The Tutor.com Blog

We are excited to announce the launch of the Tutor.com Better Together Contest! Tutor.com has worked with libraries for more than ten years to create lifelong opportunities for patrons. During that time we’ve seen an increase in library innovation as they sought partnerships with schools, businesses, and local government agencies. We believe everyone benefits when these community partnerships are nurtured. That’s why we’ve created the Better Together Contest to recognize and reward your efforts.

The Tutor.com Better Together Contest is now accepting submissions from libraries to share their idea for a program that will help build a stronger community. The winning library will receive a prize of $1,000 to fund the submitted idea.  Just head to www.tutor.com/bettertogether for details and the entry form.

Like cookies and milk, Ron and Hermione, Holmes and Watson, some things are just better together. Share with us how your library can make your community a better place, today!

We’ve been making the rounds at tradeshows this month and the hot issue continues to be how to increase student retention and persistence.  Public, private, 2-year and 4-year colleges – everyone is facing this challenge.

“Big Data” projects—a catch-all term for leveraging existing data to identify at-risk students and get them the support they need—is rising to the top as a key solution, but will it work?  Here’s a breakdown of the issues big data can solve for schools, as well as challenges schools will face while trying to implement data projects that drive results.

Challenges to Successful Big Data Projects

• Getting Reliable Data:  Faculty adoption of SIS/LMS systems is an ongoing issue, and when student data (like grades, attendance, information from residence hall advisors, etc) doesn’t live in an electronic system, it’s hard to pull into a big data project.

• Losing the Silos:  Colleges and universities that are collecting data share that much of it gets put into a silo—a closed system where many key decision-makers don’t have access to it.  For big data projects to work effectively, all the relevant data needs to be in one place where analysis can take happen.

• Implementing System-Wide Improvements: Using data to inform interventions on a student-by-student level is important, but the real promise of big data is that it can improve instructional design and address retention problems systematically. Schools will need a structure to review data and make these larger decisions campus-wide.

Data Solutions

Some schools are running their own Big Data projects, while others are turning to outside partners to make the process easier.  Regardless of the approach your college takes, you’ll want to make sure your data project solves these issues:

• The Silo Effect: Breaking down the silos and putting all information from diverse sources (whether it’s SIS/LMS, financial aid, demographics, residence halls, advisors, etc) into one system that can be accessed by different groups on campus for a variety of needs.

• Trend Spotting: A data project should be able to leverage information in new ways to predict which students are at risk for failure/withdrawal/dropout and mobilize the proper resources to mitigate these risks.

• The Big Three:  Steering financial, advising and academic resources to at-risk students to boost persistence.

While Tutor.com is best known for our online tutoring solutions, we also offer comprehensive data and analytic services that can be plugged into just about any data project.

Tutor.com’s Predictive Insights™ Data Analysis provides immediate and actionable data on what students are struggling with (at the subject, topic and application level), when they’re looking for extra help, and what techniques our tutors used to help students break through and achieve mastery.  Students who lack prerequisite knowledge or struggle to achieve mastery of core concepts are flagged by our expert tutors for early alerts, which can be sent to faculty and advisors as email notifications.  Administrators may also review this data regularly, often catching issues long before other systems would have reported a problem.

Is your university implementing a big data project?  Tell us and your peers  about it in the comments section!

We’ve known for a long time that libraries are much more than shelves of books. More than 100 million Americans walk into a public library every year to use public access computers and the Internet for help with job search resources, health information, government services and homework assistance.* New research from Pew Internet & American Life Project shows that people are also connecting to their library via mobile devices and home computers to check the online catalog, reserve or renew a book , look for an event and much more.

The bottom line: access to technology through public libraries is incredibly important to American communities.  This is where the Edge initiative comes in. Launched almost two years ago, the Edge initiative is an impressive coalition of libraries and government organizations working together to support improvement and investment in public technology. The organization recently launched the Edge benchmarks to help libraries evaluate their technology services for their communities.

Community, Engagement and Management

As an organization that has delivered k-college and career support to millions of library patrons, Tutor.com was pleased to see the focus on helping the community use technology to pursue educational and career opportunities. We have seen firsthand through our partnerships with hundreds of libraries the difference it makes to give patrons access to expert assistance online whether it’s an Algebra 1 tutor helping a student prepare for an important test or a career tutor helping revise a resume.

