drop-in Tutoring

o ELA Conversation Circles

o FAQ 1: How does a tutoring session work?

o FAQ 2: How has Tutoring Services helped

you?

o FAQ 3: Who should take advantage of

Tutoring Services?

o FAQ 4: What advice would you give to

students?

Objective 2: Expand in-class assistance offerings by embedding a tutor in occupational

courses. (SLRP #3.1)

In AY17, In-Class Assistance was expanded to 15 additional sections, increasing the program from

five sections to twenty sections. In FA16, a section of MPTV 1324: Motion Graphics and Special

Effects I and a section of MPTV 2331: 3-D Animation I were added. In SP17, sections of MPTV 1313:

History of Animation and MPTV 2333: Motion Graphics and Special Effects II were added. In SU17, a

section of SIGN 1101: American Sign Language I was initiated.

In-Classroom Assistance

Sections Students

Fall 9 266

Spring 12 386

Summer 4 66

Total 25 718

19

Objective 3: Expand Guided Study Groups (GSG) to include new disciplines not currently

offered in the GSG format and increase the number of sections for current GSG. (SLRP #2.6 and

3.1)

Tutoring Services increased the number of sections that offered Guided Study Groups (GSG) in

FA16 by twelve (from 44 to 56 sections) and in SP17 by six sections (from 51 to 57 sections).

Despite 4 fewer GSG sections being requested by the Nursing department, 22 sections were added

to GSG overall in AY17.

The additional sections were added for the following courses:

Objective 4: Review the results of the Blackboard Collaborate pilot project for expansion

opportunities. (SLRP #6.1 and 6.3)

The FA16 pilot targeted 40 students in one section of

CHEMI 2551: Organic Chemistry I. Only one student

utilized this service. The pilot was expanded in SP17 to

include all online/hybrid sections of Accounting,

French, Italian, and Spanish. This offering was utilized

ten times by students: 6 for Spanish and 4 for Italian.

At faculty request, Spanish, French, and Italian BB

Collaborate Tutoring will continue, but Accounting was

discontinued due to low attendance. Alternate

technologies including Zoom, Skype, Google Hangouts,

and Discord are being explored to meet the needs of

online/hybrid students.

New GSG Sections

Course Sections

ANAT1551 3

BIOLO 1151 3

CHEMI 1551 1

CHEMI 1552 3

NURSI 1130 9

NURSI 1220 3

Total 22

20

In SU17, drop-in tutoring was implemented at Carol Stream, Addison, and

Naperville for the following courses:

ANAT 1551: Human Anatomy and Physiology I

ANAT 1552: Human Anatomy and Physiology II

ANAT 1571: Anatomy and Physiology With Cadaver I

ANAT 1572: Anatomy and Physiology With Cadaver II

Tutoring Services Professional Development

National College Learning Center Association – The Coordinator of Tutoring Services and the STEM Specialist attended the NCLCA annual conference in Tampa, FL in Fall 2016.

TLC Workshops – Tutoring staff attended TLC professional development workshops.

Classes and Seminars – The Tutoring Administrative Assistant attended “The Indispensable Assistant” seminar in August. The STEM specialist is pursuing a master’s in Adult and Higher Education at NIU.

Self-Evaluation Surveys – Tutor self-evaluation surveys were administered to help tutors identify their strengths and areas of opportunity. Results are being used to create future staff training and to assist in staff preparedness.

Tutoring Services Student Usage

Average Visits by Day and by Hour

Average visits per day of week Average individual, small group,

and drop-in visits

Sunday Closed 8 – 9 a.m. (Closed) 28

Monday 108 9 – 10 a.m. 32

Tuesday 105 10 – 11 a.m. 46

Wednesday 95 11 a.m. - noon 58

Thursday 123 noon – 1 p.m. 75

Friday 42 1 – 2 p.m. 74

Saturday Closed 2 - 3 p.m. 42

*Closed Fri., Sat. and Sun. during Summer term. 3 – 4 p.m. 33

4 – 5 p.m. 31

Monday – Thursday 9 a.m. – 6 p.m. 5 – 6 p.m. 28

Friday 9 a.m. – 2 p.m. 6 – 7 p.m. (Closed) 15

Saturday and Sunday Closed 7 – 8 p.m. (Closed) 0

21

Tutoring Services Partners with COD Faculty

Guided Study Groups (GSG) are requested by faculty members for their students. The faculty

member meets with the GSG tutor one hour each week to prepare the material to be presented in

the GSG session.

