Alumni student staff encompass an untapped resource for campus learning centers. Establishing connections after graduation fosters opportunities for student engagement, social media support, volunteerism, and financial investment. This session will chronicle the development, purpose, implementation, and vision for the Alumni Advisory Council at the Pirate Academic Success Center at East Carolina University. Presenters will address the important role tradition, campus belonging, social media, and alumni events play in the establishment in formalized alumni engagement, and will share the vision for future alumni relations.
This session will focus on all of the virtual tools used by the Learning Assistance and Resource Center (LARC) at West Chester University, which houses both the tutoring center and success coaches. The LARC staff also work to run the logistics of the University’s Writing Center. To help keep all centers running smoothly and organized, the LARC staff utilizes many virtual tools, including Qualtrics, Learning Management Systems, GroupMe, WC Online, Zoom, SharePoint, and OneDrive.
“Find work-life balance.” “Practice self-care.” “Keep your personal life out of the office.” This isn’t working and we’re calling BS. Join a conversation that explores how we can unsettle harmful and dehumanizing constructs like professionalism, compartmentalization, and the notion that we should show up in our work as anything less than our whole selves. Engage in a candid discussion exploring these constructs of Western, colonized, white thought and how it’s time for a new take on developing relationships and finding heart/soul partners in our work. We’ll explore these issues and how unsettling them makes us better LC leaders.
The University of Texas San Antonio, a thriving HSI, has been laser focused on improving student success. We realized the need for on-demand academic support (pre-Covid), and through an iterative and lengthy process worked with campus stakeholders to identify and implement an online tutoring program. This session will describe the process from the discovery phase, through implementation and launch, to evaluating first-year performance and student outcomes.
Since COVID, higher educational institutions are now providing online academic support, often through a variety of technologies. Now that a majority of students surveyed* are looking for tutoring, coaching, advising and other support services online, we have developed LEO™ (Learner Engagements Online) to bring these services all into one central platform. Students no longer have to struggle to find what they need. Whether using our comprehensive scheduling tool or allowing your tutors to use our on demand system to tutor your students, NCLCA members will find a seamless setting to manage and conduct all of your academic support activities.
Student veterans are a unique sub-set of non-traditional students. Experience has taught them to solve problems on their own, which often leads to a reluctance to seek help. Texas A&M developed the Veteran Academic Academy workshop to proactively engage them to improve their academic success, persistence, and graduation. We will discuss the workshop and its evolution and success to date, and share ideas for how learning centers can improve outreach and service to these students.
AskRose, a division of the college’s Learning Center, provides free math and science tutoring for students in grades 6-12. Through a partnership with teachers, we are helping students develop the competencies for successful placement in the workforce and providing a strengthened foundation for students to pursue post-secondary education. AskRose embarked on a Data Collection Project to gather information on tutoring sessions in relation to state standards beginning in 2018. In 2021 we began using Microsoft Power BI to analyze our findings and are using the results of that analyzation to inform our tutoring practices and resource development.
Redrock Software's presentation will introduce the latest member of our Trac family, TracCloud. TracCloud is center management software that allows you to "Trac" interactions with students as well as give students the ability to book and manage their own appointments. The cloud based system reduces campus IT overhead, has increased reliability, speed, and security. TracCloud has improved key areas such as a streamlined interface with more custom options as well as reporting functions. It supports online meetings (like WebEx, Zoom, etc...) and much more. Come and see how we've continued to take many of the great features of TutorTrac and improved it with TracCloud.
Engagement influences student success, particularly during natural disasters and civil unrest. Student wellness organizations like the National Alliance for Mental Illness on Campus provide a platform to discuss mental health, boost student morale, and engage their community. In this workshop, we will discuss how you can develop a student wellness organization to encourage leadership, create engagement opportunities, and direct the human capital of peer engagement to create an environment of resilience.
Our writing center and library collaborate on an event called StudyCon. Held on the last day of classes, StudyCon creates a liminal space and offers a holistic approach to finals. Using Gloria Anzaldua’s concept of nepantla, a state of in-betweenness whether physical, spiritual, or psychological, this panel will discuss our collaboration in three-parts: StudyCon’s theoretical purpose, the Library and Writing Center roles in students’ academic development, and the event’s logistics physically and virtual
CLADEA Fellows Induction and NCLCA Awards Ceremony
In Fall 2019, LSU’s Center for Academic Success (CAS) launched an online course designed to introduce students to a variety of topics, including metacognition, learning strategies, and time management. The course is intended for independent student exploration and instructor course supplementation. It adheres to effective online teaching practices and the universal design process. This presentation will discuss changes in design, feedback, and content as CAS developed this online course across several semesters.