The sense of empowerment patrons have from these interactions is shown in this interview with Melissa S. who accessed math tutoring through Clinton Macomb Public Library in Michigan for almost seven years. Melissa failed a math course before she saw a flyer about free homework help at the library. She decided to give it a try and the next year she not only passed her math class, but had the highest grade.

Empowering communities by offering critical services and resources via technology will continue to improve with the dialogue and insights offered by the Edge initiative. We’re looking forward to following the organization’s progress.

Is your library planning on incorporating the Edge benchmarks into your planning cycle?  Share your thoughts below or on Facebook.

We’re just weeks into 2013 and Massive Open Online Courses or MOOCs continue to be the hot topic in higher education. A recent New York Times cover story follows the progress of Coursera, Udacity, Udemy and other institutions such as MIT and Harvard that are all spending money to offer free courses. While MOOCs continue to evolve with new ideas ranging from how to provide proctored exams and grant certificates of completions, we’re more focused on the online courses that students are really taking.

According to Changing Course:  Ten Years of Tracking Online Education in the United States, a collaborative effort between the Babson Survey Research Group and the College Board, more students are taking online courses each year. Not a MOOC, but a credit-bearing course provided by one of the many schools that offer online classes. The survey found that the number of online enrollments have been steadily increasing as a proportion of total enrollments from 11.7% back in 2003 to 32% in 2011.

This is the trend worth watching. Students choose online courses for a variety of reasons, but perhaps top of the list is convenience. As more non-traditional students go back to school they must juggle work, family and school. The good news is that 77% of chief academic officers report that the learning outcomes from online classes to be the same, somewhat superior or superior to face-to-face classes.

We don’t see an end to this trend of online classes, but it is not without challenges. How do schools support students they may never see? And how can they support professors who may be spending more time and energy creating these classes? Many are choosing online tutoring as a key tool. Online tutoring supports students and professors because it is:

• Available 24/7 while on-campus tutoring centers and professors must have more limited hours to provide help
• Accessible from any mobile device from tablets to smart phones
• High quality with a community of vetted tutors ready to provide instruction in anything from essay writing to advanced statistics
• Personalized to the student’s needs
• A data-rich tool that provides an in-depth look at students’ challenges

While many schools may bring in online tutoring to support their online students, they quickly realize that online tutoring can benefit all students.

While many questions surround the future of MOOCs as you can see in Revolution in Higher Education by George Cigale founder of Tutor.com, online courses at accredited universities are here to stay. Continuing to support students to successfully complete their online coursework may not be the hot topic, but it’s the one that matters right now.

Twenty seven of our library clients have been partners for ten years! To celebrate, we’re featuring their unique stories and how Tutor.com has impacted their diverse communities.  

Clinton-Macomb Public Library (CMPL) has a special connection to its Michigan community. Formed in 1992, the library was spear-headed by citizens who were deeply concerned about dwindling resources for children in the community when the county library decided to focus strictly on research. Little more than five years later a tax referendum for funding was passed and the library was able to officially open its doors. We caught up with CMPL to discuss their history and the success they’ve had with their community programs.

Clinton-Macomb Public Library had such an interesting start! Tell us a little more about that.

Our small but tenacious library built a solid base of support in the community after the initial action taken in 1992. The library board realized that the goal of creating a good first class library system for the citizens of Macomb and Clinton Townships could not be achieved without a strong base of sustained adequate financing.  A vigorous campaign for a one mill tax in perpetuity was mounted and with its passage, the “new” Clinton-Macomb Public Library began. A new hired staff managed the ambitious goal of opening three new library buildings. We like to say that the library board’s “promises made” were indeed “promises kept.” The new CMPL system of a Main Library, South Branch and North Branch was all completed in a remarkable five years.

Wow! We love that the community realized the importance of having resources for the children. How large is the community you serve?

CMPL directly serves residents of Macomb Township and most of Clinton Township. We have 86,000 resident library card-holders and serve an additional 30,000 card-holders through reciprocal borrowing agreements.

What is one of the most popular events the library has hosted?

We have been very committed to the idea of promoting reading over the summer months as a way to maintain skills gained during the school year. Back in June, we hosted our first ever Summer Reading Kick-off Carnival with much success. We had magicians, a bounce-house, face-painting, free ice-cream, balloon-animals, and a concert by a local band. It was very well attended and as a result it was a great opportunity for our staff to promote our summer reading initiatives.