Guided Study Groups

Course Fall

# of Sections Spring

# of Sections

Nursi-1130 9 9

Nursi-1140 9 9

Nursi-1150 3 3

Nursi-1160 3 3

Nursi-1220 8 9

Nursi-1230 8 9

Anat-1500 0 1

Anat-1551 3 4

Biolo-1151 2 2

Chemi-1551 2 2

Chemi-1552 3 2

Math-1431 3 1

Micro-1420 3 3

In FA16, 53% of students in the these courses attended at least one GSG. 87% of these students earned a grade of C or better in the course. Of those who did not attend a GSG, only 66% earned a C or better in these courses.

In SP17, 43% of students in these

courses attended at least one GSG. 70% of these students earned a grade of C or better in the course. Of those who did not attend a GSG, only 37% earned a C or better in these courses.

Guided Study

Groups Promote

Student Success

22

Top Courses Assisted

Top 10 Courses Assisted

Top 4 Courses In-Class Assisted

1. MICRO-1420 1. MATH-0482

2. MATH-0482

3. ANAT-1551 2. MATH-

0481/0482 Computer Based Lab

4. ELA-0958 3. MATH-0481

5. NURSI-1140 4. MPTV-1324

6. BIOLO-1151

7. MATH-0481

8. NURSI-1230

9. NURSI-1130

10. NURSI-1150

Anat 1551: Human Anatomy and Physiology I

Biolo 1151: Principles of Biological Science

ELA 0958: Advanced ESL II

Math 0481: Foundations for College Mathematics I

Math 0482: Foundations for College Mathematics II

Micro 1420: Microbiology

MPTV 1324: Motion Graphics and Special Effects I

Nursi 1130: Introduction to Core Concepts

Nursi 1140: Physical Assessment

Nursi 1150: Pathophysiology-Altered Health Concepts

Nursi 1230: Family Health Concepts I

Outreach to Students

Methods used to advertise Tutoring Services were

enhanced with new designs for marketing materials

such as the new Drop-in Tutoring flyer shown on the

left.

Improvements were made to the functionality of the

Tutoring website by providing students and faculty

with a list of all courses for which tutoring is available.

Outreach to faculty increased through Email Blasts

sent prior to midterms to inform instructors of

Tutoring opportunities available for their specific

course.

A Student Success Resources page was created on the

tutoring website. This page contains information for

students about the opportunity to take the Learning

and Study Strategies Inventory (LASSI) and meet with

a tutor to discuss results. It also provides students

with newly redesigned Student Success handouts.

These handouts outline strategies for students to

improve their skills in organization, time

management, test taking, studying, and more. An

example is shown on the left.

23

Tutoring Services Staff

Rae Maslana, Coordinator of Tutoring, retired in December

2016. Sandra Marchetti was hired in May 2017, bringing a

decade of experience in higher education teaching, tutoring, and advising to the position.

Tutors and Staff (Left to right)

1st row: Ryan Jolly, Fran Duckworth, Maggie Kazmer, Melissa Vargas, Jennifer Braun, Tony DelGeorge, Sandra

Marchetti

2nd row: Heather Lesch, Ana Krstic, Erika Pitts, Emily Eby, Sarah Volle, Leah Poole, Cristina Ramik

3rd row: Brian Kapustka, Stefan Vuksa, Leo Sabate, Todd Holes, Jesse Hayes-Carver, Eric Huerta, Tracy Holmes

Tutors and staff not pictured: Caroline Conley, Amara Creighton, Kyle Dearborn, Elizabeth Domantay, Meriam

Fellah, Garret Kniffin, Kristin Palatinus, Bethany Berg, Mylee Forgille, Lisa Byrne, Anupama Buzruk, Bryan

Blinstrup, Vanessa Krynen, Warren Svoboda, Douglas Drummond, Jane Kuch, Joseph Latoria, Jessica Mendrala,

Julienne Mourot, Julia Newby, Brian Rios, Linda Shaw, Mario Zapata

Staffing Statistics Fall Spring Summer

Tutors/ Assistants

Staff Hours Staff Hours Staff Hours

Peer Tutors

19 2,879 18 2,690 6 379

Category 5 Tutors

10 3,280 12 4,079 13 839

Category 3 Tutors

4 1,305 5 1,614 3 235

Category 1 Non-LD

2 755 2 602 2 114

Category 1 LD Specialist/

Evaluator 1 196 1 150 1 36

TOTAL 36 8,415 38 9,135 25 1,603

Tutoring Services Staff (Left to right)

