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Laurie,
Would you share a summary of the recommendations with the list?
Thanks!

M. Elaine Richardson, PhD
Director, Academic Success Center
NCLCA Past President
1956 ASC Building, Rm 233
Clemson University
Clemson, SC 29634
(864)656-6212
www.clemson.edu/asc






On 1/21/14 2:45 PM, "Laurie Hazard" <[log in to unmask]> wrote:

>Thanks for the recommendations so far.  Keep them coming.  This is great!
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Sara Weertz
>Sent: Tuesday, January 21, 2014 2:05 PM
>To: [log in to unmask]
>Subject: Re: Book Recommendation
>
>"How Children Succeed: Grit, Curiosity, and the Hidden Power of
>Character" by Paul Tough.  When we talk about academic success, a lot,
>maybe too much, emphasis is placed on the mark of intelligence. Tough
>makes the case for a review of soft skills  such as self-regulation,
>perseverance, and conscientiousness. Don't let the word "children" fool
>you into thinking this is not about college-aged kids. It is.
>
>
>
>sal
>
>
>
>Sara Weertz, M.Ed.
>
>Executive Director, First Year Experience
>
>ASU Station #10915
>
>Angelo State University
>
>San Angelo, TX  76909
>
>(325) 942-2595
>
>[log in to unmask]
>
>
>
>CRLA President-Elect 2013-2014
>
>www.crla.net
>
>
>
>
>
>
>
>-----Original Message-----
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Laurie Hazard
>Sent: Tuesday, January 21, 2014 11:18 AM
>To: [log in to unmask]
>Subject: Book Recommendation
>
>
>
>Hi All,
>
>
>
>Our Faculty Development program runs a book club every semester.  The
>topic we are interested in for the spring is integrative learning.  Does
>anyone have any recommendations for a book? I'd love to hear.
>
>
>
>My Best,
>
>
>
>Laurie
>
>www.lauriehazard.com<http://www.lauriehazard.com>
>
>
>
>-----Original Message-----
>
>From: Open Forum for Learning Assistance Professionals
>[mailto:[log in to unmask]] On Behalf Of Donna Hall
>
>Sent: Friday, January 10, 2014 10:24 AM
>
>To: [log in to unmask]<mailto:[log in to unmask]>
>
>Subject: Re: ROI on Academic Support Services? -- Different Take
>
>
>
>I just recently joined this listserv and find this discussion useful
>--and, if only to know we're not alone, its pleasing to learn that other
>programs are grappling with the same kinds of program assessment
>challenges (and economic/accountability pressures) we're facing at Duke.
>I am very sympathetic to Nic's arguments.  The rhetoric Nic describes
>about where responsibility lies for students successes and failures
>permeates so many of my conversations with faculty and
>administrators--and has big implications for what kinds of academic
>support programs are funded.  I think institutionally we're coming to
>better understand the implications and effects of the various discourses
>here at Duke.  Keith Trigwell has published some  work that  I found
>useful this summer as we were developing an institution wide grant
>proposal project to support under-served students in STEM.
>
>
>
>Also, on assessment of our learning service programs.  We're struggling
>to tease out the effects of our interventions with ever increasing
>assessment modeling--including looking at the role personality traits may
>play in a student's success or failure.  We also have come to understand
>that multiple layers of support (including good classroom) pedagogy seem
>to produce the best results among less well-prepared students.  Any
>single intervention will by definition have a small effect size, and,
>we're looking to figure out which combinations are helpful to which kinds
>of students.  This approach has required collaboration with faculty and
>administrators and access to good institutional data.  Taking a "whole
>campus" approach to supporting students distributes accountability for
>students' learning across all stakeholders and seems to me to respect the
>dynamic and complex nature of the teaching and learning process and the
>diversity among students on our campuses.
>
>
>
>Donna M.  Hall, Director
>
>Academic Resource Center
>
>Duke University
>
>Box 90694
>
>Phone: 684-5917
>
>FAX: 684-8934
>
>[log in to unmask]<mailto:[log in to unmask]>
>
>
>
>
>
>
>
>
>
>On Jan 10, 2014, at 8:12 AM, Jered Wasburn-Moses wrote:
>
>
>
>> Nic, I am shocked--shocked!--at your implication that there might be
>>different standards for different units on campus.
>
>>
>
>> That said, at least here at NKU, traditional units *are* worried. We
>>have a new administration and a new Strategic Plan. It emphasizes things
>>like "develop[ing] and expand[ing] transdisciplinary programs,"
>>"expand[ing] applied and experiential learning opportunities,"
>>"identify[ing] and invest[ing] in distinctive programs," and
>>"assess[ing] and modify[ing] academic programs for quality, relevance
>>and sustainability."
>
>>
>
>> We *all* are feeling a bit under the gun.
