Gvsu math center pr plan by Stephanie Krings

Public Relations Campaign Book:

Mathematics Tutoring Center

Stephanie Krings 1

Table of Contents Introduction

Secondary Research

Primary Research

Objectives, Strategies, and Tactics

Budget, Evaluation, and Timeline

Example Tactics

Appendix

Introduction This campaign is being organized in response to concerns outlined by Marcia Frobish, Director of The Grand Valley State University (GVSU) Mathematics Tutoring Center. The goal of this campaign is to increase students’ awareness of the math center as well as participation of students at the math lab located on the Pew campus of Grand Valley State University in Grand Rapids. “The Mathematics Tutoring Center is a place for students in many levels of math classes to get help... All tutoring in the Math Center is FREE with no appointment needed” (GVSU Maths and Stats Center, 2015, para. 1 & 3). The math center employs a staff of thirty-five tutors that cover three centers. Unlike the Tutoring Center, which limits students to one hour of tutoring per week, the math lab does not have an hour-per-week limit. Marcia Frobish is the forth Director of the mathematics center, and has been involved with the center's expansion from the lab in Allendale to include a new center located on the Pew campus in downtown Grand Rapids. In early 2000, the mathematics center was a “tiny, horrible classroom” (M. Frobish, personal communication, January 21, 2015). The main center is now located in room A-2-601 in Mackinac Hall on 1 Campus Drive in Allendale, and is larger than the original classroom used over a decade ago. The new Pew campus mathematics center is located in room 101 of the Eberhard Center at 301 Fulton Street West in downtown Grand Rapids. The center is more spacious than the Allendale location and has natural light from large windows, making it a pleasant environment for the students to study. However, the number of students flowing through the Pew campus is lower than the amount on the Allendale campus, and that combined with the fact that the Pew mathematics center has only been open about two years means that less students are using the facility than desired. Frobish estimates that about thirty students use the center every day, but that the capacity is higher. The first problem with the low attendance rate is that students are unaware of the Pew location. They have either never heard that there is a lab center available at GVSU or are only aware of the one located on the Allendale campus. Frobish and her team have used print media such as posters and bookmarks to inform students of both mathematics centers, and their efforts have resulted in some students coming to the lab for assistance. Yet many students still seem to be unaware of the Pew campus math lab. A second problem faced by the mathematics center is the uncertain attendance records of the student users because many of the students fail to log into the center's computer when they use the lab. The tutors are usually helping students as new students arrive and are not always available to instruct the students to log in. Because of this issue, exact numbers are unavailable, which also adds to the issue of proper funding for the math lab and its tutors.

The strengths of the mathematics center include a diverse group of tutors available to assist students at no charge and with no time limit; and a center at both the Allendale and the downtown Pew campus. The main two weaknesses of the math lab are that there is currently no highly successful way of advertising the Pew mathematics center to students, and there isn't a plan in place to ensure that students log into the math lab when they use it. With these issues in mind, the goal of this campaign is to increase the number of students using the Pew mathematics lab each day, and to increase the number of students who log into both labs when they arrive. Having a log of the actual number of students using the facility will help to justify the funds being spent on this free service, and also allow for further growth of the mathematics lab. The increased usage of the center will also greatly benefit the students who use the lab to study, and who get help from the tutors at the new Pew math lab.

Secondary Research Mathematics Tutoring Centers across the United State’s hundreds of universities and colleges struggle to provide useful assistance to their math students. The purpose of this research is to discover (1) student involvement in math classes, (2) what sort of math tutoring techniques are being utilized, (3) what motivations are conducive to learning in a lab environment, and (4) what methods have been used to encourage student involvement in learning centers. Databases used include JSTORE, Proquest, and the Journal of Human Resources. The research found that students are concerned over a perceived lack of employer expectations for math skills, even though evidence supports that jobs in mathematics are highly paid. Tutors can best assist students by offering personalized instruction and utilizing technology in a millennial-friendly way.

Millennial Math Dilemma: The Modern Student's Relationship with Mathematics Tutoring Centers in the United States The purpose of this research is to collect data on several different aspects of math tutoring and math tutoring facilities on university campuses in the United States in order to improve student awareness of the Mathematics Tutoring Lab at Grand Valley State University (GVSU). The research will analyze existing databases as well as the websites of universities across the country in order to determine (1) student involvement in math classes, (2) what sort of math tutoring techniques are being utilized, (3) what motivations are conducive to learning in a lab environment, and (4) what methods have been used to encourage student involvement in learning centers. The main population of this research includes two primary groups: college students and math tutors. While math tutors are very commonly students themselves, they will be considered as an individual group because of their unique role as tutors to other students. They also have a different viewpoint on the functionality of the center because the school employs them and their wage depends on the lab being utilized by students. The answers to these questions will prove useful in designing a campaign to improve GVSU student's awareness and use of the Mathematics Center. In addition, the research will help to structure a productive focus group in order to gather any missing information from participants. The main purpose is to reach three goals for the GVSU Mathematics Center: • Improve the PEW campus Mathematics Center attendance rate from 30 students per day, to over 40 students per day (especially during midterm and finals). • Increase student's awareness of the both Mathematics Centers, enabling over 50 percent of math students to point out the labs on a campus map. • Raise the number of sign-ins at the Mathematics Center to over 90 percent of total user volume.

Methodology Research focused on scholarly, peer-reviewed resources and GVSU data bases. Search tools such as Google and Google scholar were also used to find some supporting information. The main databases utilized are Proquest, the Journal of Human Resources, and JSTORE. Dozens of search terms were used in order to find relevant information. The most successful combinations of words were (college OR university) AND (math OR mathematics) followed by an appropriate search term for each specific research goal.