Ana Krstic, Instructional Assistant – STEM Specialist

Fran Duckworth, Administrative Assistant IV

Sandra Marchetti, Coordinator of Tutoring Services

Heather Burroughs, Administrative Assistant III

24

Tutoring Services AY18 Objectives

Revise and enhance the tutor training program. Create an interactive training workshop,

provide students with updated training resources, and curate YouTube playlists with

updated training videos. (Learning Commons Annual Plan Objective 1)

Implement a better online version of the Tutoring Request Form, allowing students to book

appointments completely online. (Learning Commons Annual Plan Objective 1)

Implement Beginning of Semester Success (BOSS) Workshops for students striving to start

their semester strong with resources and a plan. Workshops will target specific student

populations and will be offered in the Learning Commons and in the classroom. (Learning

Commons Annual Plan Objective 2)

Increase academic assistance at the off-campus centers. Offer drop-in services on a regular

basis, each semester. (Learning Commons Annual Plan Objective 1)

25

26

Writing, Reading, Speech Assistance (WRSA)

Annual Report Summary

27

Writing, Reading, Speech Assistance (WRSA)

** Microsoft Office Lab assistance was discontinued in Spring 2017 due to low attendance. Students seeking assistance for CIS and CIT courses were directed to Tutoring Services. Those not enrolled in a CIS or CIT course were assisted during one-on-one WRSA appointments.

Appointments in FA17 decreased 19% from FA16 possibly due to coaches being blocked off the coaching schedule in order to

create instructional resources and fulfill the need for outreach to faculty. In SP17, WRSA began closing an hour earlier due to low

usage after 7 p.m.. At this time, appointments were also transitioned from 30-mintues to 45-minutes in order to better serve

students. There was a 9% decrease in appointments in SP17 compared to SP16 possibly due to these transitions. In SU17, there

was a 26% increase in appointments compared to SU16. This is increase is likely due to the increase in outreach to faculty during

AY17.

User Statistics by Term and Delivery Mode

Term

One-on-one In-classroom Workshops

WRSA Workshops

Microsoft Applications Lab

Sessions Unique

Students Sessions

Unique Students

Sessions Unique

Students Sessions

Unique Students

Fall 2,717 849 5 84 32 281 13 6

Spring 3,210 913 3 59 20 196 n/a n/a

Summer 780 268 0 0 6 29 n/a n/a

Total 6,707 2,030 8 143 58 506 13 6

5,7076,174

6,923

7,421 7,309

6,707

AY12 AY13 AY14 AY15 AY16 AY17

Nu

mb

er o

f A

pp

oin

tmen

ts

WRSA Appointments

28

WRSA AY17 Objectives and Outcomes

Objective 1: Increase and improve WRSA web content. Record, edit, and post WRSA

workshop videos online for students to view remotely. (WRSA AY17 Goal, SLRP #3.8 and 5.5)

Twenty-six WRSA webinars were recorded, edited,

and posted on the WRSA website for students to view,

especially those taking online courses. These videos

cover a wide variety of topics to help students

improve their skills in writing, reading, speech, and

studying. They also include presentations such as

Transfer Essays and SAP: Financial Aid Appeal Letters.

To make resources easily accessible to students, the speech workshops presented by a Speech

Librarian, are also featured on the WRSA homepage.

Objective 2: Support the Speech Faculty by providing resources and assistance to students

participating in the iConquer Speech Anxiety program. (WRSA AY17 Goal, SLRP #3.1)

WRSA coaches and staff collaborated with Speech faculty to provide

assistance to students suffering from speech anxiety. Eight professional

coaches have been trained in the iConquer Speech Anxiety program and are

available to assist students seven days a week. WRSA coaches created

modules and resources to assist students with speech anxiety in one-to-one

appointments.

Six students received help from a coach in the WRSA using the iConquer

Speech Anxiety program.

Objective 3: Create additional workshops and increase workshop attendance through

collaboration with other departments including the Library. (WRSA AY17 Goal, SLRP #3.8)

Workshop attendance increased significantly as a result of

collaboration with other college departments. This

collaboration included cross-department marketing efforts

with the library. In Fall and Spring of AY17, there were 477

attendees at the workshops compared to 279 attendees in

AY16.

Additionally, WRSA coaches created new workshops

including Thesis Sentences, Effective Business Presentations,

and Scholarship and Transfer Essays.

