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M.E., thanks for helping to bring about this change in our field.  I have
found CRLA to be an open-minded organization, capable of pivoting according
to students' needs and the voices of its members, so I am not surprised
this change has come about.  (We have to have a growth mindset in learning
assistance, right?  Because there is so much about the landscape of higher
education that we cannot control.  And, collectively through the decades,
we have been through it all.)

In addition to CRLA being an open-minded group of people, there is a reason
CRLA's International Tutor Training Certification Program standards are
flexible; they are meant to be customized to your context and adjusted
based on data and observations about what works best for student learning.

All of this is to say, I am happy--and not surprised--that we continue to
grow and change as a field.  It is one of my favorite characteristics of
learning assistance and one reason why I love to do this work.

Rebecca Tedesco
Peer Connections Tutor Coordinator
San Jose State University
[log in to unmask]
408-924-3346
She/Her/Hers





On Wed, Nov 7, 2018 at 2:26 AM M. E. McWilliams <[log in to unmask]>
wrote:

> ​It is a relief to see learning assistance professionals finally embracing
> what cognitive scientists have been trying to tell us about learning
> styles. When I first began back in 2000, learning style inventories were
> considered a must for effective tutoring. Back then, I presented a session
> at a CRLA conference debunking how the profession was using learning style
> inventories at that time. I didn't think CRLA would accept the proposal
> since it was a required topic for certification. But they did, and it was
> received well by a few then who recognized the need for encouraging
> students to explore all the options for learning rather than seeking one
> "answer" for how to study.  Fifteen years later and look at how we have
> grown!
>
>
> Woo hoo!
>
> m.e.
>
>
> *M.E. **mcwilliams*
>
> Director
>
> Academic Assistance and Resource Center (AARC)
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.sfasu.edu_aarc&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=mlWHXQiABJ1nDpibFa2BU3DDeuOBKS6jmzby5DTyI1E&s=D-admJzCCX-0DvKnG-MPoyHegWq5WCO-DRq3974Av8o&e=>
>
> Stephen F. Austin State University I  Nacogdoches, Texas
>
> 936 468 1439
>
> The views and opinions expressed in this message are my own and do not
> necessarily reflect the views and opinions of Stephen F. Austin State
> University, its Board of Regents, or the State of Texas.
> ------------------------------
> *From:* Open Forum for Learning Assistance Professionals <
> [log in to unmask]> on behalf of Paniccia, Loreta <
> [log in to unmask]>
> *Sent:* Tuesday, November 6, 2018 12:31 PM
> *To:* [log in to unmask]
> *Subject:* Re: Learning Styles in Tutoring
>
> Here a few more articles...
>
> https://urldefense.proofpoint.com/v2/url?u=http-3A__psychlearningcurve.org_learning-2Dstyles_&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=8ogodiwEb64M05b7IrdAO2sCaov88mGCeu4qUdkA9i0&e=
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__psychlearningcurve.org_learning-2Dstyles_&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=TCDJUAZi2gdq7FcP1yWFPRFW0iqAyEKoovP53nDYxc0&e=>
>
> Cuevas, J. A. (2015). Is learning styles-based instruction effective? A
> comprehensive analysis of recent research on learning styles. *Theory and
> Research in Education, 13*(3). 308-333. doi: 10.1177/1477878515606621 *https://urldefense.proofpoint.com/v2/url?u=http-3A__tre.sagepub.com_content_current&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=acib9EokQgY_UnvwyD8qck68LQoYlAQqByfgM6rNC38&e=
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__tre.sagepub.com_content_current&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=nC9npK8TcS0DV_4e_9fzFPZwXv6w9-zQeA37WiUIYXA&e=>*
>
> Cuevas, J. A. (2016). An analysis of current evidence supporting two
> alternate learning models: Learning styles and dual coding. *Journal of
