Full Day Institutes - Thursday, November 3, 2016 8:30 am – 4:30 pm
Academic Coaching: An Innovative Practice for Student Transitions and Success
Robert Pleasants, Kristen Rademacher, and Marc Howlett, University of North Carolina at Chapel Hill
This Institute provides interactive professional development in the practice of academic coaching and offers:
1) an overview of a university academic coaching program, 2) evidence-based research, 3) demonstrations of coaching,
and 4) interactive practice in coaching skills. Participants will create action plans for integrating coaching into
their work with students.
Action Research: Documenting Student Success
Vicki Towne, Practical Teaching & Learning
This is an interactive professional development workshop. Participants form a community of inquiry to describe student
success and identify issues related to student success in their classrooms. They collaborate in smaller communities of practice
to narrow their focus and develop action research plans to incorporate into their course design.
Half-Day Institutes - Thursday, November 3, 2016 8:30 am – 11:30 am
International Tutor Training Program Certification, Part I - "Getting the Basics"
Roberta Schotka, 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.
Academic Coaching: Guiding Principles, Implementation and Evaluation
Fiona Brantley, Georgia Institute of Technology, and Liz Kazungu, Georgia Institute of Technology
Our academic coaching program is a developing and transforming intervention that is responsive to the needs of our students.
In this interactive and hands-on session, we’ll discuss theories that inform the practice of academic coaching, program structure,
rationale for decisions, growth, promotion, assessment and how the findings inform practice.
Tracking the Changing Student: Safe Zone Training and Certification
Rebecca Cofer, Abraham Baldwin Agricultural College
One area in which college campuses are ever-changing is in the increasing number of students in the LGBTQA population.
This acronym, which is ever changing, refers to the lesbian, gay, bisexual, transgender, queer/questioning and asexual or ally population.
This pre-conference institute will offer Safe Zone training and certification for attendees.
Learning Assistance Center Managers’ Perspectives on Tracking Student Transitions
Jon Mladic, Rasmussen College, Maureen McCoy, University of Louisville, Tina Kondopoulos, Northeastern University, Sheila Mullooly,
Portland State University, and Erica Ellard, Webster University
This session will explore a variety of assessment techniques used successfully by learning assistance center managers at their institutions.
A group of seasoned professionals will share their knowledge regarding an array of tools that can be utilized for measuring factors ranging from student success to tutor performance.
Half –Day Institutes – Afternoon - Thursday, November 6, 2016 1:00 pm – 4:00 pm
International Tutor Training Program Certification, Part II - "Moving Beyond the Basics"
Roberta Schotka, Wellesley College
This hands-on advanced session is designed for individuals who have an understanding of the basics of tutor training program certification
through direct experience with a level 1 certified program or attendance at the morning “Getting the Basics” session, and want to expand their
knowledge by exploring advanced certification opportunities.
Enhancing Mentor Programs with CRLA's International Mentor Training Program Certification
Heather Porter, Salisbury University, Michael Saenz, The University of Texas at Dallas, and Jenna Polizzi, University of Tampa
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.
SIG/SRC Leaders Invited, Professional Development, CRLA Style
Suzanne McCarthy, Centenary College
Being a SIG/SRC leader for CRLA 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.
From Course Participation to Graduation: Tracking Readmitted Students' Success
Fiona Brantley, Georgia Institute of Technology
Students returning from academic dismissal experience a demanding screening process and face tremendous pressure once readmitted. This interactive
session will share tools and strategies that may be utilized to effectively support students in a mandatory recovery course. We’ll also discuss
curriculum, delivery, defining success and systematically tracking progress and persistence.
Using Literacy Strategies to Help Students Transition to Math Application
Ann Wolf, New Mexico Highlands University, Victoria Appatova, University of Cincinnati Clermont College, and Linda Russell, Minneapolis Community and Technical College
This pre-conference institute will focus on the connections that can be applied between literacy and math. The presenters will share some strategies to help
students become successful readers in a math course. Also included will be active reading strategies for instructors or tutors to experience in the math discipline.
The Studio Lab Experience: Addressing Learning Domains in IRW Classes
Terry Shamblin, Monroe Community College, Judi Salsburg Taylor, Monroe Community College, Renee Dimino, Monroe Community College
The Studio Lab is a two-hour required component of our integrated reading and writing courses. During studio lab, IRW faculty facilitates
learning and address the three domains as students discover and build knowledge together. Participants will experience and create a studio lab
and receive materials to use in any classroom.
Training and Supporting Faculty Teaching Accelerated, Integrated Reading/Writing Courses
Jeanine Williams, Community College of Baltimore County, Sharon Hayes, Community College of Baltimore County, and Denise Parker, Community College of Baltimore County
This workshop introduces professional development practices for instructors of an accelerated, integrated developmental reading and writing course. Participants will
learn the components of professional development that are employed to assist instructors from both English and Reading backgrounds teaching in an integrated model.
From Student Workers to Prepared Professionals: Training and Evaluating Tutors
Brandi Schreiber, Texas Tech University
Tutor coordinators are tasked with hiring the best tutors. But what can they do to truly develop tutors into the best professionals who add expertise to our field and
positively affect student learning? This pre-conference session will explore training and evaluation strategies that transition inexperienced student workers into prepared professionals.