CRLA (formerly WCRLA) is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring at the college/adult level. CRLA is inherently diverse in membership. CRLA’s most vital function and overall purpose is to provide a forum for the interchange of ideas, methods, and information to improve student learning and to facilitate the professional growth of its members.

Members give practical application to their research and promote the implementation of innovative strategies to enhance student learning. In a spirit of community, members share their own successful experiences with others so that all may benefit.

Any individual who belongs to a faculty or administration of a public or private college or university, and who has an interest in college learning assistance, tutorial programs, reading, and developmental education, is invited to join the College Reading and Learning Association.

History

CRLA’s founders—reading specialists in colleges of the western United States—were focused on the needs of college reading specialists, reading centers, and reading programs. These programs, which had been operating in a few colleges and universities for many years, were developing in many more institutions as part of the “new” services for students in a new era of higher education. To meet the need for professional standards and professional development when colleges and universities were struggling with equal access, open doors, and academia’s higher responsibilities, our founders created the Western College Reading Association.

Western College Reading Association (WCRA): 1966-1983

Gene Kerstiens describes the birth: “At one-thirty A.M., the Saturday before Thanksgiving, 1966, in room 202 of the then Holiday Inn, San Bernardino, California, about 20 of those remaining at a five-and-one-half-hour meeting signed the blood oath, a document that has not survived. At the end of this assembly, the first president was appointed by himself (not elected) with the tacit approval of the group. It may not have been an auspicious inception, but it was colorful and collegially contentious.” Gil Williams hosted the meeting and obtained sponsorship from Carroll Edwards, regional representative of Science Research Associates. In response to a notice placed in the hotel lobby, 35 conference participants met to discuss starting a college-oriented reading association. Among the attendees were Royce Adams (Santa Barbara City College), Jon Hagstrom (Columbia Junior College), Robert Griffin (College of the Desert), Gene Kerstiens (El Camino College), and Frank Christ (Loyola University of Los Angeles).

The active and dedicated group accomplished much in its first three years. At an early organizational meeting at the College of the Desert in March 1967, the constitution was adopted, officers were elected (President Robert Griffin, President-Elect Frank Christ, Secretary Loretta Newman of Los Angeles Harbor College, and Treasurer Gil Williams of San Bernardino Valley College), and annual dues were set at $5.00. At an Executive Board meeting in June, a quarterly newsletter was born; edited by Frank Christ, it began publication in September 1967. That October, an organizational meeting was held at the Kona Kai Hotel in San Diego to discuss an annual conference. Then in 1968, WCRA established a placement clearinghouse that listed positions for reading teachers.

Already in 1968, WCRA numbered 144 members representing twelve western states and Canada with over one half of the membership from California. WCRA also had fourteen chapters representing twelve states. In 1969, the treasurer was bonded, associate memberships were offered to administrators and librarians, and state directors were appointed by the president. Finally, a directory project was initiated to identify college reading teachers, their backgrounds, and their job descriptions to determine a potential standard for the field.

The first annual conference, themed “Creating Opportunities for Skillful Reading,” was held in April 1968 at the Ramada Inn in Phoenix, Arizona, hosted by Irwin Joffee, the director of the Reading Clinic at Phoenix City College. Dr. Robert Shafer, an Arizona State University reading professor, gave the keynote address: “The Practical Critic, the Rhetorician, and a Developing Model of Reading Comprehension.” At this first conference, the tradition of an evening hospitality suite for all members to meet with association officers and fellow members began as the “Informal Discussion of Vital Issues” (later known as the Friday Night Literary Society). Exhibiting wares were Reader’s Digest Services; Science Research Associates; Holt, Reinhart, and Winston; Addison-Wesley; and Educational Developmental Laboratories, a division of McGraw-Hill.

The City College of San Francisco hosted the second annual conference at the Airport Hilton in March 1969. Incoming president Frank Christ gave the keynote, “Organization, Development and Implementation of College Reading/Study Skills Programs: Assumptions and Conclusions.” Conference presenters included Drs. Martha Maxwell (University of California at Berkeley) and Jordan Utsey (State University of New York).

The third annual conference was held in March 1970 at the Benson Hotel in Portland, Oregon, hosted by Dr. Ned Marksheffel of Oregon State University. The keynote, “Should All Reading Teachers be Certified?” was delivered by president Irwin Joffee.

The 1970’s. WCRA grew fast in the 1970’s, a period of enormous change in higher education. Affirmative action, equal rights, and the “new student” rallied professionals in our field and stimulated rapid growth of learning centers, reading programs, and developmental studies across North America in response to new imperatives.

The young WCRA organization incorporated in 1972 and filed its constitution and bylaws with the Corporation Commission of New Mexico. In 1975 the Executive Board established WCRA’s unofficial motto: “the Blue Chip organization for college reading professionals.”

Student memberships were initiated at $2.50, half the fee of regular membership. The president-elect was made conference program chair, and on-site chairs handled local arrangements. Conference proceedings were edited by Frank Christ, with the first issue featuring papers and addresses from the first three conferences. The position of archivist was created in 1976, and a scholarship fund of $1,000 was set up in 1977 to award a yearly scholarship to graduate students pursuing degrees relevant to the interests of WCRA members. In 1979 the Board instituted an annual service award, too.

In 1977 a formal vote determined that all WCRA conferences would be held in the western region of the United States, but eventually the W in the name was expanded to mean the Western Hemisphere, and Canadians were formally invited into the organization. WCRA voted in 1978 to hold conferences only in states that had ratified the ERA; although that decision eventually became moot, some tentative conference site proposals were thwarted for a few years. Nevertheless, conferences were stimulating and collegial.

CRLA began formal liaisons with other professional organizations in 1977, and dues took a big leap to $15 in 1978. By 1983, WCRA had published 15 issues of conference Proceedings.

Western College Reading and Learning Association (WCRLA): 1983-1989

In 1983, after years of deliberation and discussion, the membership voted to expand its name to Western College Reading and Learning Association to welcome the many professionals in writing, learning assistance, tutorial programs, mathematics, developmental studies, counseling, and other fields who were finding WCRA conferences and publications beneficial to their professional experience.

WCRLA expanded member services with bigger and more diverse conferences, Special Interest Groups, and elections by mail ballot. In 1983, WCRLA replaced conference Proceedings with the double-blind-juried Journal of College Reading and Learning, edited by Delryn Fleming (Brookhaven College, Texas). To provide continuity, the offices of treasurer and secretary became two-year positions, elected in alternate years. A formal liaison relationship was established with the young sister organization of NADE. To better define the training needed by peer tutors, the International Tutor Training Program Certification (ITTPC) was created, followed later by what is now the International Mentor Training Program Certification (IMTPC).

New WCRLA conference features included dinner-on-the-town night, newcomers’ welcome sessions, and a designated computer room. The first WCRLA conference was held at the Portland (Oregon) Marriott and keynoted by A. Garr Cranney of Brigham Young University. The next five WCRLA conferences (1984-1988) met in San Jose, Denver, Los Angeles, Albuquerque, and Sacramento, continuing the tradition of meeting every other year in California, alternating northern and southern locations.