Results The first section of research looked into student involvement with math classes. Millennials, people born between the early 1980's and early 2000's, make up the largest wave of students, even out numbering the baby-boomer generation. In 2010, the Pew Research Center estimated that Millennials in the United States numbered approximately 50 million. Members of this generation currently account for the largest cohort of college students in the United States (Hartman and McCambridge 2011). PayScale analysts used their compensation database and job growth projections through 2020 in order to determine the top 15 most valuable majors. Math-heavy jobs features prominently on the list. “Biochemistry (No. 2), computer science (No. 3), applied mathematics (No. 10), mathematics (No. 11), physics (No. 14) and statistics (No. 15) majors are increasingly in demand and well paid” (Goudreau, J., 2012, para 8). While the above findings suggest high incentive for excelling at math, “between 1972 and 2011, real GDP per capita doubled in the U.S., but the average math SAT score of collegebound high-school seniors and the proportion of college graduates majoring in a mathematically intensive subject barely budged” (Vigdor, J. 2013). Overall American SAT scores also remain low in comparison to other first-world countries. “Student's involvement with math classes and specific formulas might be hampered by the knowledge that “business faculty are less concerned with specific course content than with developing [students’] quantitative literacy and analytical ability” (CRAFTY, 2007, p. 19). Students don't want to put all their effort into pursuing studies that do not directly relate to finding a profitable job. Therefore, “if students do not perceive current academic activities as instrumental to attaining personally relevant future goals, we question whether those activities will have sufficient incentive value to foster the level of student cognitive engagement necessary to produce meaningful learning” (Miller et al., 2000, p. 258). Even though there is a lot of evidence that the field of mathematics is a solid collegiate choice, students still dread math classes and view the subject as being too difficult. American society as a whole does little to alleviate these fears or encourage math studies. “Despite the importance of mathematics attitudes, methods to systematically improve students' attitudes toward mathematics have not been a focus for researchers, especially in college mathematics courses for non-math majors” (Hodges, C.B., Kim, C.M., 2013).

A basic level of mathematics is required by colleges and universities nation wide, and fields in which applied mathematics is utilized are well compensated. However, college students are still hesitant to get involved in these fields because of the perception that they are not practical or valued by employers. There is little being done to counteract these beliefs and attitudes. The second area of research examined what sorts of math tutoring techniques are being utilized. There is strong evidence to support the personalized teaching technique is valuable within the math field. “Research has shown that personalization makes key ideas in algebra more understandable, so that learning persists even when the personalization goes away” (Walkington, C. November 2014). Such one on one, personalized teaching can be more easily accomplished in a tutoring situation. Jenna Grogan, author of The Appreciative Tutor, agrees: “by emphasizing the appreciative mindset, tutors will truly recognize (and appreciate) the strengths of their students. Individuals learn differently because of their unique strengths. Consequently, a tutor must accentuate a student's strengths as "tools" for successful learning” (2011). Another focus of recent teaching methods is finding a way to successfully integrate technology into the tutoring experience. “Embracing technology-based teaching methods is necessary to keep up with today's students. It's not necessarily a better way to teach, but it's a different approach that's attractive to some younger people" (Goolsby, 2008, 1). With their tech-focused lives, finding a method of tutoring college students through the use of technology may prove successful in involving them with math. The third area of research explored what motivations are conducive to learning in a lab environment. Some of the evidence pointed towards a lack of studies surrounding the benefits of peer tutoring. One source states, "there is a lack of conclusive evidence to provide the rationale for the widespread implementation of effective peer tutoring programs in college settings" (Lildren & Meier, 1991, p. 69). Yet another notes, "little is known about the people being peer tutored in higher education [. . .] and about how being tutored by more advanced students develops students abilities" (Saunders, 1992, p. 21 5). Though both these statements were made in the 1990's, there is still a lack of studies on the subject of tutoring in colleges. During research, it was difficult to find any conclusive evidence that tutoring is a preferred method of study and learning. However, one study conducted during the last decade found that “freshmen who visited the TC [training center] more than 10 times in a quarter during the first year at Western [University] had statistically higher rates of persistence and were statistically more likely to be in good academic standing than students who did not visit the TC...Similarly, students who visited the TC more than 10 times in a quarter, had a significantly higher cumulative GPA than students who did not visit the TC or who visited fewer than 10 times” (Cooper, E. 2010). These findings seem to suggest a correlation between tutoring centers and student grade point averages, though a specific study into math labs and math centers could not be found.

The final point of research looked into what methods have been used to encourage student involvement in learning centers. First the research addressed the question of why tutors and universities are motivated to use peer-tutoring centers. “A peer tutoring service has been implemented with volunteer senior students from third year mathematics and statistics classes. This simultaneously bridges the gap in the university budget and helps both the tutors' education as well as their students' education” (Carmody, G., & Wood, L., 2009). This finding supports the idea that “everybody wins” when students tutor other students. Not only is the school able to keep costs down, but both the tutors and the students they assist benefit from the exchange. Another possible incentive that colleges could use to bring students in math labs is the available technology- computers, calculators, and even on-line assisted learning programs. Some labs also offer help over the web. “Universities must explore how faculty and staff can interact in the virtual campus and plan for a future in education that clearly includes on-line education” (Papp, R., 2011). Additionally, the more information that is downloadable and interactive with tech that the students already own, the easier it will be for them to keep track of their workload. “Students find class web sites that contains information regarding assignments, calendars, project descriptions, schedules, downloadable resources, and more to be supportive of their academic efforts” (Aviles, M., & Eastman, J. K., 2012). Math centers might advertise such tools to students, in hope of increasing the allure of their services.

Discussion The research seems to support that there is strong incentive for students to pursue careers in mathematics as they are typically highly paid. Still, students in the United States, while generally increasing the average GPA over the past four decades, still lag behind in mathematics ability. This shows a strong need for adjustments in the overall attitude educators and students hold towards math studies. However, there is little evidence that any academic change in mathematics attitude is in the near future. One of the reasons for the negative attitude associated with mathematics is the common view that employers don't care about specific math knowledge, but are more concerned with practical application of ideas and communication. This attitude dissuades students from taking on math-centered classes beyond the minimum required levels. In the second area of research, teachers that use a personalized teaching style where found to be more effective than those who don't. This, by extension, could be a valuable area of study for tutors wishing to have a greater impact on the success of the students coming to them for help. Colleges and universities interested in assisting tutors to do their best might also offer a short course on personalized teaching for their tutoring staff. In addition to tutoring style, the use of technology was also found useful in teaching Millennials. Adding the use of technology to math centers would be a good way of reaching out to students who have grown up using tech. Computers, math-tutoring software, and online help are just a few ways of using technology to assist student learning.