A generic college/university service structure will be reviewed to present ideas for networking with campus departments in order to support students. An overview of working cooperatively inter-departmentally and of teambuilding will be presented. An example of connections currently used at one university will illustrate ways to develop a network on campus to help students succeed from freshman orientation to graduation. An exercise designed for audience members to initiate/fill-in an outline of successful networking will serve to apply this information and energize the idea of establishing, strengthening, and developing networking on campus.
This presentation will provide information and practice with three approaches to helping students respond productively to academic failure experiences. Specifically, I will discuss a self-awareness approach, evaluative approach, and productive coping approach. The learning objectives for attendees are to identify a) key characteristics of the three approaches to resilience and b) questions to ask students while supporting their development of resilience.
This session presents the content and curriculum for GRIT, a workshop series offered to students on academic probation. The session is a follow up to the 2019 NCLCA presentation on the creation and implementation of the workshop. A brief overview of the development of GRIT will be provided. Additionally, two different lesson plan templates, including activities, main themes/topics, and supplementary resources will be presented. Updated assessment numbers will also be included.
In two years' time, the learning assistance program at a large public institution saw a 251% increase in student usage, and at the same time the program saw an increase in the GPAs of students who use services, particularly those who use the services on a weekly basis. This presentation will detail the steps taken that may have led to these increases, and the presentation will close with a discussion and brainstorm.
The official writing style of the American Psychological Association (APA) originated in 1929 as a published article, then into the APA Publication Manual, now in its 7th edition (APA, p. xv). APA style is commonly used in education, psychology, and social sciences and is the required format for NCLCA’s The Learning Assistance Review (TLAR), among other journals, within our field. APA standards for writing citations, references, and formatting provide a foundation for effective scholarly communication.
This session provides an introduction and overview of a new assessment planning framework, the Inquiry-Based Praxis Model (IPM). Offering a highly flexible and adaptable set of conceptual and practical ways to thread assessment into learning center work and leadership, we explore how this evolution in assessment practice can take your work to the next level. In this session, participants will learn how the IPM builds on established assessment concepts, explore foundational model components, and review key practical elements that direct all assessment endeavors. Implementing this model in our work has resulted in increases in student outcomes and institutional funding/support.
New students start college with 16,000+ hours of academic work hours under their belts. Yet, many are unable to capitalize on their years of experience. Educators have tried numerous approaches to boost retention, completion and graduation rates, yet those numbers still sag far behind expectations. Why aren’t students benefiting from their past academic labor? And what can educators and higher education institutions do to ensure more students thrive in school and beyond?
There are few interventions that so clearly impact course outcomes for students in underrepresented groups as the Learning Assistant (LA) model. In this presentation, we will share inequities we have discovered in specific course outcomes at our institution, the data that shows how the LA model increases course outcomes for all students with a greater impact on students from marginalized backgrounds, and the development of inclusive learning environments for all students. We will share how our learning center has partnered with departments across campus to increase student success by transforming courses and implementing the LA model.
Gen Z is the most connected generation yet. Today’s students expect quick results and high-quality customer service. To stay on top of this trend, colleges and universities are turning to student call centers as solutions to enhance their outreach and retention initiatives. This presentation will explore the advantages learning centers have to housing student call centers, share the University of South Carolina’s successful model, and help attendees plan for implementation on their own respective campuses.
This presentation will explore how the learning center can engage with faculty and students as campuses shift from virtual instruction to the in-person classroom. For faculty, there is an opportunity to capitalize on asynchronous material (e.g. recorded lectures, online quizzes) and transform the in-class experience to more interactive, student-centered practices. For students, we can promote a campus culture of how students can better engage with course before and during class.
Adaptations and enhancements can be made in learning support centers as they offer both in-person and virtual services. The Accudemia team is working alongside our client community to meet the new needs of academic support centers. We invite you to learn with us and discuss with other attendees how Accudemia, Engineerica’s cloud-based center management system, helps facilitate safe and efficient center management. Continue to track staff and student interactions, whether online or in front of you, automate daily operations, and pull relevant reports. We’ll go over integration with Zoom and other meeting platforms, touchless QR code sign-in, and more.
The presenters will discuss how insights from Albert Ellis’ (1962) Rational Emotive Behavior Therapy (REBT) can help students challenge and replace the irrational thoughts that interfere with their ability to succeed in college. Ellis’ basic insights have been used effectively in athletics, learning disabilities, school counseling, and traditional therapy.
The presenters will discuss the philosophical foundations of REBT. Examples of irrational beliefs include: “I am unable to do math;” I am a first- generation college student who cannot fit in well;” and “When I give a speech, everyone judges me negatively. We’ll explain various strategies to help individuals counter irrational beliefs.