We’re excited to be celebrating our 10 year partnership with CMPL this year! What tactics have you used over the years to make it such a successful program?

We do the traditional means of advertising the service through our quarterly newsletter and on our website. But one of the more effective things we have done is contact local schools, specifically the high schools, and asked them to put a link to the service on their website. When they did, usage increased. In fact, we first introduced Tutor.com in 2002 and usage has increased every year since then.

That is a great idea to encourage schools to help get the word out to students. What words of advice would you have for other libraries looking to bring in an online tutoring program?

Don’t be afraid of success – we marketed ourselves to schools and as a result our numbers increased!

Lastly, do you have any student comments that stand out about the Tutor.com service?

Some of our favorites include:

“I had a really great tutor! She helped me brainstorm ideas and I finally was able to start my essay!:)”

“Very clear and helped me out so now I know how to do it now. I have receive 100 on my test thanks fuys for making it possible”

“it’s great iv only use it for a couple of minutes and I’m already hooked ”

We’ll be featuring one of our ten-year library clients each month.  To learn more about our homework, career and reference support services for libraries go to www.tutor.com/libraries

HOMEWORK!  HELP! is a blog series for parents written by Tutor.com’s Vice President of Instruction, Joan Rooney. Follow the posts and stay tuned for more tips on surviving the homework wars with your kids this school year!

Advanced Placement (AP) classes offer benefits and challenges for high school students and can leave parents in a conundrum.  Should I encourage my student to take these classes?   What should I expect?  How can I help?

AP classes are one way of preparing students for college level work.  They cover more material than traditional classes, require independent work, research, writing, and higher level thinking.   Students who pass standardized AP tests at the end of the course may be eligible for college credit or may eliminate some college required courses.   This is a real benefit in terms of the possibility of accelerating the amount of time your student may spend in college and consequently reducing overall tuition.  For students who know what area they want to major in, these courses can eliminate the need to take foundation classes and allow them to immediately focus on their area of specialization.

Students should carefully consider however which AP classes they should take and how many they should take at any one time.  AP classes take place at a fast pace and require a significant amount of independent work.  Given the fast paced curriculum, teachers often do not have the luxury of slowing down to provide extra time for students to grasp complicated material.

Parents can help their students by guiding them on which AP classes to take.  Students who have an interest in the subject, have had some previous success with the subject, have strong organizational and study skills and express a willingness to commit to the work will find themselves most suited to these classes.

Parents can also bring a sense of balance to the decision making process on the number of AP classes to take.  Many high schools limit the number to three to prevent students and their families from getting  caught up in the desire to ensure acceptance at top tier colleges by taking more AP classes.  Colleges continue to look for well-rounded students who exhibit the ability to manage college work, but also who have demonstrated interest in other school and life activities.

Finally, AP coursework is demanding and can be stressful.  Parents should look for signs that their child may be getting overwhelmed.  Is your child frequently losing sleep to get work done?  Are you noticing withdrawal, falling grades in other subjects, changes in their behavior patterns?   Encourage your child to discuss their school work and their feelings about it with you.  If you notice a problem, help your child to identify ways in which they might re-prioritize or manage their time more efficiently or consider alternative courses.  Encourage them to discuss issues with their teachers.  Reassure them that you are there to help them address their challenges.  AP courses emphasize creative problem solving.  If the AP course itself becomes a challenge, it is one more opportunity to apply those skills.

If you are interested in how Tutor.com has worked for AP Students go to www.tutor.com/schools/programs  to read about Red Clay Consolidated School District in Delaware.  The district selected 102 AP students to have access to Tutor.com.  At the end of the school year, the district analyzed the AP exam results for those students who had access to Tutor.com and found that these students performed better on the exams with an average of 0.855 points higher (the AP exam is scored 1 to 5).

Tutor.com has a network of 2,500 tutors spread across North America, and about 10% of our tutors are affiliated with the military. Since our tutors are remote, we rarely get a chance to meet them face-to-face. That’s why our Tutor.com for U.S. Military Team was thrilled to meet Lara P., a tutor and military spouse, at the 63^rd Army Reserve Support Command (RSC) Yellow Ribbon Reintegration event in Los Angeles. Our team was there to introduce Army Reserve families to Tutor.com’s one-to-one, online tutoring service, which  military families have access to 24/7 at no cost thanks to funding by the Department of Defense.