In the third area of research, less information was found surrounding what motivations are conductive to learning in a lab environment. While there is some evidence to support the idea that peer tutoring improves overall academic performance, there is a lack of studies on specific math tutoring center results. Finally, the incentives used to bring students into math training labs are mainly focused on the ease-of-use factor and whether the center has technology such as computers. Other helpful aspects are downloadable information and online interactive help. The universities and tutors benefit as well, the former by saving money, and the later by keeping their skills sharp as well as amassing experience for their resumes.

Primary Research The GVSU Mathematics Tutoring Center is a resource for students who need extra help with their math studies. This research project focused on discovering GVSU student's attitudes towards, and participation in, the two main math labs run by GVSU faculty and tutors. A further goal of he study was to gauge studentâ&#x20AC;&#x2122;s awareness and interest level in the newly opened Pew campus mathematics center. A final element was determining whether or not students sign into the math center, and if they are aware of the need to do so. The research methods included an electronic mail survey and a student focus group. The findings seem to support the hypothesis that few students are aware of the Pew Math Center location; even though most are aware that GVSU does offer math assistance to students.

GVSU Mathematics Tutoring Center: Student Awareness and Participation GVSU's Mathematics Tutoring Center is a resource to help students who are taking math classes and math exams. The help offered at the center varies from simply providing a quiet place to study to providing one-on-one student tutoring assistance. The center provides a host of different services including calculator loans, calculator programming, unlimited tutoring help, and a detailed website complete with multiple tutorials. Marcia Frobish, Director of the Mathematics Center, talked with students from Adrienne Wallace's Fundamentals of Public Relations class on January 21, 2015, regarding the promotion of the Math Center. While Frobish is interested in promoting both centers, her main focus is increasing student awareness and participation in the newly opened Pew campus location. The Pew Mathematics Center is located in downtown Grand Rapids, a thirty-minute bus ride form the main Allendale campus. The Pew Center is larger, has large windows letting in natural light, and is usually quieter that the center in Allendale. Frobish hopes that these incentives might make the Pew location more desirable to students. In addition to making students aware of the different math centers and enticing them to utilize the center's help, Frobish would also like more students to sign in when arriving at the center. The sign-in data is used to justify the funds spent on the center as well as provide evidence in favor of allotting more funds to the Mathematics Center in the future.

Methodology Three main goals for research were devised in order to give the study direction and structure. These big-picture categories were 1) student awareness of the Math Center, 2) current level of student participation in the Math Center, and 3) percentage of students who log in when visiting the Math Center. Three students with the same goals worked as a team to conduct a survey and a focus group. The students, Erin Donnelly, Ashley Harvey, and Stephanie Krings, worked as a group to develop a moderator's guide for a focus group to be conducted on the Allendale campus.

March 16, 2015, at 2:00 p.m. was set as the focus group time. Each team member then tried to recruit several GVSU students to participate in the focus group. Pizza was provided as an incentive. A total of four students showed up for the focus group. The group members had tried to recruit at least six students, but conflicts with schedules and last minute issues lead to a drop in attendance. Four seemed a sufficient number given the time constraint of the research project, so the focus group moved forward. Ashley Harvey served as moderator, Erin Donnelly was assistant moderator, and Stephanie Krings was note-taker. The group took approximately twenty minutes, and notes on the group were typed up and made available through Google Drive to all group members the same afternoon. The survey, which was to be sent out electronically using Survey Monkey, was also a collaborative effort. Although the final survey was limited to a total of ten questions, the group members created a base of thirty-four survey questions. These were then paired down to the most relevant ten, which were finalized for the survey. The survey was mailed out using the GVSU Blackboard mail function, and was sent to all student users in the group member's classes. The email explained the purpose of the survey and explained that the survey would only take a few minutes. The goal was receive one hundred replies. The first round returned about sixty results, and so the survey was sent out again the following week. After this round of surveys, the total amount of respondents rose to one hundred and two. The data was then reviewed separately by the group members, and individual primary research papers written by each member.

Results Analysis focuses on GVSU college students' answers to both a focus group session and an electronic survey regarding the GVSU Mathematics Tutoring Center. This paper will first discuss the focus group results, followed by the survey results.

Focus Group The focus group took place on the Allendale campus Monday, March 16, 2015, at 2:00 p.m. in Lake Superior Hall, room 269. Ashley Harvey served as moderator, Erin Donnelly was assistant moderator, and Stephanie Krings was note-taker. There were four student participants: two male and two female. Two were Juniors, one was a Sophomore, and one was a Freshman. Two were Advertising and Public Relations majors, one was a Natural Resource management Major, and one was undecided. Out of the four participants, only one was currently taking a math course, and was the only student who had used the GVSU Math Center. One of the other students had taken a stats class the previous semester, but was done with the required math classes for his major. The other two participants weren't planning on taking a math course at GVSU. Two out of the four had heard of the math lab.