Learning centers (LC) have a critical role in providing academic support, but that doesn’t just happen overnight. LC professionals, especially those new to the LC field, must be resourceful and work diligently to ensure that all aspects of their LC’s operation meets professional standards with effective procedures, as well as securing adequate funding and institutional support. In addition, trained staff who deliver excellent customer service by facilitating their students’ learning is key for the center’s approval from students, faculty, staff, and administrators. Moreover, through assessments, LC directors continuously evaluate to improve the quality and effectiveness of student academic support services.
Finding the right fit for academic support can be challenging on a diverse and dispersed campus. UT Austin created the PEARL (Personalized Academic Resource Locator) to display a customized list of resources based on an individual student’s class schedule. While the problem of silos and overlapping services is particularly acute at a large research university, it is not unique to four-year public universities.
COVID-19 globally impacted learning centers at higher education institutions, however student success had to remain a top priority. The need for Peer Tutors became greater. This poster will display the step-by-step process of streamlining hiring/staff.
The Learning Assistance and Resource Center (LARC) staff at West Chester University implemented a virtual escape room (VER) as part of orientation in Fall 2020. Due to COVID-19, the LARC had to hold a virtual tutor orientation and used the VER.
NCLCA Business and Membership Meeting
This presentation will explore, through discussion, reflection and activities the importance of integrating The Inquisitive Mindset (IM)into learning center practices to enhance student success. IM is a mindset model developed by faculty at East Stroudsburg University that invites students to develop and assess their own ability to problem solve and make multiple attempts when the first attempt may not produce the best results. IM gets students thinking about the processes that leads to success. The key components of IM are motivation (incentivizing action), innovation (creative action), evaluation (critical action), determination (persistent action), reflection, and achievement (culminating action).
The University of Texas at Dallas - Institute for Peer Education is a model designed by a grant-funded project to streamline the peer leader training process and develop high quality peer leaders across campus. This session explains how participants can build a campus-wide peer education institute that fits their needs and create buy-in.
Higher education institutions have sought various ways to use data to control core academic quality outcomes, such as retention, persistence, completion, and graduation rates. But the current profile of data we capture, and the data models we use have not systematically improved these outcomes. Even worse, the most common data model exacerbates the equity gaps that schools and society are trying to eradicate.
This session shares a learning center-centric model for capturing new sources of data that solve academic-related retention problems and eradicate equity gaps.
The Sanger Learning Center at UT Austin has offered various Refreshers and Reviews for the past 15 years, mainly for Mathematics. Refreshers survey prerequisite material in preparation for an upcoming course, and Reviews provide an overview of exam material prior to exams. Many problem-solving courses could benefit from this support, so we have experimented with various factors, including determining appropriate courses, access to current coursework, recruiting/selecting presenters (graduate, undergraduate), problem and solution set updates, logistics (timing, duration), structure (presenter-driven, mock collaborative) and analysis of effectiveness. This presentation will assist others in exploring the possibility of creating refreshers/reviews at their institution.
In the Fall of 2019, the University of West Georgia's Center for Academic Success established a drop-in tutoring center on campus. While the program had historically only provided for appointment-based tutoring, the Center for Academic Success recognized a need for a more student-centered approach. Drop-in tutoring began, and immediately became a success at our institution. If you are interested in establishing drop-in tutoring, please come to this session to learn more!
Time Management is a common, and often repetitive topic of many academic coaching sessions. We all have multiple methods and examples we use. However, many of these examples were developed separately and can seem disjointed. Examples made by students can be better, but sometimes miss key elements. To provide a more useful product, we developed a comprehensive, integrated set of time management tools with examples that can help improve student use and success.
Training and developing our peer leaders is crucial to the success of a peer-to-peer academic support program. In order to do this effectively, peer leaders of all statuses, including new peer leaders, returning peer leaders, and peer leaders in leadership positions, must be engaged during training and throughout the semester. This presentation will explore how the UofSC Student Success Center's Peer Consultant (Academic Coaching) program successfully engaged returning peer leaders through training and activities designed specifically for Peer Leaders not in a leadership position.
We can no longer pretend that what happens off campus doesn’t have direct and meaningful impacts on our work and leadership. The events of recent years; the murders of black, brown, and trans people; the political turmoil; and the vitriolic attacks on higher education itself demand that LC leaders consider how students and the work are impacted. This session introduces basic concepts around neoliberalism and colonized thought, and how these and related ideas combine to dehumanize us, our students, and our work. Ultimately, we’ll explore our individual and collective roles in unsettling and dismantling these structural realities.