College Reading and Learning Association (CRLA): 1989 to the present

The organization’s name was changed in 1989 to CRLA. Although there was sentimental angst about dropping “Western” from the name, membership across the United States and Canada and overseas is acknowledged in the current name: College Reading and Learning Association.

The 1990’s. The organization truly matured in the ’90’s, creating an election process that allows new officers adequate time to prepare for new duties; new Board positions of Membership Coordinator and Executive Assistant; contracts with commercial mailing services; more scholarships and awards; a strategic plan; an International Symposium on Teaching and Learning; and the Professional Association Liaison Committee. Annual conferences moved from spring to fall to avoid conflict with spring holy days and NARDSPE/NADE’s spring conference.

Martha Maxwell served as CRLA’s first director on the Council for the Advancement of Standards in Higher Education, and CRLA helped develop CAS standards for learning assistance programs. In 1996, CRLA was a founding member of the American Council of Developmental Education Associations (ACDEA) to improve communication and facilitate action among associations. Also in the 1990’s, a Communications Task Force identified new means for CRLA officers to communicate with the general membership; a Past Officers’ Council was created to advise the Board; and dues rose from $25 to $40.

The 2000’s. Annual dues rose to $50 in 2003 to match costs. Despite campus funding cuts and travel restrictions, both membership and attendance at CRLA conferences increased. The Call to Conference now arrives in members’ e-mail. The Association continues to meet professional development needs of its members by means of conferences, the Journal of College Reading and Learning, the e-newsletter, e-bulletins, and expanding website.

The Board and membership adopted a Position Statement on the Rights of Adult Readers and Learners (2002) and Guidelines for Professional Ethics (2003). Eight Guiding Principles were adopted to replace the strategic plan. The number and value of scholarship and travel awards increased, and projects initiated by Special Interest Groups and state/region/chapter groups are generously funded. CRLA tutor program certification, a revised edition of the Tutor Training Handbook, and new ITTPC pins for trained tutors are sought by more and more programs.

CRLA continues to nominate worthy ACDEA Fellows as paradigms of professional practice. The Association supported the work of ACDEA’s Blue Ribbon Commission and helped ACDEA transition into the Council of Learning Assistance and Developmental Education Associations (CLADEA) to take collaborative action for high standards and professional development. Each fall, CRLA offers its conference to celebrate your work as members of the first organization in the field of college reading, learning assistance, developmental education, and student success!

College Reading and Learning Association Bylaws


ARTICLE I - NAME

The name of the Association shall be College Reading and Learning Association (CRLA).

ARTICLE II - PURPOSE

The purpose of CRLA shall be as shown in the Articles of Incorporation.

ARTICLE III - MEMBERSHIP

1.    Members of the Association shall be of one class, and each member shall have the same rights, duties, privileges, and responsibilities as every other member.  Each member of the Association shall be qualified to originate and take part in any subject that may properly come before any meeting of the corporation, to vote on each such subject, and to hold office in the Association to which he/she may be elected or appointed.

2.    Subject to all the provisions of these Bylaws, any individual who has interest in college reading and learning is eligible for membership.  Applications for membership shall be in writing, in a form prescribed by the Board of Directors.  The membership types, the amount of dues to be paid by the members of the Association, and the time of payment thereof, shall be determined by the Board of Directors.  No person shall become a member of the Association until the full amount of dues has been paid.

3.    Membership may be renewed from year to year by submitting payment of annual dues with either a membership application or a renewal notice.  Any member who has not paid his/her annual dues within sixty (60) days after the expiry date is no longer a current member nor a member in good standing.

4.    The Board of Directors may grant honorary or lifetime membership, conferring membership without payment of dues in recognition of service to the Association or the field.

5.    The guidelines for professional ethics adopted by CRLA shall at all times constitute the guidelines for professional activity of the association and its members.  In the case of any accusation of misconduct by a member, the Board of Directors shall refer the matter to the Ethics Committee to review the complaint.

ARTICLE IV – OFFICERS

1.    Elected Officers. The elected officers of the Association shall be the President, the Immediate Past President, the President-elect, the Secretary and the Treasurer.

2.    Duties of Elected Officers.

    a. The President shall preside at meetings of the Board of Directors of the membership of the Association.  In addition, the President shall, with the approval of the Board of Directors:
       * Appoint directors, chairpersons or coordinators of standing and special committees;
       * Call special meetings of the Board of Directors or Executive Committee;
       * Appoint a Secretary, Treasurer, President-elect, and/or Past-President in the event of vacancies;
       * Create and/or dissolve programs, initiatives, and/or task forces as necessary to fulfill the mission of the Association.

    b. The President-elect shall preside in the absence of the President and shall act as chairperson of the annual conference.

    c. The Immediate Past President shall be the Parliamentarian and  shall preside in the absence of the President and the President-elect and shall act in a general capacity as advisor to the President on the affairs of the Association.

    d. The Secretary shall be the official custodian of all documents belonging to the corporation and shall determine where specific documents shall be housed including with the Executive Director, an association management company, or other locations as approved by the Board of Directors. The Secretary shall record the proceedings of all general and special meetings of the membership and of the Board of Directors and shall carry out the general secretarial duties of the Association.  The Secretary shall act as presiding officer at general meetings of the membership in the absences of the President, President-elect, and Immediate Past President.

    e. The Treasurer and/or Executive Director or association management company shall receive and record receipt of all dues and other income of the Association. The Treasurer shall make a financial report at each general and special meeting of the membership and of the Board of Directors and approve all expenditures.

3.     Appointed Officers.  The president shall appoint, subject to approval by the Board of Directors:

        *the Certification Director;
        *the Professional Development Director;
        *the Public Relations Director; and
        *the Publications Director.

4.    Duties of the Appointed Officers. 
        a.  The Certification Director shall oversee both (and any future) certification programs and serves as a liaison between the coordinators of each program and the board.
        b.  The Professional Development Director shall oversee the work of the State/Region/Chapter (S/R/C) and Special Interest Group (SIG) Coordinators and the investigation, promotion, and implementation of professional development activities for the members.
       c. The Public Relations Director shall oversee the communication of the Association with its membership and shall be responsible for the public relations and publicity of the Association.
       d. The Publications Director shall monitor all official publications of the Association and, in collaboration with the Publications Committee, shall study, propose, and implement plans for improving the effectiveness and significance of publications, and shall establish and implement publication and editorial policy and practice as defined by the objectives of the Association.

ARTICLE V - MEETINGS

1.    The annual CRLA Conference will be held each fall at a date and location to be determined by the Board of Directors.  Other meetings of the membership may be held from time to time as determined by the Board of Directors or by the membership at any annual meeting.  Notice of the annual meeting, and of all the other member meetings established by the Board of Directors, shall be sent to all members of the Association at least one month prior to the meeting.

2.    Special meetings of the Association may be called by the President with the approval of the Executive Committee and shall be called by the President at the written request of any fifty (50) members of the Association.