When asked questions regarding how much assistance they need or would need from the Math Center, the participants unanimously agreed an hour every other day sounded about right, assuming they were struggling with the subject. One student said that she had used the Math Center, but not that often. She estimated that she had gone an average of five times a semester in order to get help. Those sessions varied in length from twenty minutes to one hour, and sometimes she needed a tutor to help her the entire time, and other times she only needed help with a few questions. Besides visiting the math Center, the student also has a math tutor through the tutoring lab (which is limited to one hour a week). The moderator then moved on to questions about awareness, and asked if the participants had been informed about the Math Center by professors. Two of the student replied that they hadn't as they haven't taken any math classes at GVSU. The other two students had very different answers. The student that is currently taking a math course and uses the Math Center said that she had received information on the Center in class and had also received a bookmark advertising the Math Center. The other student, who had taken a statistics class the previous semester, claimed that his professor had told him not to go to the statistics lab (which is located next to the Mathematics Center in Allendale and is run by a different Director), because the tutors often gave the students incorrect answers. He was aware, however, that the Math Center and the Statistics Center were two different labs. When asked about logging in to the Mathematics Center when she arrived, the student who uses the Math Center said that she always does. The moderator asked if she had to be reminded to log in, and she responded that she already knew that she was supposed to sign in when she arrived. The same student also felt that the tutors were very helpful. She said that even if they didn't know an answer themselves, they would seek out another tutor to help. In addition she knew that the Math Center loans out calculators that the tutors will help to program upon request. All agreed that the best tutors have knowledge and patience. Opening up the line of questioning to involve the rest of the group was the topic of advertising on campus and what appealed to the students and where they got their GVSU information on a regular basis. The social media used by the group included M Live, Facebook, and Twitter. Print advertisements were most commonly noticed posted on bulletin boards in the hallways in which the students most often waited for class, and in printing rooms while they waited in line to print. Colorful well-designed posters and fliers caught the students' eyes the best. One student said he signed up for Image Studio after seeing a flier for it on campus. When asked about incentives to go to the Math Center, the students were given the scenario of a professor requiring them to go to the Center as part of their grade. Fifty percent of the participants said that they wouldn't mind, and the other fifty percent said they would like it at all. When asked if it would be difference if the professor required attendance at the Math Center only if the student were getting below seventy-five percent in the class, the participants all agreed that made sense and would be acceptable.

Then the students were asked if they would find it helpful if the tutor sent them their tutoring notes through email after their session. The participants felt that they would likely take their own notes, so extra ones wouldn't be needed. It was viewed as useful if the student's professor was notified that the student had taken part of a tutoring session in the Math Center. Asked if they would be willing to take a survey after the session, the students agreed that it would be alright if the survey were short and easy to take and was only sent once as opposed to every time they went to the Center. Finally they were asked if they were more likely to use the Pew campus Math Center now that they knew of its existence. As three of the participants lived on campus in Allendale, and one of them was a commuter who spent more time in Allendale than Pew, the consensus was that they would only use the lab if they were already on Pew campus for classes.

Survey The survey was sent out in the first half of March 2015 and contained 10 questions regarding the GVSU Mathematics tutoring Center. It was sent out using Survey Monkey and had one hundred and two respondents, one hundred of which were used to calculate results (as per Survey Monkey's free service restrictions). The majority of respondents are Juniors (48.5%), with Sophomores (25.3%) and Seniors (24.2%) taking the next highest spots. Only 2% of respondents are Freshman. The majority of the respondents were not planning on taking a math class before they graduated, though a large percentage (43%) were planning on taking a math class. Thursday is the most popular day claimed by respondents to attend Pew campus, followed in descending order by Wednesday, Tuesday, Monday, and Friday. Email is the most common way students receive news about GVSU, with the GVSU website and information from fellow students being in second and third place. Bulletin boards were the least popular place for learning school news. The Kirkof Center is the place students frequent the most, followed closely by the Library. Students also spend time at Mackinaw Hall, Pew campus, and Ausable Hall. Nearly 80% of respondents had heard of the Mathematics Center, but only 20% knew that there is a Pew campus location. Only 7% of respondents said they were either very or somewhat likely to use the Pew campus Math Center location over the Allendale location, with over 48% claiming they weren't likely to use either location. Almost 25% said they had already used one of the Mathematics Centers, and out of those the majority (22%) said they had signed in. 6 of the respondents claimed they had not signed in.

Discussion Findings from both the focus group and the survey suggest that roughly fifty percent of GVSU students have taken a math class or plan to do so. Findings also imply that not all of those students are inclined to seek help at one of the math labs, partly due to either a lack of knowledge regarding the Math Center, or a lack of proper incentives. Respondents seemed receptive to the idea of getting assistance in the tutoring center if it were conveniently located. The main way students get news about GVSU is through email. It therefore seems appropriate for the Mathematics Tutoring Center to email students currently enrolled in math classes the Math Center's hours, locations, and services.

Objectives, Strategies, & Tactics Objective 1 The first objective for the Mathematics Tutoring Center at GVSU is to improve the Pew campus Mathematics Center attendance rate from 30 students per day, to over 40 students per day (especially during midterm and finals). To this end, three strategies and accompanying tactics have been developed. Strategy 1-1 The first strategy involves reaching GVSU students through social media after the first two weeks of class, and then again before midterms and finals, to remind them of the location, hours, and resources of both math centers. According to our focus group and survey, GVSU students rely heavily on social media for information. Tactic 1-1 A sample tactic is a Facebook update sent to all students enrolled in a math class for the semester. The update would contain a link to the Mathematics Tutoring Center website at http://www.gvsu.edu/tutoring/math/ and would briefly remind students of the resources available at the center, including computers, calculators, and tutors. Strategy 1-2 The second strategy is to send out emails a week before midterms and finals to all GVSU students currently enrolled in a math class with information on the math center. Our survey indicated that email is the number one way GVSU students receive information about the university. Tactic 1-2 The tactic is an email with the subject line: Midterm Math Prep- Getting Higher Grades. The text of the email would be brief, informing students of the resources available at the math center and explaining that getting help from tutors could make a vast difference to their overall test grade. The email would also contain a link to the website (http://www.gvsu.edu/tutoring/ math/), as well as mentioning hours and locations, and stressing the convenience of the Pew lab for those with classes downtown. Strategy 1-3 The third strategy is to make information about the Pew math center available in each math classroom on the Pew campus during the weeks leading up to midterms and finals. The focus group members agreed that they see posters most often that are in the hallways outside of their classes and in the print rooms. They also agreed that the better designed and more colorful, the more likely they are to remember them.