29

Objective 4: Develop benchmarks to measure progress and success of new coaches by

providing continuous training. (SLRP #4.4)

Mentors were assigned to new peer coaches to assist in their training. Mentors met with their assigned peer coach each week in order to assess progress on learning objectives and tutoring practices. Additionally, mandatory monthly training modules have been implemented for all coaches. All coaches are also encouraged to attend TLC workshops and in-service activities, and to consult online resources, such as Lynda.com for additional training.

WRSA Professional Development

Citations Training - Hosted viewing times for coaches to watch the library’s SOS Workshop webinar, APA Citing and Formatting.

Staff Training Videos – Coaches created training videos for WRSA staff. Videos included ACCUPLACER information sessions and English Meet and Greet sessions.

Self-Evaluation Surveys - WRSA coach self-evaluation surveys were instituted to identify their strengths and areas of opportunity. Coaches assessed their confidence level on working with students with blue cards and ELA/ELS students. Results are being used to create future staff training.

Lynda Videos – Coaches created a Lynda.com playlist to share videos they have found helpful with other coaches and students.

East Central Writing Center Association 39th Annual conference – WRSA Senior Academic Assistant presented at the conference and attended sessions.

30

WRSA Student Usage

**Due to low attendance in the evening, beginning in Spring 2017 WRSA began closing at 7 p.m. instead of 8 p.m.

Efficiency and data collection were improved in WRSA by adopting electronic appointment documentation to replace paper forms. This change allowed coaches to quickly access student records and email them to students when necessary. It also reduced the amount of resources required for the paper filing system.

Appointment quality was enhanced by changing the default 30-minute appointment length to 45 minutes. Students typically require more time than they realize to complete their assignment. The scheduling system was updated to default appointments to 45 minutes and only allow a 30-mintue appointment if an administrator created the appointment.

26%

74%

AY16 Appointments

30-minute 45-minute

15%

85%

AY17 Appointments

30-minute 45-minute

Average Visits by Day and by Hour

Average sessions per day of week* Average sessions per hour of day

Sunday 6.2 8 – 9 a.m. 1.5

Monday 34.2 9 – 10 a.m. 2.9

Tuesday 32.9 10 – 11 a.m. 6.6

Wednesday 34.6 11 a.m. - noon 4.2

Thursday 31.7 noon – 1 p.m. 4.1

Friday 19.4 1 – 2 p.m. 3.5

Saturday 5.8 2– 3 p.m. 3.6

*Closed Fri. and Sat. during Summer term 3 – 4 p.m. 2.9

Monday - Thursday 8 a.m. – 8 p.m. 4 – 5 p.m. 2.8

Friday 8 a.m. – 2 p.m. 5 – 6 p.m. 2.4

Saturday 9 a.m. – Noon 6 – 7 p.m. 1.7

Sunday 1 p.m. – 4 p.m. 7 – 8 p.m.** 1.2

31

WRSA Type of Assistance

Speech

English 1101ELS/ELA

English 1102

Human Services

English

College application & Personal statement

PsychologyTop 8 Courses Assisted

1. Speech

2. English 1101

3. ELS/ELA

4. English 1102

5. Human Services

6. English 7. College application &

personal statement

8. Psychology

3,971638

1,300

607

AY17 Appointments by Type

Writing Reading Speech Conversation

32

AY17 Faculty Outreach

WRSA began offering 10-minute Speech Meet and Greets in SP17. A Meet and Greet

consisted of WRSA coaches presenting a short informational session about Speech

Assistance to 62 Speech sections taught by 24 different instructors.

In FA16, outreach to faculty was coordinated and then expanded in the following semesters.

In SU17, there was a 26% increase in appointments compared to SU16, likely due to the

increase in outreach to faculty.

With an increase in outreach to ELA and ELS faculty, the number of conversation

appointments increased 105% in AY17 compared to AY16. Resources were created to use

with ELA and ELS students, and the ELA book checkout process was streamlined.

WRSA coaches collaborated with four Accelerated Learning Program (ALP) English instructors to provide support for their students.

WRSA surveyed faculty to assess their satisfaction and usage of WRSA services. Forty-five

faculty members responded to the survey. Results of the survey follow:

o 95.5% of respondents encourage their students to use the Learning Commons

o 73% of faculty members surveyed recommend Writing, Reading, Speech Assistance to their students

o Instructors valued the following WRSA workshops most: Avoiding Plagiarism, Creating Effective Visual Aids, and Getting Organized in Writing

33

WRSA Staff

s

Staffing Statistics Fall Spring Summer

Tutors/ Assistants

Staff Hours Staff Hours Staff Hours

Peer Coaches

6 911 5 743 2 111

Category 5 Coaches

3 536 4 771 4 331

Category 3 Coaches

8 2,088 8 2,529 8 757

Category 1 Coaches

8 2162 8 2,046 10 730

TOTAL 25 5,698 25 6,089 23 1,929

WRSA Staff (Left to Right) Margaret Hernandez, Coordinator of WRSA

Elyse Pelzer, WRSA Coach

A new Coordinator of WRSA, Margaret

Hernandez, was hired as Katie Sommers

retired.

