McGinley, Atkins, Hochberg , Reeves, Simpson, Thomas   Making Your Learning Center a Hall of Fame

22/W                         8:30 AM & 1:00 PM                               Dolder G

 

Type_Presentation:         6-hour Pre-conference Institute

PresentationTitle:         Making your Learning Center a Hall of Fame

ProgramStrand_Primary:     Learning Assistant Center Management

ProgramStrand_Secondary:   None

 

Lois McGinley

Marlene Atkins

Erica Schmitt Hochberg

Allison Reeves

Deb Simpson

Melissa Thomas

 

Presentation_description:

Learning assistance center directors, managers, and coordinators need templates and strategies for turning their centers into halls of fame.  In this institute we will ÒdanceÓ our way through 1) background of learning assistance, 2) share models drawn from research and experience, 3), create synergy among participants, 4) inspire future actions worthy of a hall of fame.

 

Session_summary:

Although most colleges and university in the United States has some form of learning assistance, directors, coordinators, and managers are often placed in leadership positions without specific training in the field.  As the number of students that are at risk enter college grows, learning center managers need to be more informed and better prepared to decide 1) what types of services should be offered at their college, 2) how should their staff be trained, 3) what types of evaluations are important, and 4) how to learn from others in the field.  In this institute, we propose to inform, share, inspire, and plan for the future.

 

Managing a learning center is similar to learning a new dance.  First we must know the basics.  What is the foundation from which we build?  What are the theories and philosophies that could guide either someone new to the field or a seasoned Òdancer.Ó  Therefore, this instate will be presented with 5 overall themes.  They will be:

 

1.      The Basic Footwork:  The foundation of Learning Centers in the American College system.  The theories and philosophies that can be a guide.  Where do learning assistance mangers get their support and resources?

 

2.      Artistic Expression:  Learning Centers vary a great deal.  We will look sat some classical models and also some of modern design.  Areas to be covered include what services should be provided.  Is tutoring the only thing offered or should it be?  What services should be available for different populations of students?  Who should staff and provide services?  Should learning centers be centralized or decentralized?  And what physical structures and technologies work best for providing services?

 

3.      Partner Interactions:  What do I know now that I wish I had known then.  Participants will be asked to share their knowledge.  We have all made errors, and we hope to learn from each other.  Some of us may have Òtwo left feet, Ó but practice and sharing helps us all to achieve better results.  We will also share current challenges including ADA issues.

 

4.      Polishing Our Steps:  How do we take our learning centers to the next level.  What can our assessments and research tell us?  How can we share this information with others so we can progress in our missions?  What training will be most beneficial to us and to our staff?  What kind of risks do we run for our staff and students? 

 

5.      LetÕs Rock & Roll:  Since research shows that when people write down their goals, they are more likely to achieve it, we will assist participants to form an action plan in the following areas:  1.) assessment (if it hasnÕt been done) of services, 2) staff training, 3) management development, 4) marketing to students and staff (as appropriate), 5) general improvement goals for the center.

 

Learning Objectives:

1.      Participants will recognize the significance of the development of learning assistance

2.      Participants will recognize the diversity of learning assistance models and use that information to create an action plan for their center.

3.      Participants will create working relationships with other learning center managers

4.      Participants will create a notebook of resources from research, to WEB sites, to technology resources, to each other.

 

Significance to the Field

There is no formal training for Learning Center Directors and Managers.  It is only though professional presentations from members of the field that we can learn, process, and refine what we do.  We will build on the history of tutoring and learning centers, learn from each other while sharing, and plan for the future.  Handouts and worksheets will be provided for participants to merge into handbooks for reference and planning.  Finally, participants will take advantage of the expertise learned through collaboration, and form a network of professional support.  Since there is not formal graduate training in learning assistance, institutes such as this are vital to the professional development of learning center managers. 

 

Relevance

The fact that the Learning Assistance Center Management SIG is one of the largest in CRLA, indicates the attitude of professionalism denoted by the members.  A fully-implemented learning center incorporates so many services, and deal with so many concerns, it is vital to promote professional exploration and development for those members.  This institute can provide that so our learning centers can become halls of fame for us and our stakeholders.

 

PresenterBio:

I have taught in middle schools, high schools, prisons, and community colleges.  My work has focused on the at-risk student in all of these settings.  I have a BA degree from Central Michigan University in English and Spanish, a MA degree from Kent State University in reading, and an EdS. degree from Appliachian State University in Leadership and Higher Education.  I am currently President of the Michigan Developmental Education Consortium and leader of the Great Lakes Region of CRLA.  I have taught at Massachusetts Bay Community College and Massasoit Community College before starting my current job at Macomb Community College.  My job at Macomb includes responsibility for the Learning Centers and Placement Testing departments.

 

Presenter Bio:

Allison Reeves has a BA in History and English from the University of Alabama in Tuscaloosa and a Masters in Education from the University of Alabama at Birmingham and a Masters in Library and Information Science from UW Milwaukee.  Allison has been employed at Carroll College for 10 years and currently serves as the Associate Library Director and the Director of the Learning Commons.  She is a member of NADE and CRLA and most recently hosted the WI Learning Assistance Program administrators at Carroll in May of 2008.

 

Presenter Bio:

Erica Schmitt Hochberg is the Peer Tutoring and College Learning Program Coordinator at Endicott College in Beverly, Massachusetts.  Prior to joining the Endicott community in 2006, she worked in Academic Support Services at Muhlenberg College and in the Office of the Assistant to the President at Harvard University.   During the past eight years, she has also tutored part time in Writing Centers at Muhlenberg College, Boston College and Endicott College.  She holds a Bachelors degree in English from Muhlenberg College and a Masters degree in English, with a concentration in Irish Studies, from Boston College.  She is a member of NTA, NADE, and CRLA, and has presented at several conferences on the topics of tutoring writing for first year students with disabilities, marketing the writing center, and overcoming obstacles of age and experience with peer tutors.

 

Presenter Bio:

Melissa Thomas, J.D. is the Program Coordinator for Graduate Student Learning Assistance at the University of Texas at San Antonio. She has her law degree from the University of Texas. She has experienced learning assistance on many levels, including being a Supplemental Instructor Leader in undergrad, mentoring first year law students while being a second and third year law student, and now directing a new program that academically supports graduate students at the university

 

Presenter Bio:

Marlene Atkins has been the Director of Transitional Studies for three years and also the Learning Center Coordinator for three years at the Illinois Institute of Art in Chicago.  The was a librarian at a culinary school for eight years.  Previously she taught at the high school and community college level.  Marlene has a BA from Elmhurst College, and MA from Northeastern Illinois University and a MLIS from Dominican University.

 

Presenter Bio:

Deb Simpson has a Masters Degree in English Literature from Kent State University.  She joined the faculty at Jamestown Community College in 1984 when she became instructor and coordinator of the learning assistance center.  She has served on the board of CRLAÕs International Peer Tutoring Certification Program and is currently serving on the Advisory Board for JCRL.