Tactic 1-3 A tactic of this strategy is to write a message on the upper right or left hand corner of the class white board containing information about the math center. A sample message could read: Midterm Math Help! Pew Math Center: 101 Eberhard Center Mon-Thurs 10am to 6pm Tutors will give you individualized help! http://www.gvsu.edu/tutoring/math/ Objective 2 The second objective is to increase student's awareness of the both Mathematics Centers, enabling over 70 percent of math students to point out the labs on a campus map. In order to reach this awareness goal, three strategies and tactics were devised. Strategy 2-1 The first strategy to raise awareness about both locations is to use social media at the beginning of the school year to reach GVSU students on Twitter. Students that participated in both the survey and the focus group indicated that they are likely to follow a GVSU Twitter account at some point in their school careers. Tactic 2-1 The individual tweet could read: â&#x20AC;&#x153;The Math center has two locations! Get individual math help!â&#x20AC;? The tweet would contain the link to http://www.gvsu.edu/tutoring/math/. It would also contain the image of the pew campus map with the location of the math lab clearly indicated. Strategy 2-2 The second strategy is to have one of the math tutors come to each math class during the third and forth weeks of the semester to inform GVSU students about the two locations. Secondary research indicated that tutors who show a personal interest and reach out to their students are more appealing and are viewed as more helpful. Tactic 2-2 A tactic would include a carefully filmed video of the two locations, clearly showing where they are in relation to the two campuses, the resources available, and a very short interview with a few students as to the benefits of using the center for math help. The entire video would only be about 3 minutes, move quickly, and be tightly edited. The tutors would start by introducing themselves, show the video, hand out additional materials (such as bookmarks advertising the center) while the video is showing, and then ask for questions. The entire presentation should last no longer than eight minutes (including time for questions) and would allow each tutor to visit several classes in a short time period. Strategy 2-3 The third strategy is to create visual media to be displayed around the two campuses displaying information regarding the math center at that campus' location. Both the survey and the focus group indicated that positioning printed media in hallways frequented by the students where the most likely to be read.

Tactic 2-3 A specific tactic is to create visually appealing posters to display in printing rooms and in the hallways outside classrooms. The posters should feature a large map; clearly printed and labeled that boldly highlights the location of the math center on that particular campus. Objective 3 The third campaign objective is to raise the number of sign-ins at the Mathematics Center to over 90 percent of total user volume. In order to increase the amount of sign-ins, three strategies and tactics were developed. Strategy 3-1 The first strategy to increase the number of computer sign-ins at the math lab is to create content on the website to inform students of its importance. Research indicates that having clear content on the website that is easy to find will increase the likelihood of students finding important information. Tactic 3-1 The tactic is to create a “Frequently Asked Questions” link in the menu section of the main website. When clicked, it would take the user to a page answering questions about the math center and its services. One of the questions, written in bold, would be “Why do I have to sign into the Mathematics Center?” The answer would then explain that it is very important to internal record keeping and maintaining department funding in order to continue providing math tutors for the lab. Strategy 3-2 The second strategy is to provide the math centers with printed media indicating the need to log in before using the labs resources, as all students in the focus group agreed that colorful print media is eye-catching. Tactic 3-2 The tactic could be in the form of a simple poster displayed at eye level as the student enters the lab that reads “Please sign in” in large letters, and then in small letters, “Signing in helps us know how many tutors we need in the lab each day. Thank you!” Strategy 3-3 The third strategy is to physically direct the students towards the sign-in computer as they enter the lab. Research indicates that a physical barrier arrests attention and can redirect the student to the appropriate station. Tactic 3-3 One tactic is to use bank-style ropes to create a path from the door to the computer.

Budget, Evaluation & Timeline Publics The primary public for this PR campaign is GVSU students currently enrolled in math classes on both campus locations. Secondary publics include faculty, tutors, parents, and students not currently enrolled in math classes.

Tools, Assets, and Resources There are a number of tools, assets, and resources that will be needed in order to carry out the campaign. It is assumed that most work will be done by paid interns, and are priced according to a $10-an-hour pay rate. It is also assumed that school computers and equipment will be used. Any additional costs are factored in per tactic.

Budget Chart The following chart (figure 1-1) is a layout of how much each tactic is estimated to cost. It is divided up into tactics, hours spent implementing each tactic, Any additional materials needed for completion of the tactic, and the final cost which is divided into two section; one with a paid intern and one with an unpaid intern. The final analysis of the costs involved revealed that the entire plan could be implemented for about $525.95 using a paid intern(s) ($10 an hour) or as little as $25.95 using an unpaid intern(s). Tactic

Hours

Additional Materials

Cost (w/ paid interns)

Cost (w/ unpaid interns)

Facebook posts

School computer

$20.00

$0.00

Emails

School computer

$40.00

$0.00

Twitter updates

School computer

$40.00

$0.00

Whiteboard updates

Eraser board markers

$20.00

$0.00

Video

School camera

$200.00

$0.00

Website page

School computer

$50.00

$0.00

Posters

Free staff printing

$100.00

$0.00

Center Signs

Free staff printing

$10.00

$0.00

Guide ropes

1 set of ropes ($25.95) Global Industrial

$45.95

$25.95

Total

$525.95

$25.95 Figure 1-1

Evaluation Most of the tactics being used will be evaluated based on student feedback through a variety of methods, including likes, comments, followers, and direct feedback. Social Media Social media sights provide specific numbers of likes, and followers, which can be used as a guideline for how many new students are being reached. The increase in numbers during the week after the launch of social media tactics should be compared to the previous weekâ&#x20AC;&#x2122;s increase. A jump in numbers indicates that a higher percentage of students are being exposed to the message. Website The web designer and technical personal for the Mathematics Tutoring Center should monitor the website for the number of new visits. Math Center Detailed records of sign-ins should be kept from the two math centers and compared at the end of each two week period to establish how many students are visiting the centers and at which locations. Correlations between specific tactics can then be more easily determined. Sign-ins Track the number of student sign-ins before implementing tactics by physically counting each student that uses the math center and comparing that record to the sign-in information. Follow the same steps during a week after the tactics for directing students to sign-in have been implemented. Compare the two records.