>
>>
>
>> Jered Wasburn-Moses
>
>> Math Center Coordinator
>
>> Success Skills Coordinator
>
>> Learning Assistance Programs
>
>> Northern Kentucky University
>
>> http://lap.nku.edu
>
>> University Center 170F
>
>> (859) 572-5779
>
>>
>
>>
>
>> # -----Original Message-----
>
>> # From: Open Forum for Learning Assistance Professionals
>
>> [mailto:LRNASST- # [log in to unmask]<mailto:[log in to unmask]>] On Behalf
>>Of Nic Voge # Sent:
>
>> Thursday, January 09, 2014 6:18 PM # To:
>> [log in to unmask]<mailto:[log in to unmask]> #
>
>> Subject: Re: ROI on Academic Support Services? -- Different Take # #
>
>> Dear Colleagues, # # I don't mean to digress from what I see as a very
>
>> valuable conversation, but I # am struck by what I am assuming is
>
>> selective skepticism  on the part of faculty # and administrators
>
>> about the performance of students who utilize academic # support and
>
>> thus the outcomes of such support.  For instance, Marisa wrote, #
>
>> "Your response is exactly what I seem to be dealing with regarding our
>
>> SI # program."
>
>> #
>
>> # These faculty and administrators are willing to hypothesize a
>
>> motivational # difference (what evidence is there that use of support
>
>> services is a reliable # indicator of the kind of motivation they
>
>> think leads to high attainment?) but # unwilling to accept the hard
>>data you provide.
>
>> #
>
>> # Do they also hypothesize that the students who do well in their
>
>> courses  are # simply the "good students" and would have performed
>
>> well regardless--their # teaching had no impact?  Working from this
>
>> hypothesis would undermine the # attribution of learning and
>
>> achievement to features of the course/instruction # for all the
>
>> high-achieving students in their courses.  Might there be a double- #
>>standard operating here?
>
>> #
>
>> #
>
>> # Similarly, when  data reveal that academic support is not the magic
>
>> # transformative bullet  hoped for,  do these same folks trot out the
>
>> reciprocal # hypothesis: "these are 'bad' students, no matter how good
>
>> the academic # support was, it wouldn't have made a difference"?
>
>> #
>
>> # It seems to me that these latter two hypotheses are just as
>
>> reasonable as # the skepticism evinced about the effects of academic
>
>> support, but somehow # I never hear them articulated in discussions
>
>> about teaching and academic # support. Another way of saying this is:
>
>> if motivation is such a crucial factor # when evaluating the
>
>> effectiveness of academic support, why don't we use it # when
>>evaluating other aspects of the institution?
>
>> #
>
>> # Another thing I don't like about this conceptualization of the
>
>> issues is the # unstated but implied corollary of the assumption about
>
>> motivation. If # students succeed because they are motivated, then the
>
>> implication is that # the one's who don't succeed must not be motivated.
>
>> # Thus, it's all up to the student, faculty and the institution are
>
>> off- the-hook all # based upon assumptions about motivation, a topic
>
>> which most faculty place # outside the scope of their responsibility
>
>> and which they know very little # about. (In my opinion motivation is
>
>> one of the # most complex, if not messy, research topics in
>
>> education.) I'm # skeptical of this kind of self-serving explanation.
>
>> #
>
>> # Because "proof" is so hard to come by in our work, I am very
>
>> hesitant to # engage in these kinds of ROI conversations in the first
>
>> place. What is the ROI # of the sociology department? The president's
>
>> office? Why are those # questions so rarely asked? Not all "returns"
>
>> can be measured in retention # rates, it seems to me. Assuming that
>
>> academic support can be measured in # this way diminishes academic
>>support in my opinion.
>
>> #
>
>> # If, as seems to be the consensus of those posting, it is very
>
>> difficult for any # unit to justify its funding based on ROI because
>
>> determining the impact of # specific, discrete services in light of so
>
>> many potential  "factors" then the # question of WHICH units must
>
>> justify the ROI and which do not have to do so # becomes that much
>
>> more important. If the situation is so complex that no # data will be
>
>> persuasive, then I don't think it wise to be in the position of #
>>having to persuade people with data.
>
>> #
>
>> #
>
>> # Who gets scrutinized and who doesn't--and in what ways--is the real
>
>> issue to # my mind. I wonder if reducing our work to a question of ROI
>
>> is a slippery # slope. It may be unavoidable in some cases--as I seem
>
>> to be reading in most # of these posts--but that doesn't mean we
>
>> shouldn't critically examine the # assumptions undergirding a ROI
>
>> perspective. My sense is that academic # support provided by those who
>
>> have posted here does far more than # increase retention rates and
>>generate revenue, but these other "returns"
>
>> # can become  obscured if the ROI perspective is privileged above all
>>others.