WRSA Coaches (Left to Right) Top left photo: Back row: Tiffany Olson, Taryn Vaughan, Izzy Malave Front row: Lindsey Mueller, Wendy Zeni, Naomi Venezian, Glynis Benbow-Niemier, Ida Dandashli Top Right photo: Back row: Christina Rueth, Ixta Rosa, Michael Loch, Elyse Pelzer Front row: Anita Vigilante, Deanna Basco, Rosalyn Lopata

Bottom photo: Back row: Stephanie Robinson, Evan Ripperger, Lujain Abufarha,

Emma Burck

Front row: Elyse Pelzer, Patti Tylka, Anita Vigilante, Jessica

Schubert, Margaret Hernandez, Glynis Benbow-Niemier

Not pictured: Andrew Smith, Angel Avery, Jeff Laird, John Lanier,

Joyce Daley, Julie Center, Kessea Weiser, and Maria Chong

34

WRSA AY18 Objectives

Expand the collection of student usage data and utilize satisfaction survey results to identify opportunities for expansion of services. (Learning Commons Annual Plan Objective 1)

Support faculty by creating and implementing short in-class modules on various writing and speech topics generated by the WRSA advisory committee and staff. (Learning Commons Annual Plan Objective 1)

Provide opportunities for ongoing staff professional development. (Learning Commons Annual Plan Objective 1)

Increase WRSA use by students through promotion, outreach, and collaboration with other departments. (Learning Commons Annual Plan Objective 2)

35

36

Learning Commons Front Desk

Annual Report Summary

37

The front desk staff is the first point of contact for student assistance. The front desk staff provides a variety of services including:

Connecting students to the appropriate Learning Commons service and serving as a resource for student and community questions about COD.

Conducting Placement Test Information Sessions and class visits.

Assisting students with Learning Commons workshop registration, Blackboard, and myACCESS.

Cross-training staff so they may assist at all Learning Commons service desks.

Promoting Learning Commons services at COD campus events.

The number of students assisted by the Learning Commons front desk staff in AY17 is shown on the chart and graph below.

Connecting with Students

Beginning in SU17, texting was introduced as an additional

option for students to communicate with front desk staff.

Staff at the front desk monitor the text messaging system

during regular business hours and respond promptly to

incoming inquiries.

Front desk staff developed and conducted one-on-one student

tours within the Learning Commons.

Learning Commons Front Desk

AY17 Front Desk Student Referrals

Term Fall Spring Summer Total

Referrals to other COD departments 601 507 248 1,356

Placement Test Information (Writing, Reading, ESL, Math) 442 373 184 999

Learning Commons departments 2,350 2,261 629 5,240

Total 3,393 3,141 1,061 7,595

38

Front Desk AY17 Objectives and Outcomes

Objective 1: Encourage continued staff development including on-going computer training. (SLRP #3.1 and 4.2)

Front desk staff participated in Insight and Windows 10 overview sessions, Active Violence

training, and the Service Animals Guidelines presentation. Staff development included training to

present the information sessions.

Objective 2: Increase presence at college events to promote Learning Commons’ academic

support. (SLRP #3.5)

Front desk staff presented at New Student Orientation and staffed TEC Information Tables. Front

desk staff also provided information and assistance at Popcorn Wednesdays, the Spring Open

House, Life Happens, and the Adult ESL Expo.

Objective 3: Increase the number of Writing, Reading, and ELS Placement Test Info Sessions

conducted by Front Desk staff. (SLRP #3.8)

Front desk staff began conducting Reading and Writing Placement Test Info Sessions in AY17.

Training included working with a WRSA coach, completing the placement test and observing

information sessions.

Objective 4: Pursue working with Campus Central on the Smart Start program to inform

students about placement test preparation. (SLRP #6.5)

Front desk staff investigated the possibility of sharing placement test preparation information with

incoming students at the Smart Start program during Spring/Summer 2017. This collaboration did

not occur as Campus Central coordinators made the decision to use New Student Advising and Registration (NSAR) Student Chaparral Leaders to present this information during the program.