> Educational Sciences & Psychology, 6*(1). 1-13. *https://urldefense.proofpoint.com/v2/url?u=http-3A__jesp.upg-2Dploiesti.ro_index.php-3Foption-3Dcom-5Fphocadownload-26view-3Dcategory-26id-3D24-3Ajournal-2Dvol-2Dvi-2Dlxviii-2Dno-2D12016-26Itemid-3D16&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=6e3zb7WQ2JzdhExDZ1oWaQ9Gx3rUfT8HRyilvK9UNb0&e=
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__jesp.upg-2Dploiesti.ro_index.php-3Foption-3Dcom-5Fphocadownload-26view-3Dcategory-26id-3D24-3Ajournal-2Dvol-2Dvi-2Dlxviii-2Dno-2D12016-26Itemid-3D16&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=KVMdPE3_Tl8qUWsWRXx41s7btQXz0xeieeuud5Igewg&e=>*
>
> Jessen, F., Heun, R., Erb, M., Granath, D. O., Klose, U.,
> Papassotiropoulos, A., & Grodd, W. (2000). The concreteness effect:
> Evidence for dual coding and context availability. *Brain and Language,
> 74*, 103-112. doi: 10.1006/brln.2000.2340 *https://urldefense.proofpoint.com/v2/url?u=http-3A__www.ncbi.nlm.nih.gov_pubmed_10924219&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=50triWx0NZbeBSuap5KWwSphUzj3uP2mdRJospm9-xc&e=
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.ncbi.nlm.nih.gov_pubmed_10924219&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=-5Pr8Hcoqkv_inKz7zzcNXn9hMio8lo3k7-u2_bieWY&e=>*
>
> Paivio, A., Walsh, M., Bons, T. (1994). Concreteness effects on memory:
> When and why? *Journal of Experimental Psychology, (20)*5, 1196-1204. *https://urldefense.proofpoint.com/v2/url?u=http-3A__psycnet.apa.org_index.cfm-3Ffa-3Dbuy.optionToBuy-26id-3D1995-2D04383-2D001&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=GWdnN7BpZ-Ze8-VOypPNfFnn2Xhzz1g4pnc-2pVKas4&e=
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__psycnet.apa.org_index.cfm-3Ffa-3Dbuy.optionToBuy-26id-3D1995-2D04383-2D001-26-5Fga-3D2.258523722.1309881036.1541528510-2D1719030601.1541528510&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=hq3UzamIkJ084VxCNOa-g2E7CHmbGn0MmjNeUM4D5MA&e=>*
>
> Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning
> styles: Concepts and evidence. *Psychological Science in the Public
> Interest, 9*, 105-119*. **https://urldefense.proofpoint.com/v2/url?u=https-3A__www.psychologicalscience.org_journals_pspi_PSPI-5F9-5F3.pdf&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=9cWDn2GVeFumcjg-TBVaPpCn-STTfodeCYFYEtwwjQc&e=
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.psychologicalscience.org_journals_pspi_PSPI-5F9-5F3.pdf&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=NQ7PJb8Uquq_zO8uSQM-yCpPNIvNKV_Yd1nksMvNRpc&e=>*
>
> Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning
> style to instructional method: Effects on comprehension. *Journal of
> Educational Psychology, 107*(1), 64-78. doi: 10.1037/a0037478 *https://urldefense.proofpoint.com/v2/url?u=https-3A__www.apa.org_pubs_journals_features_edu-2Da0037478.pdf&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=AHz92FLKOhPi_RJKf_jE-lLiJWCbsDz26SsoJV35TCU&e=
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.apa.org_pubs_journals_features_edu-2Da0037478.pdf&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=UPX3mBIgATaAykRWqwzb9GqEX-mQYx6JiP6e_Xm9A00&e=>*
>
> Sadoski, M., Goetz, E. T., & Avila, E. (1995). Concreteness effects in
> text recall: Dual coding or context availability? *Reading Research
> Quarterly, 30*(2), 278-288. *https://urldefense.proofpoint.com/v2/url?u=http-3A__www.jstor.org_stable_748038&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=xQSCt5iUBKBQH1hgzDsYWT3b0N2f6-hgCf66jEUICnU&e=
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.jstor.org_stable_748038&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=UIUaze4QqSKJRSQdacMIM6yYqoKigoKx4ggil_IP904&e=>*
>
> Scott, C. (2010). The enduring appeal of “learning styles”. *Australian
> Journal of Education, 54*(1), 5-17. (EJ889818) *https://urldefense.proofpoint.com/v2/url?u=https-3A__www.ofs.edu.sg_resources_plc-2Ddifferentiation_wp-2Dcontent_uploads_sites_49_2014_10_Enduring-2Dappeal-2Dof-2Dlearning-2Dstyles.pdf&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=FaN4oxoDoaiTWUV7A8T6Ms0GRyYzjI7S6h35H7VbgBY&e=
> <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.ofs.edu.sg_resources_plc-2Ddifferentiation_wp-2Dcontent_uploads_sites_49_2014_10_Enduring-2Dappeal-2Dof-2Dlearning-2Dstyles.pdf&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=nqYN3tgvLRVkAkMxcxk1BdEWa-arGYYwUQhB-Y_CKmw&e=>*
>
>
>
>
> Loreta Paniccia