3.    All members of the Association have the right to attend all membership meetings—annual or special.  They may attend other meetings, except for Executive Closed Sessions, as non-voting observers only.

4.    Quorum

         a.  A quorum for a regular or special membership meeting or for mail or electronic voting shall be at least ten percent (10%) of the membership of the Association at the time of the vote.

         b.  Should a quorum not be represented in mail or electronic balloting for election of officers, balloting will be repeated until the election is successful.

ARTICLE VI - BOARD OF DIRECTORS

1.     The affairs of the Association shall be managed by the Board of Directors.  The five elected officers shall constitute the Board of Directors. The four appointed officers shall be advisory members of the Board of Directors, with the right to make and debate motions, but not to vote.

2.     The administrative powers of the Association shall be vested in the Board of Directors, who shall have charge, control, and management of the property, affairs, and funds of the Association, and which shall have the power and authority on behalf of the Association to do and perform all acts and functions not inconsistent with the Articles of Incorporation, these Bylaws, or any provision of law. These powers shall include hiring an Executive Director and/or an association management company.

3.     The title of all property of the Association shall be vested in the Association, and the signatures of the President and the Secretary, when authorized at any meeting of the Board of Directors, shall constitute proper authority for the purchase or sale of property or for the investment or disposal of funds which are subject to the control of the corporation.

4.     Special meetings shall be confirmed by the President in writing to all directors.  The notice shall state the business for the transaction of which the special meeting has been called, and at such meeting no business other than that in the notice shall be transacted.

5.     Three voting members shall constitute a quorum of the Board of Directors, except that when the board fills a vacancy on the board, the quorum shall be a majority of the members on the board at the time of the vote.

6.     The President-elect shall be elected for a one-year term and serve successive one-year terms as President and Immediate Past President.  The terms of office of Secretary and Treasurer shall be for three years. The Secretary shall be elected in years evenly divisible by three, and the Treasurer shall be elected in the following year.

7.     A vacancy on the Board of Directors may occur whenever any director ceases to be a member of the Association, ceases to hold the office that qualifies him/her as a director, or is removed from the Board due to consistent non-performance of duty or violation of the Guidelines of Professional Ethics. Any director or officer may be removed from office or from the Board by a majority-of-those-present vote of the Board of Directors attending a regular meeting or a meeting called for that purpose whenever, in the Board’s judgment, the best interest of the Association would be served thereby. Any such director or officer proposed to be removed shall be entitled to no more than fifteen (15) days notice in writing by certified mail of the meeting at which such removal is to be voted upon and shall be entitled to appear before and be heard at such meeting.  

    a. A vacancy in the office of President shall immediately be filled by the President-elect, who may appoint a conference program chair if desired. 

    b. A vacancy in the office of President-elect shall be filled by appointment by the President with approval of the Board of Directors.  The appointed President-elect and any appointed conference program chair shall become co-chairs of the Program Committee.  The new President-elect shall assume all other duties of that office. 

    c. Vacancies in the offices of Immediate Past-President, Secretary, and Treasurer shall be filled by appointment by the President with the approval of the Board of Directors. 

ARTICLE VII – INITIATIVE, REFERENDUM, AND RECALL

1.    Any officer of the Association may be recalled, any proposed action on behalf of the Association may be initiated, or any previous action taken by the Board of Directors on behalf of the Association may be referred by means of properly worded petition setting forth the action requested.  The petition must be signed by one-sixth of the members of the Association.  Any action, initiative, referendum, or recall shall require a noticed motion and a majority vote of the membership or two-thirds of those members present at any annual meeting of the Association. 

ARTICLE VIII - FISCAL POLICY

1.    The fiscal year shall begin on January 1.

2.    At the end of each fiscal year there shall be a review of the financial records by a professional auditor to be appointed by the President.

3.    No part of the net earnings or assets of the Association shall inure to the benefit of any officer or member, excepting payment of reasonable compensation for contracted services.

4.    Expenditures may be approved by the Treasurer or the President.

5.    In keeping with its objectives, the Association may receive grants, contracts, gifts, and endowments from agencies, institutions, individuals, or organizations to help carry out its programs and objectives.

ARTICLE IX – ETHICS

1.    The President shall appoint an Ethics Committee with approval of the Board of Directors.

2.    No member of the Board of Directors shall participate in any discussion or vote on any matter in which the director or a member of his or her immediate family has a potential conflict of interest. They must recuse themselves.

ARTICLE X – ELECTIONS

1.    At least six months prior to the beginning of election balloting, the President shall appoint a chairperson of the Election Committee for the next nomination and election cycle. The chairperson must be a Past-President who has served as an Election Committee member.  The chairperson shall recommend for approval by the President such appointments as needed to complete the Committee membership. 

    a. The Election Committee shall confer in a face-to-face meeting to be held at the annual conference to begin the nomination process for each of the offices of President-elect and Secretary or Treasurer.

    b. The Election Committee will hold at least one open meeting during the annual conference to give the membership an opportunity to propose potential nominees for each elective office.

    c. The Committee shall make available to each nominee and his/her institution the duties and responsibilities of the office.  The Committee shall obtain from each nominee his/her written intent to run for a particular office and a letter of institutional support, if applicable.

    d. The Election Committee shall submit to the Board of Directors the names of no more than two members for each of the offices of President-elect and Secretary or Treasurer by January 31.

    e. Information about all candidates and election procedures will be provided to all members in good standing by a date set by the Board of Directors.

    f. Voting shall be by mail or electronic ballot, which allows for write-in voting for each position.  All votes posted on or before the date set by the Board of Directors will be included in the final count.  Only votes by members in good standing will be counted.  Electronic ballot results shall be provided to the chair of the Election Committee. 

    g. A majority of the votes cast shall be necessary for election.  In the event of an incomplete election, the balloting for that office should be repeated as many times as necessary to obtain a majority vote for a single candidate (per the current edition of Robert’s Rules of Order Newly Revised). 

    h. If a challenge to the outcome of the election is not received by the President in writing within thirty (30) days after the election results have been announced, the ballots shall be destroyed. If a challenge to the outcome of the election is made, the Election Committee will respond to the challenge as directed by the Policy and Procedures Manual.

ARTICLE XI – COOPERATIVE AGREEMENTS

1.    The Association may enter into cooperative agreements with other educational organizations by majority-of-those-present vote of the Board of Directors.  If the agreement’s duration is greater than three years, the Board of Directors will provide the membership notice of such possible agreement.

2.    Agreements may be revoked by majority-of-those-present vote of the Board of Directors.

ARTICLE XII - CHAPTERS

1.    Upon approval of the Board of Directors, a chapter of the Association may be established in any area within a state, region, province, or territory on the petition of twenty-five (25) members of the Association within the area.  To maintain chapter status, membership in the chapter must include at least twenty-five (25) Association members in good standing.

2.    A chapter shall adopt its own Bylaws, compatible with the Bylaws of the Association and approved by the Board of Directors of the Association, and shall follow the current edition of Robert’s Rules of Order Newly Revised.