39

Front Desk Staff

Front Desk AY18 Objectives

Evaluate and establish staffing, furniture, and equipment needs for Learning Commons

West. (Annual Plan Objective #1)

Assist in the promotion of Learning Commons West services to faculty and students. (Annual

Plan Objective #1, 2)

Assist in the compilation and analysis of Learning Commons Survey results and student

outcome data. (Learning Commons Annual Plan Objective 1)

Front Desk Staff (left to right)

Tom Gaita, Instructional Assistant II

Lisa Berquist, Instructional Assistant II

Cindy Yearman, Front Desk Supervisor

40

Placement Testing Student Preparation

Annual Report Summary

41

Placement Testing Student Preparation

The Learning Commons provides placement test preparation sessions throughout the year to help

students make the most of each attempt on the placement test.

Math and Geometry Preparation

ALEKS Math Placement Test Information Sessions provide information and tips about the test.

Sessions also provide an overview of navigating the ALEKS Prep and Learning module, a personalized

study plan.

Geometry Placement Test Review Workshops are intended for students who have taken geometry

at one time but want to review for the placement test. The Geometry Review is given in two 2-hour

sessions and it is suggested that students attend both workshops.

Over 90% of the students who attended the Geometry Review Workshop, and then took the geometry placement test, obtained the prerequisite score required for college-level math.

Writing, Reading, ESL Preparation

ACCUPLACER Information Sessions provide students with an overview of the tests, sample

questions, preparation tips, and study aids. In SU17, when the college discontinued using the

Sentence Meaning test for placement, those information sessions were eliminated.

ALEKS Information Sessions and Workshops

ALEKS Math Info Session Geometry Workshop

Sessions Attendees Sessions Attendees

Fall 18 86 6 92

Spring 24 93 6 86

Summer 23 62 5 81

Total 65 241 17 259

ACCUPLACER Information Sessions

Reading Writing ESL Reading

Skills ESL Sentence

Meaning ESL Language

Use ESL Listening

Sessions Attendees Sessions Attendees Sessions Attendees Sessions Attendees Sessions Attendees Sessions Attendees

Fall 25 117 25 99 7 31 7 30 7 30 7 29

Spring 24 106 24 97 7 28 4 16 7 28 7 26

Summer 9 32 9 36 4 1 0 0 4 2 4 2

Total 58 255 58 232 18 60 11 46 18 60 18 57

42

Outreach Activities and Space Utilization

Annual Report Summary

43

Outreach activities promote Learning Commons services to students, faculty and community members. Promotional events are focused on the Learning Commons as a whole unit or highlight individual areas within the Learning Commons. The Learning Commons also supports the campus community through partnerships with other departments and by participating in college wide events.

Outreach Activities

Fall Spring Summer

Events Contacts Events Contacts Events Contacts

Campus and Learning Commons Events 19 2,083 19 1,712 5 241

Class/Staff Visits 119 2,283 75 1,374 14 208

Total 138 4,366 93 3,086 19 449

Campus and Learning Commons Events include Admissions events (New Student Orientation; Open Houses; Visit Days; Info Nights); Chaparral Days; Student Life Fair; Final Exams breakfast; ABE/ESL/GED events; Teatime with Tutoring; National Day on Writing; Pi Day; Read, Know, Grow; Popcorn Wednesday; Summer Survival; Keep Calm; Learning Commons Open House for faculty; and meeting with special populations (athletic teams, student clubs and organizations, CCIP students).

Class Visits include classes coming to the Learning Commons and staff going to classrooms to provide an information session about Learning Commons services.

Staff Visits represent presentations made to specific departments or staff groups on campus.

0

50

100

150

200

250

300

FY 14 FY 15 FY 16 FY 17

Nu

mb

er o

f A

ctiv

iites

Outreach Activities by Year

Learning Commons: Outreach Activities

Outreach Staff Angel Nance, Coordinator of

Operations, Outreach, and

Technology

44

Learning Commons Room Usage: The following activities utilize Learning Commons conference and small group rooms.

AY17 Learning Commons Hours of Space Usage

Tutoring

Placement Test Info Sessions/

Workshops Workshops LC Info Session Meeting Other* Total

Fall 5,225 45 75 68 37 77 5,527

Spring 6,068 86 53 59 77 81 6,424

Summer 1,937 24 6 8 18 7 2,000

*Other includes use by faculty, LC and Testing staff, Library, TLC, LD Testing, and Campus Central staff.

