Library & Learning Services

Dixie State University


Academic Performance Center
Annual Report 2019–2020

Table of Contents

2020 Annual Review

Department Name: Academic Performance Center

College Name: Library & Learning Services

Department Head: Rob Gray

Department Mission Statement (required for NWCCU):

The mission of the Dixie State University Academic Performance Center is to facilitate an active learning environment wherein all students can engage in peer-to-peer instruction and excel in their coursework. Our focus is high-enrollment, high DWF rate lower-division courses. We aim to create a community of academic collaboration, both at Dixie State University and in southern Utah.

Goals and Accomplishments

1. Report progress on goals identified in last year’s report.

LLS Goal 2: Expand Resources and Enhance Services

Strategy: Increase total student visits this academic year.

Strategy: Increase subject tutoring.

Strategy: Begin a proposal to acquire a Title III SIP grant.

Strategy: CRLA certification.

LLS Goal 3: Contribute to Campus-Wide Retention Efforts

Strategy: Create a study to show that tutoring of biology students correlated with higher student success.

LLS Goal 4: Remove Barriers to Access and Improve Efficiencies

Strategy: Increase department efficiency.

2. Summarize department and faculty highlights. (Provide a brief account of this year’s significant happenings and department accomplishments. Include faculty recognitions, honors, publications, presentations, etc.)

Director of Learning Services:

Rob Gray applied for and received CRLA program certification for the Academic Performance Center, the Writing Center, the Peer Coaching program, and the Supplemental Instruction program. He is heading a committee to pursue a Title III SIP grant for five-year funding for supplemental instruction, expanded tutoring, and first-year experience. He co-wrote an article on mandatory tutoring that was published in Curiosity, DSU’s online research journal.

Student Coordinators:

Hailey Faiola is our Academic Performance Center coordinator. Hailey received her AA degree in the fall and was accepted into DSU’s ELED program.

Catarina Prisbrey was our marketing coordinator for learning services. She graduated last fall with a marketing degree from DSU and has obtained employment with Wilson Electric as their marketing director.

Student Tutors:

Dagny Hunt graduated with a degree in biology. She was nominated for Biology Student of the Year. She presented a poster at the Dixie Symposium and is the primary author of a paper currently undergoing peer review for publication.

Kurtis Hinton graduated with a bachelor’s degree in biology and minors in chemistry, health psychology, and psychology. He accepted a Health Professional Scholarship from the US Air Force and has been commissioned as an officer. He will attend Rocky Vista medical school next year.

Camila Arevalo went on a service-learning trip to Mexico last year and was accepted into a study abroad program in Columbia.

Erin Atkinson was accepted into DSU’s Physical Therapy Assistant program and was voted copresident for the Physical Therapy Assistant Club.

Jadely Cartagena was Miss Dixie Second Attendant last fall and served on the Utah Youth Council.

3. Complete the table below for faculty (excluding part-time instructors) as of May 2020, then provide part-time instructor information below the table.

Name and Degree Tenure Status

T = Tenured

TT = Tenure Track

NTT = Non Tenure Track

Rank Faculty FTE Released Time in Credit Hours
Rob Gray, MFA NTT Director 1.0 N/A

Department Effectiveness

10. Please add any other performance data you might like to include here that will help inform an accurate snapshot of your department.

Department Highlights:

A. During the 2019–2020 academic year, the Academic Performance Center had 12,696 student visits, a 69 percent increase in total visits over the 2018–2019 academic year (7,511 visits).

APC Visits by Week and Semester

* The Academic Performance Center had fewer visits than expected during weeks 12–17 of spring ’20 due to the transition to remote tutoring because of COVID-19.

B. Between the 2018–2019 academic year and the 2019–2020 year, the number of synchronous online tutoring sessions that the APC completed increased by 619 percent, from 42 online tutoring sessions to 302.

Additional Department Effectiveness Data:

A. Last year, we analyzed data from an incentivized tutoring study we conducted with biology classes in the Academic Performance Center. The summary is below.

“I received a database of grades for all DSU classes with students’ names redacted (my request). From the information, I was able to average the grades as follows:

BIOL 2320-04 (study class)- 3.02 average GPA
BIOL 2320-01, 02, and 03 (control classes)- 2.61 average GPA
*I did not use BIOL 2320-05 and 06 in the study as these sections used supplemental instruction as additional tutoring in the classes.

BIOL 2420-04 and 50 (study classes)- 3.44 average GPA (combined)
BIOL 2420-01, 02, and 03 (control classes)- 2.76 average GPA

I did not use the few pass/no credit grades in the classes toward the GPA.”

B. In an online survey administered to students on their perceptions of the Academic Performance Center, we found that most students believe that the APC is effective in helping them with their coursework. Between 75 and 88 percent of respondents agree or strongly agree in various areas of student satisfaction (see below).

“The tutors were knowledgeable about the topic I needed help with.” “The quality of tutoring met my needs.” “The environment of the APC was welcoming.” “The system/organization (study hall, in-person, online) met my needs.” “I am satisfied with the assistance I received in the APC.” “I would recommend the APC to other students.”

11. Conduct SWOT Analysis—Strengths, Weaknesses, Opportunities, Threats (Identify internal strengths and weaknesses, and external opportunities and threats. Analysis of facilities, resources, administration/staff, budgets, outside influences, competition and stakeholder satisfaction.)


Chair’s Response—Planning for the Future

12. Based on the above data, list specific goals your department/unit will target to accomplish during the coming academic year. Note: In next year’s report, follow up reporting on these goals will be covered in #1 as in this report.

LLS Goal 2: Expand Resources and Enhance Services

Strategy: Increase total consultations next academic year

Strategy: Increase tutoring of underserved populations

LLS Goal 3: Contribute to Campus-wide Retention Efforts

Strategy: Show Writing Center Effectiveness

15. What are departmental projected needs for the next 3–5 years? Include staffing, space, budget, etc.)

The Academic Performance Center’s biggest need in the next few years will be additional space. As our program continues to grow and as the Athletic Department will require more tutoring to meet Division 1 standards, Learning Services will need additional room.

Another need will be additional funding, and we plan to address this with a Title III grant.

Dean’s Response

17. Provide your overall response to the degree of success this department achieved last year relative to student learning outcomes. Consult with Assessment Coordinators to review the action plan and insights they have entered in TaskStream—they can print out a report for you.

18. Provide your general assessment of the accomplishments and needs, including budget allocation needs (particularly address # 14 & #15).

Summary of Meeting with Provost