Lara is a busy Army Reserve spouse, mother of two and an English and essay writing expert for Tutor.com. A former middle school teacher in both public and private schools, Lara wanted to find an education position that would match her mobile lifestyle due to her husband’s military position and allow her to spend more time with her young son. Lara found out about Tutor.com from a friend. Now her commute is up her home staircase, to an office where she works one-to-one with students online.  Lara’s older son, a college freshman, used Tutor.com to get help with high school geometry and chemistry. Lara spoke to us about the challenges she had encouraging her teen son to use the program and why Tutor.com is a great service for adults too.

Tutor.com: After spending 14 years teaching in a classroom setting, why did you decide to become an online tutor?

Lara:  I love teaching, but as a military spouse I need a flexible career.  My family has moved twice in the past five years due to my husband’s military career.  My husband, an Army Reservist, was deployed for the past year and I wanted to be home with our two sons.  Now, my husband is back from deployment, but we live on a pretty remote military base. A friend told me about tutoring online with Tutor.com and I loved the idea of working with students from my home. I set my own hours and just go upstairs and log on my computer when I’m ready to tutor. It is a great fit for me and my family.

Tutor.com:  Besides the flexibility, what else do you like about being a Tutor.com tutor?

Lara: In a classroom setting it’s hard to reach everyone on an individual level.  When I tutor online, I have the opportunity to reach a student right when they need help and to work with him or her directly with no distractions.  I feel very successful when I’m able to connect with a student and help them. It’s a great feeling!  And I especially enjoy knowing I’m helping other military members and families.  (Note: Tutor.com is an anonymous service.)

Tutor.com:  What types of students do you help?

Lara:  I’d say that about half of the students I work with are in college.  Some are adults who are going back to school.  People think that Tutor.com is just for middle school or high school kids, but it’s really for everyone.

Tutor.com:  Why did your son start using Tutor.com?

Lara: My son was always a good student and any help he needed I or my husband could provide.  That all changed in high school. When he started taking tougher math and science courses, I realized he needed extra help, and it wasn’t going to come from me!  At first, he was resistant to trying Tutor.com. I think he was a bit intimidated by the idea of tutoring. That all changed after his first session with a tutor.  He loved it!  Soon he was using Tutor.com regularly to get help with geometry and chemistry.  He liked being able to select his favorite tutors so he could see which tutors were online and plan his schedule around them.

Tutor.com: What advice would you give other parents whose children are wary about trying online tutoring?

Lara:  I’d encourage parents to help their child log-in the first time, even if they are a teenager!  Once your child uses the program and understands how the tutors can help him or her, they will love it and probably not ask for your help again. You just need to get them to try it that first time.  It is also a great tool for military families who are often moving and need a resource that is available 24/7 and all around the world.

If you are a member of a military family, please go to www.tutor.com/military to find out if you are eligible for the program.  The Tutor.com for U.S. Military Families program is funded by the Department of Defense MWR Library Program, Yellow Ribbon Reintegration Program, Navy General Library Program and Army General Library Program. Tutor.com is proud to be a member of the Military Spouse Employment Program.  Approximately 10% of Tutor.com tutors are military spouses or military affiliated.

In 2009, Ohio University Lancaster Campus (OUL) set out on a mission. The faculty identified the need to provide tutoring to OUL’s 2,000+ students, but struggled to figure out how to staff such a center. Many of OUL’s students transfer to Ohio University’s main campus after two years, so the students who could potentially be tutors were transferring by the time they reached the appropriate level. So with the challenges addressed, OUL set out on its mission of finding an accessible, easy-to-use, and effective tutoring solution.

What developed from there is OUL’s successful Tutor Tracks program. Designed by one of their own, Dr. Giorgi Shonia, Assistant Professor, Mathematics, Tutor Tracks is a three pronged web-based solution. Included in the program is a database of faculty resources, the ability to connect to a live tutor working out of the OUL’s Learning Center and lastly, access to Tutor.com. Adding an outside resource to the plan was crucial to provide the 24/7 support OUL hoped for. Chosen for its special features, reporting and data evaluation, and competitive pricing, Tutor.com fit in perfectly with the two other legs of the program.

