Friday, November 3 - 12:15 pm – 1:45 pm
Intersecting Writing Programs: Fostering Positive Relationships Across WAC, Writing Centers, and First-Year Writing
Crystal Bickford, Southern New Hamphire University
Come prepared to share your stories of successful writing partnerships on your campus. You are welcome to ask questions and brainstorm strategies to bring back to your campus and classrooms. Ultimately, leave our time together with a stronger sense of how programs can work together to strengthen campus-wide writing initiatives.
Scaffolding for Reading and Writing Based Projects
Gretchen Starks-Martin, St. Cloud State University
Come prepared to share your reading/writing activities which have proven successful for your developmental students. Engage in a discussion of a scaffolding approach to reading, writing, and study strategies culminating in an exciting project that utilizes technology and students’ creativity in producing reading/writing strategies which are unique and publishable on YouTube or the Internet. Leave with examples of student generated projects, technology resources, and ideas on how to implement these new ideas in your classroom. We will all finish lunch as a “community of educators!”
Empowering Student Leadership in Academic Support Programs
Lindley Alyea, Texas State
As many professionals in academic support across the nation struggle to serve the demands of a growing student body with limited professional staff members, our table will examine the definite pros and potential pitfalls of empowering student leadership in learning assistance center programs. Engage in a discussion geared toward getting participants to think outside of the traditional supervisory box in terms of undergraduate and graduate student responsibilities, particularly within the framework of a Supplemental Instruction or tutoring program.
Reaching Across the Quad: Campus Collaboration Ideas for College Reading and Learning Professionals
Sonya Armstrong, Texas State University
Busy schedules and campus silos can sometimes make our work lonely and isolating. However, there are countless opportunities—and needs—for college reading and learning professionals to collaborate and educate others across campus. During lunch, we will share possible partnership ideas, both tried and true and uncharted territory. We will discuss suggestions for initiating and sustaining these collaborations so that they are mutually beneficial.
Reading Strategies to Support Learning in Multiple Texts
Ann Wolf, New Mexico Highlands University
This session is an extension from previous presentations on incorporating reading into the math curriculum. I will be sharing suggestions and ways to integrate reading strategies into a variety of disciplines. This will include vocabulary strategies, comprehension strategies and others. Bring your own suggestions to share with everyone at the table.
Finding your Academic Voice
Jodi Lampi, Northern Illinois University
Being a fairly new academic can be very challenging, as most new roles come with hidden curriculum and expectations. Whether you are a graduate student, practitioner new to the research arena, or a junior faculty member, come engage in a discussion related to finding your voice in new settings, navigating new academic roles, networking, and publishing. I will provide a list of journal outlets intended for new voices, graduate students, and emerging scholars. In addition, we will discuss networking strategies, department collaborations, and "practice-to-research" ideas.
Tutor Training: How do you know it is working? (Standards, Outcomes, Assessment and Evaluation for Tutor Training)
Roberta Schotka, Wellesley College, ITTPC Coordinator
We spend a lot of time and energy training our tutors, but how do we know if they are actually learning what we are teaching? Regular and systematic evaluations (self, peer, and supervisor) are a start. Come share your “best practices” for tutor evaluations and participate in a lively discussion about embedding learning outcomes and assessment into our training programs. We will talk about specific outcomes for the training topics for ITTPC levels 1, 2 and 3, and how to assess what our tutors are learning in concrete and specific ways.
Building Bridges from Research Idea to Research Study: Forming a Problem Statement
You’ve got an idea for a research study – so, what’s the next step? We will discuss a specific kind of problem statement, how to construct it, and how it is useful in articulating research goals and approaches when planning a study. We will work through the problem statement process, and if you bring your research ideas we will workshop those as problem statements as well. Geared toward early career scholars and graduate students and anyone else interested.
Bridging to eTexts
Discussion will focus on .pdfs, eTexts, eBooks, online OER (Open Education Resources) digital books. What are faculty and student experiences with eTexts? What if students could have their textbooks the first day of class? Handouts will be provided as well as an online interactive wiki site of resources.
Small Teaching for College Reading and Learning
Jim Lang, Assumption College
The learning principles outlined in Small Teaching represent core cognitive activities that should help learners succeed in a variety of areas. But some might be more helpful than others in the specific work that members of the CRLA do with their students, such as one-on-one tutoring or mentoring. In this conversation, we’ll consider which of the Small Teaching principles have proven most effective for working with students in academic support or tutoring contexts, and how we can best put those principles in practice in such environments. Participants should come prepared to share their best small teaching practices with one another and the group.
Research on Tutoring: The Year in Review
Hunter Boylan, Appalachian State University
Learning assistance professionals rarely have time to keep up with current research in their field. This is particularly true of the research on college and university tutoring. This discussion addresses findings from major research students on tutoring conducted between November of 2016 and October of 2017. The discussion leader, Hunter Boylan, will provide an annotated bibliography of some of the more relevant research on college and university tutoring. Participants will then raise questions and participate in a discussion of the implications of this research for practice.