3.    All chapter board members, elected and appointed, must be members in good standing.

4.    Elected officers of a chapter shall include at least a President, President-elect, Immediate Past President, Secretary, and Treasurer. Non-voting advisory chapter board members may be appointed.

5.    The President of the chapter shall assume the duties and function of the state/regional director and shall submit reports as requested by the State/Region/Chapter Coordinator who shall submit the reports to the Board of Directors.

6.    Each chapter shall hold at least one chapter meeting a year.  A report of each meeting shall be sent to the State/Region/Chapter Coordinator within one month following the meeting.

7.    Chapters may cooperate with other organizations in activities such as conferences, symposia, and newsletters for the benefit of their members.

8.    A chapter may be dissolved at its request or by the Board of Directors of the Association and shall be dissolved by the Board if it becomes inactive or fails to comply with the provisions of this article for one year.  Any treasury funds must be disbursed in accordance with state, provincial, or territorial law.  If there is no governing law, then funds will be disbursed by the Board of Directors of the Association.

ARTICLE XIII – INDEMNIFICATION

1.    The Association shall indemnify any officer or director through the purchase of director and officer insurance.

2.    CRLA shall maintain insurance to cover any or all possible revenue loss in the event that the Annual Conference cannot be held.

3.    The CRLA Executive Director shall keep all insurance policies up to date.

ARTICLE XIV – OFFICES

1.    The Corporation may have such principal and other business offices, either within or without the State of New Mexico, as the Board of Directors may designate or as the business of the Corporation may require from time to time.

ARTICLE XV – PARLIAMENTARY AUTHORITY

1.    The rules contained in the current edition of Robert’s Rules of Order, Newly Revised, shall govern meetings of the Association in all cases where they are applicable, unless any such rule shall be inconsistent with the Articles of Incorporation or these Bylaws.

2.    In all meetings, any member may demand a roll call vote except for those procedures requiring a secret ballot, including the election of officers.

ARTICLE XVI – POLICIES AND PROCEDURES

1.    The policies and procedures that guide the day-to-day workings of CRLA shall be detailed in the CRLA Policy and Procedures Manual. This Manual establishes the precedents by which all principal operations of CRLA are to be carried out, as well as identifies those individuals responsible for carrying out these operations in an effective and timely manner.

2.    Apart from amending the Bylaws, changes of CRLA’s policies and procedures must be formally initiated by members of the Board of Directors and approved by a majority-of-those-present vote of the Board of Directors.

3.    The Secretary or administrative staff shall enter all approved changes to CRLA’s Policy and Procedures Manual within 30 days after the changes have been approved.

ARTICLE XVII - AMENDMENTS

1.    These Bylaws may be amended at any regular or special meeting of the membership of the Association, or they may be amended by electronic or mail vote at the discretion of the Board of Directors. 

2.    No amendment may be adopted unless it is approved by a two-thirds majority of the votes cast, and a majority of those present. 

ARTICLE XVIII - DISSOLUTION

1.    Upon the dissolution of the Association, the Board of Directors shall, after paying or making provision for the payment of all of the liabilities of the Association, dispose of all of the assets of the Association exclusively for the purpose of the Association in such manner or to such organization or organizations organized and operated exclusively for educational purposes as shall at the time qualify as an exempt organization or organizations under section 501(c)(3) of the Internal Revenue Code of 1954 as the Board of Directors shall determine. 

Bylaws previously signed by Ann Wolf, March 2011

Latest Revisions February 2009; March 2011; December 2015

Approved for filing with New Mexico Corporation Commission on this 8th day of December 2015 by:

Dorothy Briggs, President
College Reading and Learning Association

Vision

CRLA strives to be the professional development resource of choice for college professionals dedicated to enhancing student academic success.

Mission

CRLA's mission is to provide college reading and learning professionals with an open forum to discover and exchange the leading tools and techniques to enhance student academic success.

Guiding Principles

  • Provide professional development for college professionals active in reading, learning assistance, writing, ESOL, learning strategies, mathematics, college success programs, mentoring, and tutoring programs;
  • Support best practices that promote innovative learning environments;
  • Promote a culturally responsive approach to teaching and learning;
  • Promote research, evaluation, and assessment in the field;
  • Provide graduate students with opportunities to participate in the field;
  • Cultivate a diverse and active membership;
  • Promote ethically responsible professional behavior;
  • Provide organizational leadership opportunities;
  • Provide an efficient and effective organizational structure to ensure the health and growth of the Association; 
  • Collaborate with other professional associations for mutual benefit.

These principles provide the foundation for the Association’s decision-making, such as funding, committee action, and conference emphases. Future Boards may modify the guidelines as needed for the Association to maintain its vitality.

NOTE: CRLA's Tagline "Sharing the Best for Student Success!" was created July 2009, CRLA Board Retreat. 
Creative Commons License © of The CRLA Tag Line by the College Reading and Learning Association is protected and licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Committing to Quality: Guidelines for Assessment and Accountability in Higher Education from the New Leadership Alliance for Student Learning and Accountability.

A recent communication from the New Leadership Alliance for Student Learning and Accountability notes that as postsecondary education becomes ever more important both for the economy and democracy, institutions must take the lead in ensuring that college degrees reflect a high level of student achievement. With growing national attention on college cost and quantity of degrees awarded, U.S. higher education must broaden that dialogue to focus directly on quality. And the critical conversations must be had on campuses. A true focus on quality requires everyone on college and university campuses — presidents and chancellors, faculty members, academic and student affairs administrators, and students — to work together to answer the question “Are our students learning?” As you know, students are engaged in a range of activities while in college, many of these outside the classroom, so it is imperative that we assess learning across the entire institution.

A new publication from the New Leadership Alliance for Student Learning and Accountability, Committing to Quality: Guidelines for Assessment and Accountability in Higher Education, provides a roadmap for discussing educational quality and taking action to improve it. The publication is endorsed by 27 higher education associations (including the Council for the Advancement of Standards in Higher Education, which CRLA is a member). The New Leadership Alliance for Student Learning and Accountability invited CRLA to also endorse the document.

The CRLA Board of Directors (BoD) reviewed Committing to Quality: Guidelines for Assessment and Accountability in Higher Education and felt that this is a report with merit for all members of the profession. Hence, the BoD voted to join other higher education associations such as the American Psychological Association, the American Association of Community Colleges, the Higher Education Research Center, and the State Higher Education Executive Officers, among others in endorsing this document.

The College Reading and Learning Association (CRLA) is a professional organization whose members are dedicated to improving the reading and learning of college students. CRLA supports the dignity, potential, and rights of all readers and learners, particularly at the postsecondary level, and subscribes to ethical guidelines for the professional conduct of its members.

Based on shared values among members of CRLA, the guidelines delineated below serve as a basis for decision-making and as a demonstration of the Association's dedication to the ethically responsible behavior of its members.*

General Professional Responsibilities and Behavior
CRLA members

  • represent accurately their capabilities, education, training, and experience;
  • treat all people fairly without discrimination on the basis of ethnicity, culture, color, national origin, religion, sexual orientation, gender identification, size, disability, age, level of education, or socioeconomic status;
  • practice ethical behaviors and encourage such conduct by others; and
  • maintain professional credentials and remain current in area(s) of expertise.

