LS Embedded Tutoring

Submitted by Shannon Manuelito on
What is the Purpose of the Assessment?

The LS division implemented embedded tutors in BIO 156, 181, and 201 during the 19/20 AY.

Describe the necessity for this assessment

The LS divison is new to offering courses with embedded tutors.

Describe how the practice will be implemented

An ET allows for integrated resources within the class in order to deliver timely specialized student support. The tutor met weekly with the faculty, held tutoring hours, attended classes and labs, and conducted either weekly review sessions or open labs. In the hybrid class, the tutor moderated a dicussion board and was available online in addtion to in person. The tutor gave the students a peer option to help lower barriers that student may face as they look for support. 

Interpret, compare, and describe the results

When comparing grades between classes with an ET to those without an ET.  The results were mixed, more data needs to be collected. 

BIO 156- showed increase in both completion and avg score

BIO 181 HY- showed decrease in completion and increase in avg score

BIO 181 F2F- showed increase and decrease in completion and decrease in average score

BIO 201- showed increase in both compltion and avg score

See chart attached.

After analyzing, and reflecting on the outcome, what are the next steps?

This was the first year that ET were used in biology courses. We created some ET guidelines and a survey. During SP20 LS courses were migrated online (COVID19 pandemic), as such, course materials were modified, confounding the data. Even so, the changes in average score is worth exploring. Also, completion rates were similar, consistent with past interventions. Anecdotally, students responded well to the ET and there's benefits to the tutor (professional growth/ mentoring.) 


The LS division instituted the use of embedded tutors in our nursing track courses, BIO 156, 181, and 201. We compared grades between our courses with the embedded tutors to our previous courses without an embedded tutor. The results are mixed. There seems to be little change in successful course completion however there were larger differences in average scores. The timing of this intervention must also be mentioned as it coincides with the great online migration. Aside from the benefit to students taking the course, the embeded tutor also benefits from professional devleopment and mentoring which are not quantified. Students in the courses responded well to having a peer resource. More data needs to be collected. Addtionally the LS faculty are working together to create best practices for employing an ET as well as creating a student survey to glean more about the ET experience from the student perspective.  

Completed Full Cycle
Course Number
BIO 156
BIO 181
BIO 201
Attachment Size
life-sciences-embedded-tutor-data.pdf 40.87 KB
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