>
>> #
>
>> # Best,
>
>> # Nic
>
>> # __________________________________
>
>> # Dominic (Nic) J. Voge
>
>> # [log in to unmask]<mailto:[log in to unmask]>
>
>> # (609)258-6921
>
>> # http://www.princeton.edu/mcgraw/us/
>
>> #
>
>> # Associate Director
>
>> # McGraw Center for Teaching and Learning # 328C Frist Campus Center #
>
>> Princeton University # Princeton, NJ 08544 # # Individual Appointment
>
>> Times:
>
>> # By request
>
>> #
>
>> #
>
>> #
>
>> #
>
>> #
>
>> # On Jan 9, 2014, at 11:00 AM, Marisa Passafiume wrote:
>
>> #
>
>> # > Sara,
>
>> # > Your response is exactly what I seem to be dealing with regarding
>
>> our # > SI program. Might you be willing to share your interpretive #
>
>> > report...off of the list serve? I would love to begin showing our
>
>> data # > to critics in a more comprehensive way.
>
>> # >
>
>> # > Most fondly
>
>> # > Marisa Passafiume
>
>> # >
>
>> # >
>
>> # > -----------------------
>
>> # >
>
>> # > *Marisa Passafiume*
>
>> # > *Director, Center for Academic Success* *Tutor Trainer, National #
>
>> > Tutoring Association* # > # > Riverdale, NY 10471 # > Phone:
>
>> 718-862-7796 # > Fax: 718-862-7791 # >
>> [log in to unmask]<mailto:[log in to unmask]
>> >
>
>> # > www.manhattan.edu<http://www.manhattan.edu> # > # > # > On Thu,
>> Jan 9, 2014 at 10:14 AM,
>
>> Sara Weertz <[log in to unmask]<mailto:[log in to unmask]>> # >
>>wrote:
>
>> # >
>
>> # >> Ah, I love this question...one I think I can answer because this
>
>> used # >> to be a typical response to Supplemental Instruction (SI)
>
>> which has a # >> history of empirical evidence indicating that
>
>> students who use SI on # >> a regular basis get better grades. Faculty
>
>> often opine that SI # >> students would have gotten successful grades
>
>> no matter what; they # >> argue that SI students (or
>
>> # >> those who self-select) are already the "good" students.   Faculty
>
>> # >> continued
>
>> # >> their criticism of the numbers even after I added qualitative #
>
>> >> data--feedback from the students themselves, in their own words, #
>
>> >> saying they excelled in their coursework because of SI.
>
>> # >>
>
>> # >> It was, however, more difficult to be critical of my interpretive
>
>> # >> report, which pulls the following data on students enrolled in #
>
>> >> SI-supported # >> classes:
>
>> # >>
>
>> # >> * GPA (at the beginning of the term) # >> * ACT/SAT scores # >> *
>
>> Classification # >> * Ethnicity # >> * Residency (on/off campus) # >>
>
>> * Major/Minor # >> * Academic Standing # >> * Cohort attributes such
>
>> as athletics, provisional status, # >> international student, etc.
>
>> # >>
>
>> # >> If I run the interpretive reports at the beginning of the term, I
>
>> get # >> a bird's-eye view of the class, which allows me to also
>
>> create # >> individual student profiles.
>
>> # >>
>
>> # >> The beauty of the interpretive report is its use as a tool to
>
>> make # >> predictions about the students in our SI-supported classes.
>
>> An # >> example would be to examine how a freshman with several
>
>> at-risk # >> factors and low ACT scores (which tests science acumen)
>
>> might fare in # >> a traditionally difficult biology class. Since our
>
>> SI support focuses # >> on traditionally difficult classes where many
>
>> students struggle, we # >> then make predictions on success (A, B, or
>
>> C) depending on whether # >> the less proficient students and those
>
>> considered at-risk attend SI, # >> how often they attend, and when they
>>attend.
>
>> # >> The interpretive report allows us to compile some fascinating
>
>> reports # >> for variety of departments and student services. Our
>
>> measurements # >> consistently show that no matter how many at-risk
>
>> factors a student # >> may have, the more SI visits, the higher the
>>final grade.
>
>> # >>
>
>> # >> While something like an interpretive report is more difficult to
>
>> # >> generate with tutoring, it can be done.
>
>> # >>
>
>> # >> sal
>
>> # >>
>
>> # >>
>
>> # >> Sara Weertz, M.Ed.