Responsibilities to and Behavior toward Students
CRLA members

  • support the educational rights, welfare, privacy, and interests of all students;
  • treat all students fairly and equally;
  • be truthful, candid, and helpful when interacting with students;
  • demonstrate respect for students when communicating in written, verbal, and electronic forms;
  • provide students with access to varying points of view and with opportunities for independent learning;
  • make reasonable efforts to protect students from conditions harmful to learning, health, well-being, and safety;
  • respond to student requests for assistance within a reasonable time frame;
  • avoid inappropriate relationships with students when using communication mediums, such as social networking sites, that create conflicting responsibilities, roles, or unclear expectations;
  • encourage understanding and appreciation of diversity;
  • select students fairly for programs and services based on established criteria and practices;
  • employ teaching and learning strategies that are accepted by professionals as ethical;
  • involve students in making decisions about their learning;
  • assess students fairly, purposely, promptly, and competently; and
  • evaluate, on a regular basis, one’s own teaching goals and practices to assure that students, program, and institutional goals are met.

Responsibilities to and Behavior toward Other Professionals
CRLA members

  • define clearly all job expectations, parameters, and evaluative methods with subordinates and supervisors;
  • promote a sense of community in their immediate work area and institution;
  • represent program and institution honestly and accurately to potential employees and when interacting with potential employers;
  • learn and conform to the institution's established hiring procedures;
  • demonstrate professionalism and respect for other professionals when communicating in written, verbal, and electronic forms;
  • share theory, research, and best practices with other professionals;
  • promote and facilitate the professional growth of all staff and colleagues.

Responsibilities to and Behavior toward the Profession
CRLA members

  • uphold the profession's established standards and guidelines;
  • provide accurate, honest information about job candidates when asked for professional references;
  • hire qualified professionals in respect to character, education, experience, and other relevant attributes;
  • contribute to the welfare of the profession by participating in professional associations, attending conferences, and participating in technology driven professional development activities;
  • acknowledge and resolve honestly any conflicts of interest that result from membership in two or more associations;
  • represent the profession to the community and to their institution clearly and honestly;
  • represent themselves as members of the profession only when ethically appropriate;
  • provide appropriate credit to individuals, programs, and sources; and
  • develop political astuteness and take necessary, sustained action.

Responsibilities in Using Research
CRLA members

  • look for accepted benchmarks of quality including independent peer review, integrity of sources, appropriate qualifications of the researcher(s), and objectivity in presentation when reviewing and employing research findings; and
  • determine the ecological validity of an investigation’s findings or report’s recommendations as it pertains to one’s instructional or programmatic context before implementation.

Responsibilities in Conducting Research
CRLA members

  • must be fully qualified to undertake the planned research program based on knowledge and competencies developed through their terminal degree, advanced training, supervised experience, or professional experience as accepted by the profession;
  • acknowledge any personal limitations and, when necessary, seek out expert advice or decline to undertake research that is beyond their expertise or competencies;
  • mentor and supervise, as a senior researcher, any less experienced contributor (collaborators, assistants, employees, students), including the sharing of knowledge and skills, and overseeing the individual’s duties in a non-exploitative manner;
  • take responsibility and assure that all collaborators are fully cognizant, accepting of and following the standards of ethical behavior in conducting human subjects research;
  • promote research integrity by completing all human subjects protocols as required by the Institutional Review Board at the individual’s institution and, if appropriate, at the site of the investigation;
  • complete, if necessary, appropriate training in ethical standards for human subjects research;
  • undertake research that is both ethical and accountable to ensure the psychological and physical well-being of participants
  • strive to minimize any risk factors and look for alternative methods of collecting data before engaging in procedures that might be considered of potential harm to a subject;
  • identify any danger for participants and inform, if necessary, each participant of the likelihood that the research might place him or her in a dangerous situation;
  • follow informed consent procedures in those investigations where an Institutional Review Board requires such;
  • inform each subject of any component of the investigation that might influence the individual’s willingness to participate and answer fully and honestly questions that the subject might raise;
  • obtain consent from each individual serving as a subject in the investigation;
  • adhere to the principles of confidentiality or anonymity as appropriate to the research process and data collected from participants;
  • explain fully the procedures for protecting confidentiality to the potential subjects as part of the informed consent procedure;
  • accept unconditionally that deception of any form should not be undertaken until potential ethical issues with the research design are fully explored, alternative designs to collect the necessary data are reviewed, any negative effects are identified, and acceptable safeguards, including forewarnings and debriefings, are built into the design;
  • reject, explicitly or implicitly, any conditions or directives that are in opposition to one’s professional ethics or the guidelines provided by this Association;
  • withdraw from a research project when an ethical violation emerges and disassociate themselves from the work unless the problem is corrected in a timely manner;
  • provide the subjects with a detailed explanation of the purpose of the investigation and answer fully any questions that might be raised by the subjects after the collection of the data; and
  • protect, without exception, the rights and interests of the less powerful as found in a research context, such as children, the elderly, the economically deprived, minority groups, prisoners, patients, and students.

Responsibilities in Reporting Research
CRLA members

  • provide a comprehensive review of the related literature for any report of research and provide full acknowledgement for all original sources used in the research procedures;
  • explain thoroughly the research method, procedures, findings, analysis, and limitations such that another researcher could replicate the study;
  • disseminate accurate reports without misrepresentation of authorship, false or fabricated evidence, data and conclusions, or distortion of findings for any research;
  • do not introduce bias deliberately into either the research design or the report of findings;
  • disseminate research reports that do not omit data that would modify significantly the interpretation of the investigation’s findings;
  • present, in all forms of dissemination, conclusions that are based upon the analysis of appropriate data sources for the investigation, draw directly from the data, and are integrated with the extant research;
  • provide appropriate credit to both colleagues and students who have collaborated in the research; and
  • report any financial support and its relationship to the funding agency, especially when it has potential influence on the findings of the investigation.

*These guidelines reflect those of other professional associations, such as National Education Association, International Literacy Association, and American Psychological Association.

Drafted: March 26, 2003

Committee Members: Kathy Carpenter, Chair: JoAnn Carter-Wells; Gwyn Enright; Becky Johnen; Mike O’Hear; Kate Sandberg; Rick Stepp-Bolling

Advisor: Karen Agee

Membership Feedback: July to September 8, 2003

Passed by CRLA Board: September 9, 2003

Revised by Board: October 18, 2003

Revision Drafted: October 17, 2016

Committee Members: Valerie Smith Stephens (Chair), Kate Sandberg, Norm Stahl, Marco Ortiz, Page Keller

Passed by CRLA Board: November 1, 2016

The College Reading and Learning Association does not tolerate discrimination of any kind on the grounds of age, disability, marital status, national origin, race, color, religion, sex, sexual orientation, gender identity or expression, or military status.

