CRLA
41st Annual Conference, Cleveland, OH
Lunch with a Mentor offers participants an unparalleled opportunity to share with and learn from leaders in our field. Each Mentor's group is limited to nine participants. Lunch is a Cleveland Club Croissant with Cole Slaw and coffee or tea and Chocolate Sin Cake for dessert. (Ticketed Event: Cost $20.00)
Mentor
A: David
Arendale arend011@umn.edu
Peer-Assisted
Learning: Fostering Active Learning
David will lead an interactive
discussion on facilitating the learning process for today's students including
the use of podcasting and the involvement of students in co-creating their
learning environment. David is past-president of NADE, a Founding Fellow of
ACDEA (now CLADEA) and an Associate Professor at the University of Minnesota-Twin
Cities. He views one of his primary tasks as helping students prepare for
a life time of service to community and country.
Mentor
B: David
Caverly dc02@txstate.edu
It's
a Wonderful Second Life. Or is it?
Learn what is being done now
in colleges across the world in virtual worlds like Second Life. How
do we prepare developmental students for learning in these environments? How do
we teach in these environments?
David is best known for his TechTalk column in the Journal of
Developmental Education and his co-edited book, the Handbook of College Reading
and Study Strategy Research. As Professor of Education at Texas State
University-San Marcos, he directs the reading program and teaches reading,
technology, and research courses.
Mentor
C: Frank Christ flchris@cox.net
Professional
Development for Personal and Academic Outcomes
This collegial discussion with
Frank will be on the critical need for CRLA professionals to develop and improve
their skills as authors, presenters, and consultants within their institutions,
professional associations, technology associations, and corporate communities
and importantly, how to do so. Frank has been an author, editor, consultant,
and presenter for community colleges, four year universities and major
corporations, and conducted workshops at Syllabus, TechEd, California Virtual
Campus, NCLCA, CRLA, ATP, and the Winter Institutes. He is developer and
content editor of LSCHE.
Mentor
D: Diana Calhoun
Bell belldc@uah.edu
Using
Politeness Theory to Enhance Peer-to-Peer Communication in the Learning Center
Join Diana to explore
politeness theory and the ways that politeness helps establish tutor identity
in initial learning center visits and the way those identities are confirmed,
renegotiated or subverted in -subsequent sessions. Diana is an associate
professor of English, former Writing Center Director and Writing Program
Administrator and current Learning Center Director at The University of Alabama
in Huntsville. Her recent publication venues include TLAR, Computers and
Composition, The Writing Center Journal, Radical Pedagogy, Readerly/Writerly
Texts.
Mentor
E: Jeanne Higbee higbe002@umn.edu
Ensuring
Inclusion for Students with Disabilities (free book for participants)
Participants will discuss ways
that the implementation of Universal Design (UD), Universal Instructional
Design (UID), and Universal Learning Support Design (ULSD) can promote access
and success for students with disabilities while benefiting all students.
Jeanne has published more than 100 professional articles and book chapters and
has edited or co-edited 15 monographs and three books. Her research focuses on
providing access and eliminating attitudinal barriers to success for students
from underserved populations.
Mentor
F: Carolyn Hopper chopper@mtsu.edu
Putting
Students in the Driver's Seat
Analogies are an excellent way
to check student understanding and stretch critical thinking. The analogy
that college is a road trip and each student must be the driver if he is to
be successful works well. Come join the fun working with putting students
in the driver's seat. Carolyn, Learning Strategies Coordinator at Middle Tennessee
State University, is the author of Houghton Mifflin's Practicing College Learning
Strategies, 4th edition. Her website, The Study Skills Help Page,
gets 3000-5000 hits weekly. She is a frequent presenter at CRLA, NADE, and
FYE, and conducts faculty development workshops nationally and internationally.