>
>> # >> Executive Director, First Year Experience ASU Station #10915
>
>> Angelo # >> State University San Angelo, TX  76909 # >> (325) 942-2595
>
>> # >> [log in to unmask]<mailto:[log in to unmask]> # >> # >>
>> CRLA President-Elect 2013-2014 #
>
>> >> www.crla.net<http://www.crla.net> # >> # >>
>
>> ****************************************************
>
>> # >>
>
>> # >>
>
>> # >> -----Original Message-----
>
>> # >> From: Open Forum for Learning Assistance Professionals [mailto:
>
>> # >> [log in to unmask]<mailto:[log in to unmask]>] On Behalf
>>Of Marcia Toms # >> Sent:
>
>> Thursday, January 09, 2014 8:32 AM # >> To:
>> [log in to unmask]<mailto:[log in to unmask]> #
>
>> >> Subject: Re: ROI on Academic Support Services? -- Different Take #
>
>> >> # >> That is great, Leonard.
>
>> # >>
>
>> # >> One question, though: Do students voluntarily come to your center?
>
>> # >> If so,
>
>> # >> how do you address the motivation issue?  In other words, who is
>
>> to # >> say that these students wouldn't have higher retention rates
>>anyway?
>
>> # >>
>
>> # >> Best,
>
>> # >> -Marcia
>
>> # >>
>
>> # >>
>
>> # >> On Thu, Jan 9, 2014 at 9:06 AM, Roberta Schotka # >>
>
>> <[log in to unmask] # <mailto:[log in to unmask]> >>> wrote:
>
>> # >>
>
>> # >>> Leonard,
>
>> # >>>
>
>> # >>> That is brilliant, especially since it is so difficult to link #
>
>> >>> grades directly to tutoring, given all of the other contributing #
>
>> >>> factors.
>
>> # >>>
>
>> # >>> -Roberta
>
>> # >>>
>
>> # >>>
>
>> # >>> On Wed, Jan 8, 2014 at 4:52 PM, Geddes, Leonard G.
>
>> # >>> <[log in to unmask]
>
>> # >>>> wrote:
>
>> # >>>
>
>> # >>>> Melissa and any others who are interested, # >>>> # >>>> I have
>
>> attached part of a report that I sent up to the "powers # >>>> that #
>
>> >> be"
>
>> # >>>> about the influence our services are having on the bottom line
>
>> -- # >>>> retention. In the past, we communicated how we were
>
>> affecting # >>>> academic performance.  However, when it seemed like
>
>> reporting how # >>>> students were improving academically was not
>
>> generating the # >>>> traction that we thought it deserved, I decided
>
>> to speak the # >>>> administration's language by adding a retention
>
>> element to the # >>>> report.  In short, we compared the re-enrollment
>
>> rates of students # >>>> using our services to general student
>
>> retention, # >>> athletic # >>>> teams, etc.  Our numbers rocked!
>
>> (I've attached an abbreviated # >>>> report since I don't think the
>
>> administration would like us to # >>>> share financial info
>
>> publically.) # >>>> # >>>> In the actual report, we put figures to the
>
>> report by factoring in # >>>> the "real" revenue that is generated per
>
>> student. For example, # >>> hypothetically, # >>>> if the overall
>
>> retention rate was 70%, but our numbers were 86%, # >>>> then we
>
>> showed numerically how much revenue 16% more students # added # >>>>
>
>> to the bottom line, thus showing that we are revenue generating.
>
>> # >>>>
>
>> # >>>> As a result of changing to reporting this way, our reports have
>
>> # >>>> been # >>> going # >>>> all the way up the chain to the Board.
>
>> Recently, they specifically # >>>> referenced our center and services
>
>> in the new strategic plan!  We # >>>> are now preparing for a
>
>> significant budget increase as well -- yay!
>
>> # >>>>
>
>> # >>>> I hope this is useful.
>
>> # >>>>
>
>> # >>>> Leonard Geddes
>
>> # >>>> Associate Dean of Co-Curricular Programs Director of the
>
>> Learning # >>>> Commons Division of Student Life Lenoir-Rhyne
>
>> University www.lr.edu<http://www.lr.edu> # >>>>
>> [log in to unmask]<mailto:[log in to unmask]> # >>>> (828)
>
>> 328-7024 # >>>> (828) 328-7702 (fax) # >>>> # >>>> The LearnWell
>
>> Projects Blog:
>
>> # >>> http://www.thelearnwellprojects.com/thewell/
>
>> # >>>>
>
>> # >>>>
>
>> # >>>
>
>> # >>> ~~~~~~~~~~~~~~~
>
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>> # >>> To contact the LRNASST-L owner, email
>> [log in to unmask]<mailto:[log in to unmask]> # >>> # >>
>
>> # >> # >> # >> -- # >> Marcia Toms, Ph.D.
>
>> # >> Associate Director
>
>> # >> Undergraduate Tutorial Center
>
>> # >> Division of Academic and Student Affairs North Carolina State #
>
>> >> University Campus Box 7118 / 101 Park Shops Raleigh, NC 27695-7118
>
>> # >> 919.513.7829 # >> http://www.ncsu.edu/tutorial_center/
>
>> # >>
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