Approved by CRLA Board: December 14, 2009

Rights of Postsecondary Readers and Learners
by Kathryn Bartle Angus and JoAnne Greenbaum

Postsecondary learners have a right to instructors who

  • Engage in ongoing development and have a commitment to lifelong learning for themselves and their students
  • Are knowledgeable about adult development and learning and understand the unique needs and complexities of the diverse adult learner population
  • Possess expertise in their field of study
  • Have knowledge of learning theories, the ability to connect research and theory to practice, skill and confidence in methods of presentation, modeling, and facilitating learning (13)
  • Are self-reflective, solicit feedback, and make accommodations to improve instruction
  • Have a repertoire of interpersonal skills necessary to establish, maintain, and develop effective relationships (instructor/student, student/student, and instructor/instructor) and a secure, positive classroom environment, both online and face-to-face, that will promote active learning (1, 2)
  • Understand their responsibilities in facilitating and guiding the learning experiences of adult students while acknowledging that the adult learner retains the right and responsibility to manage his/her own life and learning, growth, discovery and increasing skills and knowledge
  • Demonstrate a proficiency in integrating technology and instruction (3)

Postsecondary learners have a right to instruction that

  • Allows them to see literacy development as a constructive and lifelong process (13)
  • Encourages reflection, critical analysis, and affective response
  • Includes social interaction such as collaborative and cooperative group work, both in face-to-face and online settings (3)
  • Promotes interest and excitement
  • Is personalized to meet the needs of each learner
  • Is based on current research, theory, and practice
  • Encourages students to become learners who are independent, autonomous, lifelong learners, and problem solvers
  • Integrates technology and promotes digital literacy

Postsecondary learners have a right to assessment that

  • Is appropriate—matching the level, purposes, and content of instruction
  • Includes the student in the assessment process (e.g., self-assessment, peer review, interview, consultation)
  • Occurs at frequent intervals with meaningful feedback
  • Focuses on outcomes and informs instruction
  • Involves multiple measures

Postsecondary learners have a right to materials that

  • Are authentic, relevant, current, and multi-disciplinary
  • Reflect a variety of platforms, genres, cultures, and new literacies (4, 5, 6)
  • Present opportunities for self-selection

Postsecondary learners have a right to institutions that

  • Recognize the continued need for developmental reading coursework at the college level (7, p. 3)
  • Consider theoretical perspectives, the multidimensional nature of instruction and learning and institutional needs (7, p. 5)
  • Offer developmental reading instruction in multiple ways (7, p. 13)
  • Support and meet the needs of linguistically diverse students (8, p. 2)
  • Assess programs and support professional development of reading instructors (9, p. 2)
  • Provide access to support services and/or learning resources (i.e., workshops and tutoring) that support learning and build confidence in ways accessible to them (10, 11, 12)

References

1. Laws, P. W., & Hastings, N. B. (2002). Reforming science and mathematics teaching. Change34(5), 28-35.

2. Mitton-Kukner, J., & Akyuz, C. (2012). Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey. Teacher Development, 16(4), 425-442.

3. Caverly, D., Peterson, C., Delaney, C. & Starks-Martin, G. (2009). Technology integration. In R. F. Flippo & D.C. Caverly (Eds.). Handbook of college reading and study strategy research, (2nd ed.). (pp. 314-350). Madison, NY: Routledge.

4. Bruce, B. C. (2004). Diversity and critical social engagement: How changing technologies enable new modes of literacy in changing circumstances. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 1–16). New York, NY: Peter Lang.

5. Leu, D. J. (2007, May). What happened when we weren’t looking? How reading comprehension has changed and what we need to do about it. Invited keynote address to the Research Conference of the International Reading Association, Toronto, Canada.

6. Tess, P. (2013). The role of social media in higher education classes (real and virtual) - A literature review. Computers in Human Behavior, 29, A60-A68.

7. Holschuh, J. P. & Paulson, E. J. (2013). The terrain of college developmental reading. www.crla.net.

8. De Kleine, C. & Lawton, R. (2013). Meeting the needs of linguistically diverse students at the college level. www.crla.net.

9. Norton, J. & Agee, K. S. (2014). Assessment of learning assistance programs: Supporting professionals in the field. www.crla.net.

10. Ross-Gordon, J. M. (2003). Adult learners in the classroom. New Directions for Student Services, (102), 43.

11. von Lehman, G. (2011). Planning to succeed: Meeting the needs of adult students today. Peer Review, 13(1), 19-22

12. Klein-Collins, R. (2011). Strategies for becoming adult-learning- focused institutions. Peer Review, 13(1), 4-7.

13. Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316.

 

CRLA Board Approved: January 2017

Past Officers

(p.k.a. WCRA: Western College Reading Association, 
WCRLA: Western College Reading & Learning Association)

Executive Board Officers:  1967-Present

 

YearPresidentPresident-ElectSecretaryTreasurer
15-16 Dorothy Briggs Jack Trammell Kathy Stein Maureen Dupont
14-15 Rosemarie Woodruff Dorothy Briggs Kathy Stein Maureen Dupont
13-14 Lori Saxby Sara Weertz Kathy Stein Rosemarie Woodruff
12-13 Melissa Thomas Diana Calhoun-Bell / Lori Saxby Linda Russell Rosemarie Woodruff
11-12 Norm Stahl Melissa Thomas Linda Russell Rosemarie Woodruff
10-11

Ann A. Wolf

Norm Stahl

Linda Russell Rosemarie Woodruff

09-10

Karon Mathews

Ann A. Wolf

Linda Russell

Joe Barnhill

08-09

Jane McGrath

Karon Mathews

Edward Fernandez

Joe Barnhill

07-08

Rick Sheets

Jan Norton/
Jane McGrath

Edward Fernandez

Ann A. Wolf

06-07

Sharon Taylor

Rick Sheets

Dorothy Bonser

Ann A. Wolf

05-06

Valerie Smith Stephens

Sharon Taylor

Dorothy Bonser

Ann A. Wolf

04-05

Russ Hodges

Valerie Smith Stephens

Frieda Campbell-Peltier

Ann A. Wolf

03-04

Kate Sandberg

Russ Hodges

Frieda Campbell-Peltier

Rexanne Bruno

02-03

Laura Symons

Kate Sandberg

Janice Gardner

Rexanne Bruno

01-02

Karen Agee

Laura Symons

Janice Gardner

Russell Hodges

00-01

Tom Dayton

Karen Agee

Valerie Smith Stephens

Russell Hodges

99-00

Pat Jonason

Tom Dayton

Valerie Smith Stephens

Gretchen Starks-Martin

98-99

Michael O’Hear

Pat Jonason

Lorraine Dreiblatt

Gretchen Starks-Martin

97-98

Kathy Carpenter

Michael O’Hear

Lorraine Dreiblatt

Sylvia Mioduski

96-97

Vincent Orlando

Kathy Carpenter

Rosalind Lee

Sylvia Mioduski

95-96

Patricia Mulcahy-Ernt

Vincent Orlando

Rosalind Lee

Sandra Evans

94-95

Tom Gier

Patricia Mulcahy-Ernt

Nancy Moreland

Sandra Evans

93-94

Jo-Ann Mullen

Tom Gier

Nancy Moreland

Rosa Hall

92-93

Becky Johnen

Jo-Ann Mullen

Karen Agee

Rosa Hall

91-92

Joyce Weinsheimer

Becky Johnen

Karen Agee

Kathy Carpenter

90-91

Dee Tadlock

Joyce Weinsheimer

Denise McGinty

Kathy Carpenter

89-90

Becky Patterson

Dee Tadlock

Denise McGinty

Carol Clymer

88-89

Susan Deese

Becky Patterson

Becky Johnen

Carol Clymer

87-88

Gwyn Enright

Susan Deese

Becky Johnen

Gladys Shaw

86-87

Wes Brown

Gwyn Enright

Jane Lehmann

Gladys Shaw

85-86

Sue Brown

Wes Brown

Jane Lehmann

Harold Fillyaw

84-85

Carole Bogue

Beryl Brown (resigned)