Evaluation Chart: Tactic

Evaluation Method

Facebook Posts

Followers; likes on main page; likes on individual posts; shares; comments; hits on main web page after each post; student increase in center

Emails

Student email addresses successfully delivered; hits on main website after emails; student increase in center

Twitter Updates

Followers; retweets; comments; hits on website after tweet; student increase in center

Whiteboard Updates Hits on website; increase in center Video

Questions asked in class; views on website

Website Q&A Page Views on page; increased sign-in Posters

Student increase in center

Signs

Increased sign-ins

Ropes

Increased sign-ins Figure 1-2

Suggested Action If the objectives, strategies, and tactics found within this plan are unable to be followed at this time, the next logical step is to collect reliable data on the math center including 1) how many students use the Pew campus lab each day, 2) how many students are logging in at both locations compared to those who aren’t, 3) how much of the tutor’s time is being wasted at the Pew location when it isn’t busy.

Example Tactics Tactic 1: Press Release

Grand Valley State University Press Release Mathematics Tutoring Center Opens a Second Location on the Pew Campus

The Mathematics Tutoring Center at Grand Valley State University (GVSU) has opened a second center on the Pew campus in downtown Grand Rapids. The new space is room 101 of the Eberhard Center located at 301 Fulton W, Grand Rapids, MI 49504. The hours for the upcoming 2015 Fall Semester are Monday through Thursday, 10 am - 6 pm. The Director is Marcia Frobish. The center offers free tutoring assistance provided by student tutors as well as computers and calculators for the students' use. Students are helped on a first come, first served basis. Online assistance is also offered. The new center is bright and spacious, located on the Grand River. The nearby facilities include a school cafeteria, Starbucks coffee, and #50 bus stop. Contacts: Marcia Frobish, Director frobishm@gvsu.edu A-2-601 Mackinac Hall 1 Campus Drive Allendale, MI 49426 Phone: 616-331-8690

Tactic 2: Video Opening shots: Interior of Math Center, first the Allendale location, then the Pew location. In each location students are studying and receiving help from tutors. The lab should look active but not too busy. Narrator: The Mathematics Tutoring Center is a place for students in many levels of math classes to get help. Our central location is in Mackinac Hall on the Allendale campus, but we will also have tutors available in the Eberhard Center on the PEW campus. Tutoring is primarily done by GVSU undergraduates and is free to any GVSU student. Calculators are also available for rent. Pew Campus Shots: Eberhard building from a few different angles showing students walking past and into the building and studying by the river. These shots to be followed by interior shots of the hallway leading to the Center and the Math lab door. Then shots of the inside of the Math center and the login computer. Shots of a students logging into the computer. Narrator: The Mathematics Tutoring Center at Grand Valley State University (GVSU) has opened a second center on the Pew campus in downtown Grand Rapids. The new space is room 101 of the Eberhard Center located at 301 Fulton W, Grand Rapids, MI 49504. The hours for the upcoming 2015 Fall Semester are Monday through Thursday, 10 am - 6 pm. Final Shots: Starbucks in the Pew campus with students ordering coffee. Cafeteria with students ordering and eating lunch. The #50 bus stop showing students getting off/on bus to head back to Allendale. Final Shot a still with Contact information. Narrator: The new center is bright and spacious. Nearby facilities include a school cafeteria, Starbucks coffee, and #50 bus stop. We encourage all math students to attend the tutoring center free of charge for any level of math. Please contact us if you have any questions.

Tactic 3: Midterm Email Subject Line: Midterm Math Help: Get Higher Grades! Dear GVSU Math Student, Midterm exams are a tough time of year, but we are here to help you with any and all of your math dilemmas! During Midterm time we have doubled our number of tutors and extended the Mathematic Tutoring Center hours. (Mention exact extended hours here). Please visit either of our two locations, either in Allendale or Pew campus, for math help and calculator loans and programing. Our website, http://www.gvsu.edu/tutoring/ math/, also contains dozens of tutoring videos. Sincerely, Marcia Frobish,

Marica Frobish Director of GVSU Mathematics Tutoring Lab

Appendix A References Aviles, M., & Eastman, J. K. (2012). Utilizing technology effectively to improve millennials' educational performance. Journal of International Education in Business, 5(2), 96-113. doi:http://dx.doi.org/10.1108/18363261211281726 Carmody, G., & Wood, L. (2009). Peer tutoring in mathematics for university students. Mathematics and Computer Education, 43(1), 18-28. Retrieved from http://search.proquest.com.ezproxy.gvsu.edu/docview/235905414?accountid=39473 Mathematical Association of America. (2007). CRAFTY Guidelines for College Algebra. MAA. Retrieved February 22, 2015 from http://www.maa.org/sites/default/files/pdf/CUPM/crafty/CRAFTY-Coll-AlgGuidelines.pdf Cooper, E. (2010). Tutoring center effectiveness: The effect of drop-in tutoring. Journal of College Reading and Learning, 40(2), 21-34. Retrieved February 22, 2015 from http://search.proquest.com.ezproxy.gvsu.edu/docview/340361277?accountid=39473 Global Industries velvet rope price retrieved April 13, 2015 from http://www.globalindustrial.com/p/safety/crowd-control/barricades/black-velour-rope59in-with-ends-for-portable-gold-post? infoParam.campaignId=T9F&gclid=CMKT5aj288QCFcKHaQod0pEA5Q Goolsby, K. (2009). Using Second Life, colleges create parallel universities. The Dallas Morning News (Sunday, June 8, 2008). Retrieved February 23, 2015 from http://www.aabri.com/manuscripts/10427.pdf Goudreau, J. (2012). the 15 most valuable college majors. Forbes. Para 8. Retrieved February 23, 2015 from http://www.forbes.com/sites/jennagoudreau/2012/05/15/best24