While the program is still in its early years, it’s clear that the students receiving help are already calling it a success. 100% of student users are glad that OUL is offering Tutor.com and report that it is helping them to improve their grades. And its popularity is growing, not just for students. According to Debora Smith, Assistant Professor, Health Technology, when the program first launched in the 2010-11 academic year online education wasn’t as widespread –or respected –as it is now. But just two years in and professors who were hesitant at first have become the programs greatest supporters. Deborah added, “Online tutoring isn’t just effective, it’s essential. This is a tool that can teach people how to learn. Online tutoring increases confidence in students’ ability to learn.”

Read more about our partnership with Ohio University Lancaster Campus here.

Last fall, we introduced a brand new type of professional development support with the launch of MyLivePD® Online Coaching Services. Funded by a grant from the Bill & Melinda Gates Foundation, MyLivePD offers teachers a new way to collaborate with experienced instructional coaches to get timely, relevant and practical PD support they can use right now.

MyLivePD has been well received by more than 150 math teachers using the service in participating districts including Baltimore County School District, Hillsborough County Public Schools, Tucson Unified School District and several Teach for America regions. We put together a review of MyLivePD’s first year (see link on right sidebar), chock-full of data around why teachers like connecting to coaches online on their own schedule for timely and relevant help.

As we begin a new school year, hundreds of more teachers have signed up to participate. Data from the first year report provides insights on why more teachers want MyLivePD including:

• 85% of teachers connect to a coach and then use the knowledge from their session within one week in their classroom
• 95% of teachers rated the service good, very good or excellent
• Teachers turned to MyLivePD instructional coaches most often to find new resources, discuss specific math concepts or pedagogy

As we begin the 2012-2013 school year, our coaches are excited to help teachers plan and integrate fresh ideas into their classrooms. All of the coaches are well versed in the Common Core Standards and can be a teacher’s best source for integrating new lessons and teaching methodologies that may be part of their district’s Common Core implementation.

If you’d like to learn more about how to bring online instructional coaches into your district, visit tutor.com/mylivepd.

The Bednar family has moved four times in their nine plus years as a military family.   Cesar, who just completed seventh grade, must adjust to different schools, curriculum and teachers every few years.   His mom Wendy works hard to choose the best school district in the area while still keeping her husband, a Second Lieutenant in the Army, close to his work.  This past year, a transition to a top-rated Florida school district was tough. Differences in the school districts’ curriculum meant Cesar was at least a semester behind in his new school.  Tutor.com was able to fill that gap and bring Cesar’s math grade up from a D to a B in just one semester.  Here’s how the Bednars were able to learn better with the help of Tutor.com for U.S. Military Families.

Tutor.com :  How long has your husband been in the military?

 Wendy:   My husband served in the Army for eight years.  He took a break from service and then came back as an Officer about a year and a half ago.  He’s going through nine months of EOD (explosive ordnance disposal) training.  The training has two phases in different locations.  We moved to our new town in Florida this past year.   We were lucky to enroll Cesar in one of the top ten school districts in the state.  

 Tutor.com:  Was that transition hard for Cesar?

Wendy: Yes.  We quickly realized that he was almost a semester behind in his pre-algebra class.  By the third or fourth week into the semester, I realized his grades were going down and he wasn’t learning the concepts.  My husband and I couldn’t help him.  We both took Algebra about 20 years ago and we just weren’t communicating effectively with Cesar.  He kept telling me that I wasn’t doing it the same way his teacher did in class.  I started looking for help, mostly relying on talking with other parents.  I was getting very frustrated when another mom told me about Tutor.com.  At first I thought there was no way we could afford the help.  Then I realized it was free for military families. 

 Tutor.com:  Was Cesar interested in online tutoring?

 Wendy: Well, I created an account and told him to try it.

 Cesar:  At first I didn’t think I needed a tutor.

 Wendy:  I explained that there was no reason to be frustrated when a tutor was right there online and could help him.  He realized that my husband and I weren’t able to help and that he needed someone who could ‘speak math’ to him. 

 Cesar:  I really liked that the tutors would not give up on me.  They helped me until I understood the problem.  I used the favorite tutors feature and worked with those tutors the most.  They really helped me get my homework done.  I also connected to tutors for help studying for tests.  I’d review my old sessions too. (Note:  Students can save all of their Tutor.com sessions for later review.)