Learning Commons Space Information:

Math Assistance Area provides six cubicles and fifteen study tables for student assistance. Thirteen computers are also available for math student use.

Tutoring uses six small rooms and four cubicles for one-on-one or small group tutoring. Three conference rooms in the Learning Commons and some classroom space outside the Learning Commons are used for Guided Study Groups. Space to accommodate twelve students is available for drop-in developmental math tutoring.

Writing, Reading, Speech Assistance provides twelve cubicles and six tables for student assistance. WRSA coaches also meet with students in the speech studio which is equipped with a bunker, computer, laptop, monitor, and camera for recording speeches. A private room is available for online appointments and students with accommodations.

Workshops, Information Sessions, and Learning Commons Orientations are presented in the Learning Commons classroom equipped with 32 seats and laptops.

8 a.m. 9 a.m. 10 a.m. 11 a.m. 12 p.m. 1 p.m. 2 p.m. 3 p.m 4 p.m. 5 p.m. 6 p.m. 7 p.m

Trend of Learning Commons Sign-ins by Hour

Learning Commons: Space Utilization

45

Outreach AY17 Objectives and Outcomes

Objective 1: Study new student contacts made at Learning Commons events to track student

use of Learning Commons services. (SLRP #1.4)

To better understand Learning Commons users, additional data was compiled on the students

who completed a survey or raffle ticket at a Learning Commons event. Each student’s first visit,

most recent visit, and total visits were recorded. This enabled staff to determine if students began

using services before or after a Learning Commons event and if they utilized multiple areas.

Objective 2: Increase awareness of Learning Commons services to students who primarily

attend evening courses. (SLRP #4.6)

Events offered previously only during the day were also offered in the evening. These activities

include National Day on Writing, Pi Day, the annual reading event and general Learning Commons

information tables. Two hundred and twenty-nine contacts were made through these additional

evening activities.

Semester Event Contacts Fall Learning Commons Info Table – 8/23/16 26 Fall Learning Commons Info Table – 8/24/16 26 Fall National Day on Writing 40

Spring Pi Day 50 Spring Reading Event 40 Spring Learning Commons Info Table in the TEC Building 27

Summer All That and a Bag of Chips 20 Total 229

Objective 3: Reconfigure Learning Commons space to better support students seeking

assistance in STEM courses. (SLRP #8.1)

An office was converted into an additional multipurpose room to be used for appointments or

drop-in tutoring. Another office was repurposed to be used for small group or distraction-free

appointment space in the WRSA.

Objective 4: Explore the creation of a virtual tour of the Learning Commons. (SLRP #5.5)

A virtual tour was not created at this time. Currently, individual one-to-one tours are being offered

by the Learning Commons front desk staff. This may be pursued in the future.

46

47

AY17 Outreach Highlights

Outreach to students was expanded off-campus. The off-campus Learning Commons locations participated in events such as National Day on Writing, Pi Day, Read event, and Keep Calm and Color.

At the request of students, a silent study room was implemented for students to use during finals week for a distraction-free study space.

To reach students on west campus, Learning Commons staff hosted an information table in the TEC.

Learning Commons Coordinator of Operations and Outreach presented an in-service session on coloring for stress relief.

The Learning Commons provided space for faculty to meet with students during the remodeling of the part-time faculty offices. A system was created for scheduling and tracking Learning Commons usage of space by adjunct faculty.

Due to additional outreach to Health Science faculty, class visits increased for courses such as Diagnostic Medical Imaging Nuclear Medicine, Diagnostic Medical Imaging Sonography, Health Information Technology, and Surgical Technology.

48

Outreach and Space AY18 Objectives

Explore current trends in academic assistance and opportunities for growth by visiting other colleges and attending the National College Learning Center Association Conference. (Learning Commons Annual Plan Objective 1)

Enhance student engagement during class visits and orientation sessions by creating

additional interactive activities. (Learning Commons Annual Plan Objective 2)

Increase data collection of student usage in each of the Learning Commons areas using

AccuSQL, the Learning Commons tracking system. (Learning Commons Annual Plan Objective 1)

49

Learning Commons West

Opening Spring 2018

Learning Commons services will be expanded to reach students on west campus via a new Learning

Commons facility. The Student Lounge (TEC 1016) will be remodeled to allow a portion of the space

to be used for academic assistance. Learning Commons West is set to open in SP18. This new

location will open up opportunities to collaborate with TEC faculty and provide hands on support

for students in courses such as automotive, service technology, horticulture, HVAC, and welding.

