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Yes, indeedie. I am working on it. A few folks recommended books for student common reads, which I am not compiling on my list. I am just taking the ones that were recommended for faculty. L -----Original Message----- From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Elaine Richardson Sent: Tuesday, January 21, 2014 3:09 PM To: [log in to unmask] Subject: Re: Book Recommendation 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] >> u >> > > >> # > 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/ > >> # >>>> > >> # >>>> > >> # >>> > >> # >>> ~~~~~~~~~~~~~~~ > >> # >>> To access the LRNASST-L archives or User Guide, or to change > >> your # >>> subscription options (including subscribe/unsubscribe), > >> point your # >>> web browser to > >> http://www.lists.ufl.edu/archives/lrnasst-l.html > >> # >>> > >> # >>> 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/ > >> # >> > >> # >> Public Record Reminder: All electronic mail messages in > >> connection # >> with State business that are sent to or received by > >> this account are # >> subject to the NC Public Records Law. They are > >> retained and may be # >> disclosed to third parties. > >> # >> > >> # >> Confidentiality: Nothing in the NC Public Records Law diminishes > >> the # >> privacy protections afforded by federal law (e.g., FERPA, > >> HIPAA, # >> etc.) # >> # >> ~~~~~~~~~~~~~~~ # >> To access the > >> LRNASST-L archives or User Guide, or to change your # >> subscription > >> options (including subscribe/unsubscribe), point your # >> web >> browser > >> to http://www.lists.ufl.edu/archives/lrnasst-l.html > >> # >> > >> # >> To contact the LRNASST-L owner, email >> [log in to unmask]<mailto:[log in to unmask]> # >> # >> > >> ~~~~~~~~~~~~~~~ # >> To access the LRNASST-L archives or User Guide, > >> or to change your # >> subscription options (including > >> subscribe/unsubscribe), point your # >> web browser to > >> http://www.lists.ufl.edu/archives/lrnasst-l.html > >> # >> > >> # >> To contact the LRNASST-L owner, email >> [log in to unmask]<mailto:[log in to unmask]> # >> # > # > > >> ~~~~~~~~~~~~~~~ # > To access the LRNASST-L archives or User Guide, >> or > >> to change your # > subscription options (including > >> subscribe/unsubscribe), point your web # > browser to > >> http://www.lists.ufl.edu/archives/lrnasst-l.html > >> # > > >> # > To contact the LRNASST-L owner, email >> [log in to unmask]<mailto:[log in to unmask]> # # # > >> ~~~~~~~~~~~~~~~ # To access the LRNASST-L archives or User Guide, or > >> to change your # subscription options (including > >> subscribe/unsubscribe), point your web # browser to > >> http://www.lists.ufl.edu/archives/lrnasst-l.html > >> # > >> # To contact the LRNASST-L owner, email >> [log in to unmask]<mailto:[log in to unmask]> > >> > >> ~~~~~~~~~~~~~~~ > >> To access the LRNASST-L archives or User Guide, or to change your > >> subscription options (including subscribe/unsubscribe), point your >> web > >> browser to http://www.lists.ufl.edu/archives/lrnasst-l.html > >> > >> To contact the LRNASST-L owner, email >> [log in to unmask]<mailto:[log in to unmask]> > > > > > >~~~~~~~~~~~~~~~ > >To access the LRNASST-L archives or User Guide, or to change your >subscription options (including subscribe/unsubscribe), point your web >browser to http://www.lists.ufl.edu/archives/lrnasst-l.html > > > >To contact the LRNASST-L owner, email >[log in to unmask]<mailto:[log in to unmask]> > > > >~~~~~~~~~~~~~~~ > >To access the LRNASST-L archives or User Guide, or to change your >subscription options (including subscribe/unsubscribe), point your web >browser to http://www.lists.ufl.edu/archives/lrnasst-l.html > > > >To contact the LRNASST-L owner, email >[log in to unmask]<mailto:[log in to unmask]> > >~~~~~~~~~~~~~~~ >To access the LRNASST-L archives or User Guide, or to change your >subscription options (including subscribe/unsubscribe), point your web >browser to http://www.lists.ufl.edu/archives/lrnasst-l.html > >To contact the LRNASST-L owner, email [log in to unmask] > >~~~~~~~~~~~~~~~ >To access the LRNASST-L archives or User Guide, or to change your >subscription options (including subscribe/unsubscribe), point your web >browser to http://www.lists.ufl.edu/archives/lrnasst-l.html > >To contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]