top-most-valuable-college- majors-degrees/ Grand Valley State University (GVSU) Math and Stats Center. (2015). Welcome to GVSU's mathematics tutoring site! para. 1, 3. Retrieved from http://gvsu.edu/tutoring/math/ Grogan, J. (2011). The appreciative tutor. Journal of College Reading and Learning, 42(1), 80-88. Retrieved February 22, 2015 from http://search.proquest.com.ezproxy.gvsu.edu/docview/936616774?accountid=39473 Hartman, J.L., and J. McCambridge. 2.011. Optimizing millennials' communication styles. Business Communication Quarterly. 74(1): 21-44. Hodges, C.B., Kim, C.M. (2013). Improving college students' attitudes toward mathematics. TechTrends. 57(4), 59-66 Lidren, D. M. & Meier, S. E. (1991). The effects of minimal and maximal peer tutoring systems on the academic performance of college students. Psychological Record, 41(1), 69-77. Miller, R. B., DeBacker, T. K. & Greene, B. A. (2000). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26(4), 250â&#x20AC;&#x201C; 260. Papp, R. (2011). Virtual worlds and social networking: Reaching the millennials. Journal of Technology Research, 2, 1-15. Retrieved February 23, 2015 from http://search.proquest.com.ezproxy.gvsu.edu/docview/887908154?accountid=39473 Saunders, D. (1992). Peer tutoring in higher education. Studies in Higher Education, 17, 211218. Vigdor, J. (2013). Solving America's math problem. Education Next, 13(1) Walkington, C. (November 2014). What makes an idea stick? The Mathematics Teacher 108, 4, 272-279. Article DOI: 10.5951

Appendix B Original Survey What is your class standing? 1. Freshman 2. Sophomore 3. Junior 4. Senior 2. Do you plan on taking a math course before you graduate? 1. Yes 2. No 3. I donâ&#x20AC;&#x2122;t know 4. Prefer not to answer 3. How many days M-F do you go to the Pew campus? (check all that apply) 1. Monday 2. Tuesday 3. Wednesday 4. Thursday 5. Friday 6. Not applicable 4. Where do you get your school news? Check all that apply 1. Email 2. GVSU website 3. Facebook pages 4. Twitter pages 5. Bulletin Boards 6. Peers 7. Other 8. None 5. Where on campus do you frequent the most? (rank 1-5) 1. Kirkhof 2. Library 3. PEW 4. Ausable 5. Mackinaw 6. Have you heard of the Mathematics Center? 1. Yes 2. No 3. Prefer Not To Answer 7. Were you previously aware there is a PEW campus location of the Mathematics Center? 1. Yes 2. No 3. Prefer Not To Answer 8. Would you be more likely to use a Mathematics Center lab on the Allendale or PEW campus location? 26

1. Very likely to use Allendale 2. Somewhat likely to use Allendale 3. Neither Likely 4. Both likely 5. Somewhat likely to use PEW campus 6. Very likely to use PEW campus 9. Have you used the Mathematics Center? 1. Yes 2. No 3. Prefer not to answer 10. If you have attended the Mathematics Center (either location) did you sign in? 1. Yes 2. No 3. Have not attended

Appendix C Moderator's Guide Research objectives: The research objectives of our primary research is to evaluate the following: the login system utilized by the Mathematics Center, the participation of the student population at the Mathematics Center, and the awareness of the student population in regards to the Mathematics Center.

Ideal focus group: Grand Valley State University students. A mixed group of various class standings, ages, ethnicities, genders, and majors.

Where: Grand Valley State University Allendale campus INTRODUCTIONS (Focus Group Moderators) Introduce our group & what we expect: -Begin with moderator, then floater, then note taker -Explain why we are here and what we will be doing RULES OF CONDUCT Participant rules of conduct: -One speaker at a time -Speak to each other -Be honest, no judgment, rudeness, or snarky remarks from other group members -No such thing as a wrong or right answer for this discussion -All opinions matter -Paper will be provided for participants to write down responses if not they are not comfortable with making them vocal Moderator rules of conduct: -Discussion will be recorded. -For classroom use only -We will hand out participant rights: Please take a second to read through rights and ask if there are any questions in regards to participant rights. EXPLAIN TOPIC Prior to explaining: Ask for a show of hands as to how many participants of the focus group had prior knowledge in regards to the existence of the Mathematics Center? Did they know about both the Allendale campus location and the PEW campus location? Did you know you could seek unlimited assistance? After initial questions: The Mathematics Center is a place where Grand Valley State University students can seek unlimited assistance. They offer tutors for a variety of subjects in 28

the mathematical field along with flexible hours. Each tutor is hand-picked and trained to be skilled in instructing and assisting struggling students. There are two locations for the Mathematics Center, one on the Allendale campus in Mackinac Hall and one on the PEW campus in Eberhard Center. It is our goal to understand your current awareness, perceptions, and experiences in regards to the Mathematics Center, especially in regards to their PEW campus location. INTRODUCTIONS (Focus Group) Participants introduce themselves: -First name -Age -Class standing -Major -Did they have previous knowledge and/or awareness about the Mathematics Center prior to this? -Did they know there was a new PEW campus location for the Mathematics Center? MAIN DISCUSSION POINTS -Are you presently taking a math class? OR When was the last time you took a math class? -Why are you taking a math class? -What level of math does your major require? PROMPT: Do you plan on taking a math course before you graduate? Does additional assistance with you mathematics classes make you more confident in your skills? -Did you seek any tutoring assistance during that math class? -Where did you seek assistance at? -How much assistance do you personally need? PROMPT: is one hour enough or do you need more? -Have you ever used any tutoring services/knowledge market organizations on campus? -If so, how many times? -If so, for how long? -Why did you chose to go to a tutor rather than seeking assistance from a peer or professor? -Did you receive any information about the Mathematics Center during any of your math classes? -If you have not taken a math class, has any other classes ever mentioned information about the Mathematics Center? -Were you previously aware of the Mathematics Center? -Have you ever visited the Mathematics Center for assistance? -If so, where did you hear about it? -If so, how was your experience? -What did you like the most? -What did you like the least? -Did you log in upon arrival? -Why or why not did you sign in? -What would help you remember to sign in? -Did the Mathematics Center ask you to sign in? -Did you have to wait a long time? 29