Mentor
G: Lucy
McDonald lucy@lucyonline.com
Technology
in Developmental Education: Issues and Directions
This conversation will engage
participants with their concerns and issues around technology, distance learning,
tutoring online. Lucy will provide insights on future directions and current
best practices. Handouts will include resources for further exploration. Lucy
MacDonald, MA, MA, is Professor Emerita, Chemeketa Community College, faculty
trainer at TIDE (Technology Institute for Developmental Educators) and co-author
of "Tech Talk" in the Journal of Developmental Education. Lucy has two -national awards from CRLA and is an ACDEA fellow.
She created and maintains a student success web site: howtostudy.org
Mentor
H: Saundra McGuire smcgui1@lsu.edu
Make
the Learning Center the Nucleus of Your Institution
This lively discussion will
explore ways to make the campus learning center a pivotal point in the lives of
students, faculty, and administrators. We will discuss creative funding
mechanisms and -programs that infuse learning center strategies and initiatives
throughout the campus. The session will be led by Saundra McGuire, Director of
the Center for Academic Success and Adjunct Professor of Chemistry at Louisiana
State University. Her interests include teaching and writing about
metacognitive learning strategies that transform learning and teaching.
Mentor
I: Emily
Miller Payne emily.miller.payne@txstate.edu
Publishing
Your Manuscript in JCRL: Getting There From Here
In this session, Emily will
describe the JCRL publication process, lead discussion of the types of manuscripts JCRL
publishes, and discuss strategies for getting research projects ready for
submission. Participants are encouraged to bring manuscript ideas and questions
about the process. Emily is an Associate Professor and graduate faculty in
Developmental and Adult Education at Texas State University. She is editor of
the Journal of College Reading and Learning, co-chair of the NADE Publication
and Professional Development committees, and is published in national and state
refereed publications.
Mentor
J: Patricia
Mulcahy-Ernt mulcahyp@bridgeport.edu
Comprehending
and Composing for an Enriched Academic Literacy Life
How can instructors in college
reading courses facilitate the academic literacy lives of their students? You
are invited to join a discussion of strategies for linking together texts,
talk, and authors. Strategies will address both the comprehension of academic
texts and the composing of academic discourse. Patricia is a Professor of Reading and Language Arts in the
School of Education and Human Resources at the University of Bridgeport where
she directs the graduate teacher certification programs. Her research and
teaching focus on reading comprehension, composing, and study-reading
strategies for the content areas and the English language arts.
Mentor
K: Joey Offer jo21@txstate.edu
Motivating
Developmental Mathematics Students
Join in the discussion on tried
and true strategies for motivating your developmental math students. Joey
is a lecturer in the Mathematics Department at Texas State University and
co-leader of CRLA's Mathematics SIG. She teaches developmental mathematics
courses and mathematics education courses for pre-service teachers at Texas
State University–San Marcos. Joey's research interests include how underprepared
students learn mathematics from both cognitive and motivational perspectives.
Mentor
L: Rita
Smilkstein rsmilkst@sccd.ctc.edu
Helping
Students Fulfill Their Potential as Motivated, Engaged Natural Learners
Rita's interactive discussion will
be on the brain's natural, self-motivating learning process. Knowing how the
brain learns and how to translate this knowledge into curriculum and pedagogy
enables developmental education teachers to help their students become engaged,
motivated, and successful regardless of gender, age, or culture. Rita, Professor
Emerita (English), North Seattle Community College, and Invited Faculty at
Western Washington University's College of Education, speaks nationally and
internationally on brain-compatible teaching. Among her many awards are two
Excellence Awards from NISOD, CRLA's Robert Griffin Award, and ACDEA Fellow.
Mentor
M: Norm
Stahl stahl@niu.edu
Individuals
Who Serve At-Risk Student Should Not be At-risk Faculty
New faculty members in higher education and particularly in developmental education face personal stressors and institutional polices that put them at-risk for professional and scholarly success. This session focuses on proactive steps administrators might take to promote a new colleague's success. Norm has an extensive background in higher education with experience in teaching, publishing, administration, and teacher training and has made valuable contributions to the field of reading including refereed and invited publications, research, and service to a variety of professional organizations such as AERA and NADE.