Presenter(s)
Sarah Bassler, Kelsi Kuchel, and Mirra Swenson
Abstract
This project introduces a simulation-based training initiative for Winona State University (WSU) Tutoring Services, aimed at enhancing tutor effectiveness, communication skills, and student satisfaction. WSU Tutoring Services provides free tutoring to students through peer-based, online, and specialized instruction programs, aiming to support students' academic success. Despite these efforts, the service has faced challenges with student retention and negative perceptions due to varied tutoring quality.
A thorough needs assessment—incorporating organizational, person, and task analyses—highlighted significant areas for improvement. Organizational analysis identified the key issue of inconsistent tutoring effectiveness leading to dissatisfaction among students, negatively affecting student retention and overall usage of the tutoring service. The proposed simulation training addresses these issues by equipping tutors with strategies to effectively engage and assist students across diverse learning styles.
Person analysis, gathered through surveys and interviews with current tutors and supervisors, focused on characteristics important to effective tutoring, such as communication skills, comfort with technology, and adaptability in instructional methods. Findings emphasized a gap in tutor preparedness to handle varied student learning styles and technology-related queries, suggesting a need for experiential and interactive training approaches.
Task analysis outlined the tutors' primary responsibilities, including explaining academic concepts, actively listening to student concerns, effectively managing multiple students, and offering study strategies. Interviews and feedback from supervisors and current tutors validated the importance and difficulty of these tasks. This analysis indicated clear training needs in enhancing tutors' communication skills and reliability, thus improving overall student satisfaction and tutor confidence.
The developed training program utilizes experiential and social learning theories to actively engage tutors through simulation and group discussion methods. The simulations involve role-play scenarios with experienced tutors acting as students, enabling new tutors to practice realistic tutoring situations. Group discussions further reinforce learning by allowing tutors to share experiences, techniques, and feedback, fostering a supportive learning environment.
Evaluation follows Kirkpatrick's four-level model: reaction-level evaluations gather immediate tutor feedback through surveys; learning-level evaluations use interactive quizzes and tests assessing tutor knowledge and preparedness; behavior-level evaluations include surveys for both tutors and students to determine real-world application of training; and results-level evaluations analyze overall tutoring effectiveness, improved student satisfaction, and tutor performance. A cost-benefit analysis is included to determine the training's financial viability and return on investment.
Ultimately, this training initiative aims to enhance tutor capabilities, improve student learning experiences, increase student retention, and strengthen the overall reputation of WSU Tutoring Services.
College
College of Business
Department
Business Administration
Campus
Winona
First Advisor/Mentor
Huh-Jung Hahn
Start Date
4-24-2025 1:00 PM
End Date
4-24-2025 2:00 PM
Presentation Type
Poster Session
Format of Presentation or Performance
In-Person
Session
2a=1pm-2pm
Poster Number
3
Improving Tutor Effectiveness through Simulation Training at WSU Tutoring Services
This project introduces a simulation-based training initiative for Winona State University (WSU) Tutoring Services, aimed at enhancing tutor effectiveness, communication skills, and student satisfaction. WSU Tutoring Services provides free tutoring to students through peer-based, online, and specialized instruction programs, aiming to support students' academic success. Despite these efforts, the service has faced challenges with student retention and negative perceptions due to varied tutoring quality.
A thorough needs assessment—incorporating organizational, person, and task analyses—highlighted significant areas for improvement. Organizational analysis identified the key issue of inconsistent tutoring effectiveness leading to dissatisfaction among students, negatively affecting student retention and overall usage of the tutoring service. The proposed simulation training addresses these issues by equipping tutors with strategies to effectively engage and assist students across diverse learning styles.
Person analysis, gathered through surveys and interviews with current tutors and supervisors, focused on characteristics important to effective tutoring, such as communication skills, comfort with technology, and adaptability in instructional methods. Findings emphasized a gap in tutor preparedness to handle varied student learning styles and technology-related queries, suggesting a need for experiential and interactive training approaches.
Task analysis outlined the tutors' primary responsibilities, including explaining academic concepts, actively listening to student concerns, effectively managing multiple students, and offering study strategies. Interviews and feedback from supervisors and current tutors validated the importance and difficulty of these tasks. This analysis indicated clear training needs in enhancing tutors' communication skills and reliability, thus improving overall student satisfaction and tutor confidence.
The developed training program utilizes experiential and social learning theories to actively engage tutors through simulation and group discussion methods. The simulations involve role-play scenarios with experienced tutors acting as students, enabling new tutors to practice realistic tutoring situations. Group discussions further reinforce learning by allowing tutors to share experiences, techniques, and feedback, fostering a supportive learning environment.
Evaluation follows Kirkpatrick's four-level model: reaction-level evaluations gather immediate tutor feedback through surveys; learning-level evaluations use interactive quizzes and tests assessing tutor knowledge and preparedness; behavior-level evaluations include surveys for both tutors and students to determine real-world application of training; and results-level evaluations analyze overall tutoring effectiveness, improved student satisfaction, and tutor performance. A cost-benefit analysis is included to determine the training's financial viability and return on investment.
Ultimately, this training initiative aims to enhance tutor capabilities, improve student learning experiences, increase student retention, and strengthen the overall reputation of WSU Tutoring Services.
