Full-Day Institute

Wednesday, November 1, 2017 8:30 am – 4:00 pm

Game Design Principles for Peer Support Programs: A Primer
Candis Best, Learningateway
This full day institute is an interactive workshop on game thinking and game design principles. It will teach participants how to use game thinking to increase student engagement and improve outcomes for students participating in peer assistance programs.

Half-Day Institutes - Morning

Wednesday, November 1, 2017 8:30 am – 11:30 am

International Tutor Training Program Certification, Part I - "Getting the Basics"
Roberta Schotka, Shawn O'Neil, Howard Masuda, and Joan Giblin, Wellesley College
This hands-on session provides an introduction to Level 1 tutor training program certification. Attendees will learn the history and benefits of program certification; how to begin the certification process; how to prepare a successful application; how to design effective training using standards, outcomes and assessments and the pitfalls to avoid.

Grit: Bridging the Gap Between Faculty Expectations and Student Success
Megan Palmer, Southern New Hampshire University, and Crystal Bickford, Southern New Hampshire University
This workshop will share the results of an IRB-approved study that examines first- and second-year students’ perceptions of grit as compared to their professors’ perceptions of those students’ level of grit. This workshop will encourage participants to consider the results and collaborate to redefine best practices for mediated failure.

Designing a Campus-Specific Community-Sourced Encyclopedia of Learning Strategies
Dominic Voge, Princeton University; Geneva Stein, Princeton University; and Sorat Tungkasiri, Princeton University
This institute introduces participants to a first-of-its kind interactive, crowd-sourced on-line encyclopedia which collects, organizes and disseminates local knowledge about learning from instruction on our campus. We will provide a WordPress platform and guide individuals through the process of designing their own version of the site.

Teaching IRW in Non-Traditional Settings with Non-Traditional Students
Jeanine Williams, University of Maryland University College
Primarily used for developmental students, IRW is beneficial across all levels of post-secondary instruction. This workshop focuses on IRW instruction beyond the traditional contexts. The presenter will share models including mainstreaming developmental students in redesigned composition courses, teaching IRW online, and redesigning upper-level writing courses to reflect an IRW approach.

Like a Bridge Over Troubled Waters: Developing a Workshop Program
Fiona Brantley, Georgia Institute of Technology
An ever-evolving workshop program can be a tool that promotes student success to your largest audiences and help promote all services in your center. In this interactive session, we’ll discuss types of workshops, content, delivery methods, tools, marketing and assessment. Participants will create their own workshop program and share materials.

Half-Day Institutes - Afternoon

Wednesday, November 1, 2017 1:00 pm – 4:00 pm

International Tutor Training Program Certification, Part II - "Moving Beyond the Basics"
Roberta Schotka, Wellesley College.
This advanced session is for individuals who have direct experience with a level 1 certified program or who have attended the morning “Getting the Basics” session. Topics include determining if advanced certification is right for your program, designing advanced training programs and successful completion of Level 2 and 3 applications.

International Mentor Training Program Certification (IMTPC): Developing/Expanding Your Mentor Program
Michael Saenz, The University of Texas at Dallas
This institute is intended for college and university professionals who are developing or enhancing a peer mentor training program, and applying for IMTPC Certification. Participants will engage in discussion about certification requirements, share best practices, and complete components of the IMTPC application process.

Building Bridges Between the Learning Assistance Center and Major Stakeholders
Talisha Adams, The University of Tennessee; Ellen Amarante, Bucknell University; Tina Kondopoulos, Northeastern University; Lauren Lanwermeyer, Bucknell University; and Jon Mladic, Rasmussen College
This interactive Institute is a collaborative presentation by five members of CRLA’s Learning Assistance Center Management SIG. It focuses on the increasingly-critical relationships between learning centers and partners across the institution, primarily: building bridges between the tutoring center and students, faculty, and the institution as a whole.

Bridging the Gap: Safe Zone Training and Certification
Rebecca Cofer, Abraham Baldwin Agricultural College, and Nicholas Urquhart, Abraham Baldwin Agricultural College
LGBTQQAA+- what do all these letters mean and how can you as a tutoring professional be better trained to work with ALL students that come in to your center? This interactive pre-conference session will offer Safe Zone training and certification for attendees; thus, bridging a gap present in many centers.

Coaching Strategies: Building Bridges for Academic and Professional Success
Russ Hodges, Texas State University & Life Bound
Participants will learn strategies to coach students on setting goals, identifying challenges, and creating action plans. Through demonstrations and activities, attendees will experience coaching as a profound tool to help students learn to self-resource and develop resiliency for academic and professional success.

SIG/SRC Leaders Invited, Professional Development, CRLA Style
Suzanne McCarthy, Centenary University
Being a SIG/SRC leader for CRLA can be challenging, and entails mostly independent work with few opportunities for collaboration. This institute provides SIG/SRC leaders with a dedicated space on the conference program for professional development. This institute brings current SIG/SRC leaders together to explore ways to better engage SIG/SRC members.

Bridging Critical Thinking and Creative Design: A Digital Storytelling Workshop
Crystal Bickford, Southern New Hampshire University; Megan Palmer, Southern New Hampshire University; Nicole Clark, Southern New Hampshire University; Kasey Salter, Southern New Hampshire University; and Julie Thomas, Southern New Hampshire University
This workshop encourages participants to explore digital/multimodal projects. “Hands-on” activities will provide participants with a broad overview of the process as well as hands-on experience with individual steps. The group will participate in group activities that ultimately speak to implementation and classroom applications.

Supporting Self and Students through Yoga and Mindfulness
Erika Nielson, Texas State University
Professional development will be provided through the practices of yoga and mindfulness for current and sustained self-care, the research behind yoga and mindfulness, and the introduction of basic practices and benefits of yoga and mindfulness for students.