 Wendy:  We saw an immediate, dramatic improvement once he started using Tutor.com for Military Families. Even his teacher commented on how much better he was doing.  By the end of the school year he raised his grade form a D to a B. 

 Tutor.com:  Would you recommend Tutor.com to other students?

 Cesar:  Yes.  I’d tell other students to try it.  The tutors are there to help you and they are really good at what they do.  I used Tutor.com about three times a week after school to do homework or in the evenings to study. Anytime I had a question that was bugging me, I’d just go on and get help.   

 Wendy:  I hope other military families find out about the program before they and their children get frustrated with school.  I found out about it through my mom network, but I think the community services and family support groups should help families and get the word out.  It would have been great for me to know about the program earlier. 

 If you are part of an Air Force, Army, Marine Corps, Navy, National Guard or Reserve Family, please go to www.tutor.com/military to check if you’re eligible for free online tutoring and homework help.  Tutor.com for Military Families is funded by the Department of Defense MWR Library Program, Yellow Ribbon Reintegration Program and Navy General Library Program.

Online tutoring is about people. And the technology is cool too.

Education technology has taken on many different forms in the classroom. Over the past year more schools have adopted iPad programs and more teachers have experimented with social media tools to engage their students. Video is taking on a larger role too especially with the introduction of Kahn Academy. Interactive content is great, but oftentimes you need real help from a real, live person.

The Internet helped us change the medium, but the ancient practice of one-to-one tutoring remains the same. With Tutor.com, your tutor doesn’t have to live close by or come to your house every week—geography and time don’t matter. Our community of 2,500 tutors working online means that whenever students are stuck on a problem or concept they can use Tutor.com technology to get a live tutor, 24/7. And, students do this more than a million times a year.

Providing access to tutors for that intense one-to-one help outside the classroom helps students:

• Get the individualized help they need tailored to their learning style and specific area of struggle (Our tutors don’t end a session until the student has grasped the concept)
• Come to the classroom prepared and ready to learn
• Be more confident and engaged learners who ask better questions

Technology alone can’t guarantee these results. If you’re interested in learning more about online tutoring provided by real tutors helps make classrooms better, visit our website: www.tutor.com/schools.

Cherie Mazer, Ed.M., Harvard University Graduate School of Education, has released a new report, Online Tutoring: A New Retention and Remediation Solution for Colleges. The report, commissioned by Tutor.com, investigates the extent of the remediation and retention crisis in our higher education system and the role online tutoring can serve in addressing the issue.

Click here to download the full whitepaper.

While the number of students enrolling in undergraduate degree programs has increased 34 percent from 2000 to 2009, the number of those students who are unprepared for college has increased proportionately and is staggeringly high. Fully 60% of students entering community college require at least one remedial course. Remediation is expensive—students taking these courses pay full tuition, yet may receive no college credit. Worse yet, according to Remediation: Higher Education’s Bridge to Nowhere published by Complete College America only 36% of students in remedial courses finish those courses and associated college-level coursework in two years time.

Ms. Mazer’s report highlights research studies specifically focusing on the efficacy of online tutoring in higher education settings. The studies cited determined that students studied achieved improved content knowledge, had better attitudes about seeking help, higher retention rates, and also preferred virtual tutoring over face-to-face interactions.

Recent data also suggests that individualized, live tutoring—in a virtual environment—is an effective means to address retention and remediation. Potential factors include:

• Online platforms allow distance learners—whose retention rates can be very low—with the flexibility they need to fit in the tutoring they need;
• Low-performing students are less threatened or embarrassed to seek help using an electronic system, rather than work directly with a face-to-face tutor;
• The scalable nature of online tutoring allows institutes of higher education to serve more students.

Black Hawk College in Illinois is an example of one institution that serves a diverse student body and is striving to make resources and support accessible and viable to all students by including online tutoring as part of their services.

“Our students balance jobs and families and online tutoring allows us to support them in ways our on-site tutoring cannot provide,” explained Kari Koster the Student Success Center Director at Black Hawk College. “Many of our students are under-prepared and only about 57% advance from their first remedial course. Online tutoring has been part of our larger retention efforts, including supplemental instructions services, First Year Experience program (in development) and an Early Alert System.  We need to continue to make resources accessible to our students in multiple formats to provide support and facilitate learning.”

What is your college doing to address retention and remediation issues?