-What were your opinions of the tutors there? -If you have NOT visited the Mathematics Center, what have you heard about it? -Do your peers like or dislike it? -Have you ever heard a peer discuss the Mathematics Center? -What have they said about it? -Positive or negative reviews from your peers? -Were you aware you could borrow a calculator from the Mathematics Center? -Would you be inclined to visit to borrow a calculator for your classes? -Have you ever seen any flyers, bookmarks, or banners for the Mathematics Center? -Where do you pay the most attention to flyers? -What advertisements pique your interest and make you want to join and/or participate? -Does seeing flyers around campus impact your participation within that organization? -Where do you get your Grand Valley State University news? -Do you prefer online news? Bulletin boards? Teachers? -Would professor required participation in the Mathematics Center be OK with you? -PROMPT: would you find that helpful or irritating? -Is Allendale campus or PEW campus more accessible/convenient to you? -Were you aware of the PEW campus location of the Mathematics Center? -What do you value in a tutor? -Would tutor profiles make you more inclined to attend the Mathematics Center? -Would being emailed a copy of your tutor notes be an incentive to attend the Mathematics Center? -Would logging your information into a system before taking a seat to study deter you from using the Mathematics Center? -Would you be willing to fill out a survey once a semester about your experiences at the Mathematics Center? -Knowing there is a PEW campus Mathematics Center, are you more likely to attend now? Close: Thank you for your comments and your time. Your opinions and insight have been very helpful for our research. This has been a valuable and insightful session. Focus groups allow us to gain insight to student population opinions that we might not already be aware of. Thank you again.

Appendix D Focus Group Notes 4 participants 1) Chelsey (F) Junior. Natural Resource Management 2) Frank (M) Junior. Advertising and Public Relations 3) Jordan (M) Sophomore. Advertising and Public Relations 4) Morgan (F) Freshman. Undecided Have you heard of the Mathematics Center? 1) yes 2) no 3) no (has heard of the stats center) 4) no Are you currently taking a math class? How long since you have? 1) yes- 10 mins ago 2) no- community college 3) no- last semester- stats class 4) no- high school What is the highest-level math class your major requires? 1) stats 2) 3) stats 215 4) Did you seek tutoring assistance for your classes (at GVSU)? 1) yes- in Allendale 2) 3) no 4) How much assistance did you/ would you need for a math class? 2) Probably an extra hour every other day. (the others agree, said that sounds about right). So you would need more than one hour a week? (All agree) How many times have you used the Math center? 1) about 5 times a semester For how long? 1) Anywhere from 20 mins to a full hour. Did you use the tutor the entire time, or only when you had a question? 31

1) Both- sometimes only had one question, and sometimes needed assistance the entire time Why did you choose the Math Center over a tutor? 1) I also have a tutor Did you receive any information about the Math Center during any of your math classes 1) yes, received 1 bookmark plus two mentions in class 2) never heard of it 3) I don’t remember being told about the math lab, but I was told about the stats lab. professor suggested not to go as tutors weren’t knowledgeable 4) never heard of it What sort of information did you receive regarding the center? 1) I got one of the bookmarks. But going wasn’t really pushed (or drilled in- Erin). 2) 3) My stats professor told us about the stats lab, but he said NOT to go. He said that students that went there got incorrect answers from the tutors. 4) Did you log in upon arrival? 1) Yes Did anyone have to remind you? Or did you know you were supposed to? 1) I knew I was supposed to log in Did you have to wait a long time to get help from a tutor? 1) Depends on how busy it is Are the tutors helpful? 1) They are really helpful. And they ask one of the other tutors if they don’t know the answer. (Aside comment) 2) If I were taking a math class, I would be really motivated to find a tutor What have you heard about the Math Lab from your peers? 3) heard nothing except the comment form the professor (above) Did you know that you can borrow a calculator from the center? 1) Yes- and they will also program it for you What types of advertising have you seen for the center? Where do you notice fliers and posters advertising the Math Center around campus? 1) ads and fliers- waiting for classes 2) in the corridors and the print labs bulletin boards 3) ads and fliers- waiting for classes 32

4) (agreed with 1 & 3) Where do you get your GVSU news? 1) 2) M Live, Facebook 3) 4) Twitter Would you say all of get more news about GVSU online than from print or teachers? (all agree) How would you feel about a professor requiring the Math Lab? Would that be ok with you/ 2) You mean as part of our grade? Yes. 1) 2) 3) 4)

I would be ok with it I would be ok- it would benefit me in the long run I would not be ok with it I wouldn’t like it

What if you only had to go if you were getting below a 75% in the class? (all agreed that would make more sense and be ok) What makes you notice the print ads around campus? 4) if they are designed well- eye catching 3) if they are colorful. I signed up for Image Studio after seeing the fliers. (all agreed it would depend on the subject) Is the Allendale or Pew campus more convenient to you? 1-3) Live in Allendale 4) commutes but is at Allendale more often What do you value in a tutor? 1) knowledge, able to explain things well 2) patience! Would tutor profiles make you more inclined to attend the Math Center? (all agree yes) 3) I would feel weird looking through the profiles though. Would being emailed a copy of your tutor notes be an incentive for attending? 1) didn’t find it helpful when attending the Writing Lab to be emailed notes- took my own notes instead. But it might be helpful for a long session. 2) & 3) It might be helpful, but it wouldn’t be an incentive What if your teacher saw they email (and knew you had attended the lab)? (all- yes, more of an incentive) 33

1) No longer than 10 questions. Wouldnâ&#x20AC;&#x2122;t want to receive emails and surveys every time I went 2) 3) even less than 10. Only if they were yes/no questions 4) quick questions would be ok Knowing that there is a Pew campus Math Lab, are you more likely to attend now? 1) if I were down there already 2) If I had a math class there

Appendix E Survey Results

Appendix F Contact Information

Stephanie Krings: stephkrings@gmail.com or kringss@mail.gvsu.edu