Sue Brown

Suzanne McKewon

Harold Fillyaw

83-84

Karen Smith

Carole Bogue

Suzanne McKewon

Carolyn Walker

82-83

Dick Lyman

Karen Smith

Mitch Kaman

Carolyn Walker

81-82

Ann Faulkner

Dick Lyman

Mitch Kaman

Don Yamamoto

79-80

Elaine Cohen

Betty Levinson

Jacquelyn Bonner

Jim Baugh

80-81

Betty Levinson

Ann Faulkner

Ann Coil

Don Yamamoto

78-79

Patricia Heard

Elaine Cohen

Jacquelyn Bonner

John Woolley

77-78

Margaret Coda-Messerle

Patricia Heard

Mike McHargue

Seymour Prog

76-77

Royce Adams

Margaret Coda-Messerle

Barbara Oakman

Seymour Prog

75-76

June Dempsey

W. Royce Adams

Margaret Devirian

Seymour Prog

74-75

Elizabeth Johnson

June Dempsey

Elizabeth Holmes

Ruth Purdy

73-74

Jerry Rainwater

Elizabeth Johnson

Mary Hess

Elizabeth Holmes

72-73

Paul Hollingsworth

Jerry Rainwater

Midori Hiyama

Elizabeth Holmes

71-72

Gene Kerstiens

Paul Hollingsworth

Liz Johnson

Avis Agin

70-71

Ned Marksheffel

Gene Kerstiens

H.O. Beldin

Mary Cunningham

69-70

Irwin Joffee

Ned Marksheffel

Loretta Newman

Mary Cunningham

68-69

Frank Christ

Irwin Joffee (V.P.)

Loretta Newman

Elizabeth Johnson

67-68

Robert Griffin

Frank Christ (V.P.)

Loretta Newman

Gil Williams

 

Past Conferences
1968-Present

(p.k.a. WCRA: Western College Reading Association,
WCRLA: Western College Reading & Learning Association)

2016 - Tracking Student Transitions

Louisville, KY
Louisville Marriott Downtown
On-Site Chair: Cathy Leist
Conf. Chair: Jack Trammell
Dates: Nov. 3-6, 2016

2015 - Pinnacles of Learning: The Power of Innovation

Portland, OR
Doubletree by Hilton Portland
On-Site Chair: Marie Maguire-Cook
Conf. Chair: Dorothy Briggs
Dates: Nov. 5-8, 2015

2014 - The North Star: Navigating Teaching and Learning

St.Paul, MN
Crowne Plaza Riverfront Hotel
On-Site Chair: Vicky Williams
Conf. Chair: Sara Weertz
Dates: Nov. 5-8, 2014

2013 - Revolutionizing Learning to Enhance Student Success

Boston, MA
Boston Park Plaza Hotel
On-Site Chair: Roberta Schotka
Conf. Chair: Lori Saxby
Dates: Nov. 6-9, 2013

2012 - Exploring New Angles on Student Learning and Diversity (with CASP)

Houston, TX
Hyatt Regency Houston
On-Site Chair: Wally Barnes
Conf. Chairs: Melissa Thomas, Denise Lujan, and Joanie DeForest
Dates: Nov. 7-10, 2012

2011 - Hands Across the Curriculum: Partnerships for College Success

San Diego, CA
Hyatt Regency Mission Bay Spa and Marina
On-Site Chair: Maureen DuPont
Conf. Chair: Norm Stahl
Dates: Nov. 9-12, 2011

2010 - Focusing Our Mission & Guiding Principles Into Practice

Salt Lake City, UT
Marriott Downtown
On-Site Chair: Leslie Giles-Smith
Conf. Chair: Ann Wolf
Dates: Nov. 3-6, 2010

2009 - Foundations for Success in Times of Change

Richmond, VA
Marriott
On-Site Chairs: Jenny Bruce and Jack Trammell
Conf. Chair: Karon Mathews
Dates: Oct. 28-31, 2009

2008 - Halls of Fame: Celebrating our Daily Accomplishments

Cleveland, OH
Crowne Plaza
On-Site Chair: Sandie Crawford
Conf. Chair: Jane McGrath
Dates: Oct. 22-25, 2008

2007 - A Focus on Learning: Student, Staff, & Organizational

Portland, OR
Doubletree
On-Site Chair: Frieda Campbell-Peltier
Conf. Chair: Rick Sheets
Dates: Oct. 31- Nov. 3, 2007

2006 - Uniting to Share Expertise, Research and Strategies (with CASP)

Austin, TX
Hyatt Regency Austin
On-Site Chair: Alan Constant
Conf. Chair: Sharon Taylor (CRLA)
Dates: Oct. 18-21, 2006

2005 - Sailing the Tides of Transition

Long Beach, CA
Hilton Long Beach
On-Site Chairs: Rick Stepp-Bolling and Lonna Smith
Conf. Chair: Valerie Smith Stephens
Dates: Nov. 2-5, 2005

2004 - Rhythms of Learning: Orchestrating Success

Kansas City, MO
Marriott
On-Site Chairs: Leta Tyson and Linda Nelson
Conf. Chair: Russ Hodges
Dates: Oct. 13-16, 2004
 

2003 - Engaging Learners: Texts, Conversations, & Communities

Albuquerque, NM
Hyatt Regency Albuquerque
On-Site Chairs: Susan Deese-Roberts and Karen Olson
Conf. Chair: Kate Sandberg
Dates: Oct. 15-18, 2003

2002 - Making Connections: Disciplines & Generations, Research & Practice

Minneapolis, MN
Hyatt Regency Minneapolis
On-Site Chair: Linda Russell
Conf. Chair: Laura Symons
Dates: Nov. 13-16, 2002
 

2001 - Passages: From Novice to Expert, From Research to Practice

Spokane, WA
DoubleTree
On-Site Chairs: Jan Swinton and Molly Widdicombe
Conf. Chair: Karen Agee
 

2000 - Research Practice Reflection

Reno, NV
John Ascuaga's Nugget
On-Site Chairs: Tina Dakin and Maureen Cronin
Conf. Chair: Tom Dayton
 