As writing center tutors, we focus on promoting our general ability to address all writing and writer concerns yet may miss the particular needs of a group. UAF Writing Center’s outreach links our center to Rural Student Services, a program originally designed to address the needs of Alaska Native students (currently 19.6% of UAF’s population), now expanded to encompass all students from a rural background. Presenters will address engaging learners from distinct communities and ways of adjusting our roles. By doing this, we can better connect to writer and writing tasks, contribute to student success, and promote retention.
The Learning Assistance and Resource Center (LARC) used Qualtrics to create a virtual escape room (VER) for tutor orientation during the COVID-19 pandemic. This activity will show how Qualtrics (or any survey tool) can be used to create a fun, interactive activity for tutors to learn more about the center, logistics, or staff members in a virtual setting. This activity will use Qualtrics and general trivia to guide the participants through the VER. The audience will participate in the facilitator-led VER and see if they can beat the time of LARC sample groups.
The session will demonstrate a tutor training activity intended to help tutors understand their own personal influences and how they are affected by them. This, in turn, allows tutors to identify with students and understand that they are impacted by the cultures and subcultures that they belong to and participate in. Attendees will complete a mock version of the activity, which includes a questionnaire and then facilitated group discussion.
Hosting successful professional development and staff trainings requires more than content expertise. This presentation explores the value of infusing humility theories into learning center trainings. The inclusion of this perspective can immediately lead to attendees' reduced learning resistances and a long-term positive impact on participants’ relationships with their students. There will be a discussion of humility theories, a synthesis of relevant literature, benefits and challenges, opportunities for application, and directions for future research.
The Learning Assistance and Resource Center (LARC) at West Chester University of Pennsylvania houses Tutoring, Success Coaching, and Writing Center Services. Through changes in the services model over the course of three years and challenges of the COVID-19 pandemic, Campus Partnerships have been critical to the growth, outreach, and support for student success. Learn how we broke through silos and increased partnerships on campus to support students and grow our services.
This session will focus on teaching math learning strategies to the math-wary student. Drawing from the experiences of real students, I’ll introduce math anxiety and identify some tips for assisting students experiencing math anxiety. I’ll discuss strategies for coaching the math-wary student, including teaching students to grapple with concepts in words before numbers, and reinforcing concepts with visuals, images, and graphic tools. Finally, I’ll discuss a stepwise, logic-based format for training students to solve problems.
Semester-long/multi-semester projects can challenge upper-division students who succeeded in more structured introductory courses, but find themselves requiring new strategies, sometimes in isolation. Difficulty navigating such projects can promote affective issues, especially if a student has preexisting doubts about belonging in academia. A neurodivergent-informed lens lets students consider strategies that play to their strengths. The session introduces this lens and applies it to practical aspects of coaching these students such as planning, time management, and motivation.
This session will briefly review what social capital is, and how it relates to education. It will then introduce and define the newer concept of academic capital, provide a review of the pros and cons for learning assistance particularly post-COVID-19, and demonstrate the overall utility of the concept. Finally, a new instrument, the Introduction to the Combined Measures of Academic Capital Survey (CMACS) will be shared, as well as a call for volunteer pilot sites.
As the number of first generation college students grows, UMBC’s First Generation Network works to provide equitable learning opportunities for these students. By providing interactive events through collaboration with various on campus departments and organizations, the Student Engagement Committee of the First Generation Network was able to establish a number of events & programs to discuss topics important to this population and provide campus resources to get the students connected, keep them engaged and to optimize on their success at the University. This presentation will inform participants how UMBC was able to maintain engagement with first generation students during the COVID pandemic. We will share our lessons learned and our most memorable moments maintaining student engagement during the pandemic.
Ever wondered how to go about remodeling your learning center space once you receive approval to do so? Then, this session is for you. This presentation is based on a qualitative case study conducted to understand the process learning center administrators used in the creation or remodeling of a learning center space at 2-year schools. Participants of the study were learning center directors, facilities, information technology, or administrator team members. Join this presentation to find out the process used and how pedagogy, space, and technology impacted their design. The first part will be an overview of the research study. The second part will be open for questions and conversation among all attendees.
Some affiliates may choose to meet during the NOTT event (Thursday Evening) or during the Hospitality Suite (Wednesday Evening).
Florida - Hybrid meeting at this time in room; zoom link in Conference schedule
Louisiana - Hybrid meeting at this time in room; zoom link in Conference schedule
Maryland - Meeting at this time in assigned room
Missouri - Meeting in the Hospitality Suite on Wed., Sept. 29 at 9:00PM
Ohio - Informal meetup in the Hospitality Suite on Wed., Sept. 29 at 9:00PM, Affiliate meeting will take place Fri., Oct 1 at 10:30 AM. Register here
Southeastern - Hybrid meeting at this time in room; zoom link in Conference schedule
Texas - Meeting at this time in assigned room
Utah - No Information at this time
Wisconsin - No meeting