In SP17, Learning Commons information tables were set up in the TEC building to reach out to

students. Learning Commons Services will be offered in the TEC lounge beginning FA17 until

construction has been completed.

Learning Commons West AY18 Objectives

Provide Math Assistance; Tutoring Services; Writing,

Reading, Speech Assistance; and Learning Commons

resources to students on west campus. (Learning Commons

Annual Plan Objective 1)

Promote Learning Commons West by increasing outreach

and building relationships with faculty and students on west

campus. (Learning Commons Annual Plan Objective 2)

50

Off-Campus Learning Commons

Annual Report Summary

51

The off-campus Learning Commons are located in the COD Centers of Addison, Carol Stream,

Naperville, and Westmont. They provide testing services, COD academic support and open

computer labs for all District 502 students and community members. The following information

gives a snapshot of AY17 activity at the four off-campus Learning Commons.

Off-Campus Learning Commons Services

Academic Testing

Specialized Testing

Math Assistance

Public use computers

Tutoring Services

Online Academic Assistance

Library cards issued

Speech Studio at Carol Stream

Off-Campus Learning Commons

52

Off-Campus Learning Commons Staff

Back row: Judy Thommes, Jane Schubert, Danielle Conlee, Julie Jeter, Gerald Jobin, Rose Johnson

Second row: Susan Maloney, Sue Borkar, Lindsey Mueller, Barbara Lipe, Denise Kozik

Front row: Jennifer Wallace, Pam Winberg, Moira Shultz, Jennifer Thompson, Diane Szakonyi

Not pictured: Tracy Braunstein, Sarah Burfield, Amy Carta, Stephanie Dreyer, Karen Humecke, Anna Kosek, Ruth Koval, Patti Matthewson, Charlotte McLaughlin, Lisa Scanlan, Francine Venegas, Nina Egan, Deidre Nolan-Jones, Dana Snisko, Lisa Ancona-Roach

AY17 Off-Campus Highlights

Off-campus staff participated in the African American Read-in and COD Graduation, judged the

Speak Off competition, and volunteered at the Robert Miller Homeland Security Education Center dedication.

Anatomy & Physiology drop-in was implemented off-campus for Carol Stream, Addison, and

Naperville.

Naperville Learning Commons staff attended in-service activities and TLC workshops

53

Off-Campus AY17 Objectives and Outcomes

*Review of Testing related AY17 goals can be found in the AY17 Testing Annual Report.

Objective 1: Open a Learning Commons at the Addison Center. (SLRP #5.2, 8.1, and 8.3)

Addison Learning Commons (ALC) opened in December 2016. Ten computers are available for

Testing Services, which served an immediate need for TCD dual credit testing. Academic support

services, such as Math Assistance, are also available and will be expanded in AY18. ALC also has six

computers available for student and community use.

Objective 2: Improve consistency of service by hiring additional permanent part-time staff at

the Naperville and Westmont Learning Commons. (SLRP #3.5)

An additional ten-hour staff person was hired at both the Naperville and Westmont Learning

Commons.

Objective 3: Participate in emergency training at off-campus locations conducted by the

Police Department. (SLRP #1.6)

Addison Learning Commons staff participated in Emergency Preparedness Training coordinated by

the Addison Center Staff and conducted by the Addison police department on May 2017. ALC staff

also attended Active Violence Phase II training on June 2017. Carol Stream Learning Commons staff

participated in Active Violence training at their center in May 2017. Naperville Learning Commons

staff attended CPR and AED training in January 2017. Westmont Learning Commons staff attended

Active Violence training in June 2017 at Westmont Learning Commons.

Objective 4: Request and train additional part-time staff for the new Addison Center. (SLRP

#3.5 and 8.3)

Four part-time staff were hired and trained for the new Addison Center.

54

Off-Campus AY18 Objectives

* Testing related goals can be found in the AY18 Testing Annual Report.

Increase Placement Test Information Sessions at Addison Learning Commons. (Annual Plan

Objective #1)

Collaborate with off-campus library faculty liaisons to increase student awareness of COD

library academic resources that can be accessed online. (Annual Plan Objective #1)

Increase academic support services at the off-campus centers such as drop-in tutoring,

assistance for Cosmetology students, and ELA Conversation Circles. (Annual Plan Objective #1)

Implement Speech Studios at Addison, Naperville, and Westmont centers. (Annual Plan

Objective #1)

55

Organization Charts

56

Learning Resources Organization Chart

57

58