2000 - CRLA/NADE Joint Symposium 2000

Breckenridge, CO
Great Divide Resort Hotel
On-Site Chairs: Sue Brown and Gladys Shaw
Conf. Chairs:Sue Brown and Gladys Shaw
 

1999 - CRLA - Spanning the Discipline

New Orleans, LA
Hyatt Regency
On-Site Chair: Susan Halter
Conf. Chair: Pat Jonason
 

1998 - Two Steps to 2000: Today's Successes--Tomorrow's Challenges

Salt Lake City, UT
Hilton
On-Site Chair: Grant Richards
Conf. Chair: Michael O’Hear
 

1997 - Pearls of Wisdom: CRLA's Legacy

Sacramento, CA
DoubleTree
On-Site Chair: Tom Dayton
Conf. Chair: Kathy Carpenter
 

1996 - International Symposium

Kananaskis, Alberta
The Lodge at Kananaskis
On-Site Chair: Perry Franklin
Conf. Chairs: Dorothy Gray and Karl Olson
 

1996 - Catch the Dream: Student Success in the 90's

Albuquerque, NM
Hyatt Regency
On-Site Chair: Susan Deese-Roberts
Conf. Chair: Vince Orlando
 

1995 - Time for Transformations
(first conference to be posted on the web)

Tempe, AZ
Radisson Tempe Mission Palms
On-Site Chair: Rick Sheets
Conf. Chair: Patricia Mulcahy-Ernt

1994 - Exploring Possibilities-Realizing Potential-Sharing Success

San Diego, CA
Red Lion
On-Site Chair: Karen Lim
Conf. Chair: Tom Gier
 

1993 - CRLA: Collaborating, Reflecting, Leading, Adapting

Overland Park, KS
DoubleTree
On-Site Chair: Pat Jonason
Conf. Chair: Jo-Ann Mullen

1992 - Celebrating the Diversity in Teaching and Learning

San Francisco, CA
San Francisco Airport Hilton
On-Site Chair: Shirley Sloan
Conf. Chair: Becky Johnen
 

1991 - Promise to Keep: From Intention to Action

San Antonio, TX
Hyatt Regency
On-Site Chair: Frances McMurtray
Conf. Chair: Joyce Weinsheimer
 

1990 - Finding One's Voice: A Prerequisite for Learning and Critical Thinking

Irvine, CA
Irvine Hilton
On-Site Chair: Bill Broderick
Conf. Chair: Dee Tadlock

1989 - Collaboration, Communication, Creativity: Learning Assistance in the 90's

Seattle, WA
Stouffer Madison
On-Site Chairs: Dee Tadlock and Bernie Rihn
Conf. Chair: Becky Patterson

1988 - Evaluation: Essential for Excellence

Sacramento, CA
Capitol Plaza Holiday Inn
On-Site Chairs: Nancy Tooker and Joe Aiello
Conf. Chair: Susan Deese

1987 - Back to the Future

Albuquerque, NM
Albuquerque Marriott
On-Site Chair: Susan Deese-Roberts
Conf. Chair: Gwyn Enright

1986 - Preparing for the Year 2001

Los Angeles, CA
USC Hilton
On-Site Chair: Delores Akins
Conf. Chair: Wes Brown

1985 - Challenging Yourself to New Heights

Denver, CO
Lakewood Sheraton
On-Site Chairs: Sally Conway and Vince Orlando
Conf. Chair: Sue Brown

1984 - Coming of Age in the 80's

San Jose, CA
San Jose Hyatt
On-Site Chair: Chuck Hunter
Conf. Chair: Carole Bogue

1983 - WCRA on the New Frontiers of Learning

Portland, OR
Portland Marriott
On-Site Chairs: Lucy MacDonald and Maxine Byers
Conf. Chair: Karen Smith

1982 - Focus on You: Professional Growth, Personal Well-Being, Service to Your Students

San Diego, CA
Bahia Hotel
On-Site Chair: Beryl Brown
Conf. Chair: Dick Lyman

1981 - Challenge, Reassessment, Affirmation

Dallas, TX
North Park Inn
On-Site Chair: Delryn Fleming
Conf. Chair: Ann Faulkner

1980 - The 1980's: New Source of Energy for Learning

San Francisco, CA
Hyatt on Union Square
On-Site Chair: Rose Wassman
Conf. Chair: Betty Levinson

1979 - Learning Assistance for All: One At a Time Together

Honolulu, HI
Hyatt Regency
On-Site Chair: Liz D'Aray
Conf. Chair: Elaine Cohen

1978 - Learning Assistance: Charting Our Course

Long Beach, CA
The Queen Mary
On-Site Chairs: Sallie Brown and Sally Garcia
Conf. Chair: Patricia Heard

1977 - Personalizing Learning Systems: Ecologies & Strategies

Denver, CO
Cosmopolitan Hotel
On-Site Chairs: Elaine Cohen and Natalie Hoffman
Conf. Chair: W. Royce Adams

1976 - The Spirit of '76: Revolutionizing College Learning Skills

Tucson, AZ
Ramada Inn
On-Site Chairs: Barbara Oakman and Loraine Haugh
Conf. Chair: 

1975 - College Learning Skills: Today & Tomorrowland

Anaheim, CA
Quality Inn
On-Site Chair: Debbie Osen
Conf. Chair: June Dempsey

1974 - Reading:  Update--Ideals to Reality

Oakland, CA
Edgewater Hyatt
On-Site Chair: Elizabeth Johnson
Conf. Chair: Elizabeth Johnson

1973 - Technological Alternatives in Learning

Albuquerque, NM
Albuquerque Hilton
On-Site Chair: Jerry Rainwater
Conf. Chair: Jerry Rainwater

1972 - Reading:  Putting All the Cards on the Table

Reno, NV
John Ascuaga's Nugget
On-Site Chair: Paul Hollingsworth
Conf. Chair: Paul Hollingsworth

1971 - Interdisciplinary Aspects of Reading Instruction

Los Angeles, CA
Airport Marina Hotel
On-Site Chair: William Carnahan
Conf. Chair: Gene Kersteins

1970 - College Reading: Goals for the 70's

Portland, OR
Benson Hotel
On-Site Chair: Gene Kersteins
Conf. Chair: Ned Marksheffel

1969 - How Can College Students Be Helped to Read Better?

San Francisco, CA
Airport Hilton
On-Site Chair: 
Conf. Chair: Irwin Joffee

1968 - Creating Opportunities for Skillful Reading

Phoenix, AZ
Ramada Inn
On-Site Chair: Irwin Joffee
Conf. Chair: Frank Christ

CLADEA Organizations

ACTLA
Association of Colleges for Tutoring and Learning Assistance

ATP
Association for the Tutoring Profession

NADE
National Association for Developmental Education

NCDE
National Center for Developmental Education

NCLCA
National College Learning Center Association

More Kindred Organizations

CAS
Council for the Advancement of Standards in Higher Education

IRA
International Reading Association

NYCLSA
New York College Learning Skills Association