>
> Coordinator, Tutoring Program
> Coordinator, Supplemental Instruction
> Club Advisor, International Student Organization
> SUNY Broome Community College
> 1017 Front Street
> Binghamton, NY 13902
> 607-778-5162
>
>
> On Tue, Nov 6, 2018 at 11:57 AM Saundra Y McGuire <[log in to unmask]> wrote:
>
>> Kelly is right on target.  I address this in our book, Teach Students How
>> to Learn.  I’m speaking at WPI in 5 minutes so I’ll send a more
>> comprehensive response later.  In the meantime read the article at this
>> link
>> https://urldefense.proofpoint.com/v2/url?u=http-3A__www4.ncsu.edu_unity_lockers_users_f_felder_public_Papers_LS-5FValidity-28On-2DCourse-29.pdf&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=2r18V5jEgQLYr5hvrL5fVDFhNyU60hnQQ2fyZVgfM_g&e=
>> <https://urldefense.proofpoint.com/v2/url?u=http-3A__www4.ncsu.edu_unity_lockers_users_f_felder_public_Papers_LS-5FValidity-28On-2DCourse-29.pdf&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=OvPFjqS9oQN1A947GWipuhSW6GqoWAFnDOyXo4ANXXw&s=wUofF7VHPB1rxFUdkgEns-dQ9hYoK-iJr2sbU8rYSn0&e=>
>> and keep doing those learning styles assessments.  Just call them learning
>> style preferences.
>>
>>
>>
>> More tonight,
>> Saundra
>>
>>
>>
>> Saundra McGuire, Ph.D.
>>
>> *New Online Course on Teach Students How to Learn
>> (https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=XoRtuzc5-VESv8OzPEz9paY7E5kvWYb1BK-FI5v5aN0&e=
>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__optimizelearning.org_workshops_teach-2Dstudents-2Dhow-2Dto-2Dlearn&d=DwMFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=l3Xln1RlALpuV88mMOOkJ_DD0NHpUhC1xDX0Dc7UXPI&s=bjHJHMhLueZZB-a7x_dygwcKtltwjCGibCbhhgprttQ&e=>)*
>>
>> Author of *Teach Yourself How to Learn (Info at
>> https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_y9aqwhhx&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=ms1wPSNiC2UtbVckgGLQdQLO5KTrrw68rblexjsjkic&e=
>> <https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_y9aqwhhx&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=OvPFjqS9oQN1A947GWipuhSW6GqoWAFnDOyXo4ANXXw&s=J-q1MFdTTXBzOgXacETVu25221kcZL4grQbVGmetRKs&e=>)*
>>
>> Author of Teach Students *How* to Learn (Info at
>> https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_ogfktwp&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=eGBA0Z3G8yPQ0iMsnYLHN56eOMPK_WbrSrYC6LMJOdM&e=
>> <https://urldefense.proofpoint.com/v2/url?u=http-3A__tinyurl.com_ogfktwp&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=OvPFjqS9oQN1A947GWipuhSW6GqoWAFnDOyXo4ANXXw&s=f2Z_uzgBdrC9efalEoSATqcAyG6dIHUUQlTnFxa0gFk&e=>
>> )
>>
>> Director Emerita, Center for Academic Success
>>
>> (Ret) Assistant Vice Chancellor  & Professor of Chemistry
>>
>> Louisiana State University
>>
>>
>>
>> *From:* Open Forum for Learning Assistance Professionals [mailto:
>> [log in to unmask]] *On Behalf Of *RoseAnn Osmanian
>> *Sent:* Tuesday, November 6, 2018 10:15 AM
>> *To:* [log in to unmask]
>> *Subject:* Re: Learning Styles in Tutoring
>>
>>
>>
>> Hi, Kelly.
>>
>>
>>
>> I’ve moved away from the Learning Styles inventory and sometimes show
>> students and tutors part of this Ted Talk that argues that the research on
>> it is problematic: https://urldefense.proofpoint.com/v2/url?u=https-3A__youtu.be_855Now8h5Rs&d=DwIFaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=fdNWVFvnxKy7OEx113owEqnwh_7YLm_8V4lZtPgrBnE&s=uO-kA8kT2KN_enZRYmtrb6ulIEXQ0hIhJcu0dhvYDYQ&e=
>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__youtu.be_855Now8h5Rs&d=DwMGaQ&c=pZJPUDQ3SB9JplYbifm4nt2lEVG5pWx2KikqINpWlZM&r=yBiE514ByeBuT9iMcmLL81H9l3w_eWJJCNWWYb5qET4&m=13oPI5ip06DulsCarmneCnz3CvZ1_3rzxHtMYAADAV4&s=NAzqPSPlpsGlx-l1HPkCetR1abVrGKdCDB3Wdcyp5s8&e=>.
>> Instead, I use Bloom’s Taxonomy to discuss learning strategies.
>>
>>
>>
>> Nonetheless, I encourage students to be metacognitive about their
>> learning strategies and use what works best for them. So many students are
>> familiar with learning styles, and the strategies are still helpful as long
>> as students and tutors are careful not to pigeonhole themselves into
>> certain categories.
>>
>>
>>
>> -Rose Ann
>>
>>
>>
>>
>>
>> Rose Ann Osmanian
>>
>> Language Success Center: English, Reading, & Writing
>>
>> 909-652-6925
>>
>>
>>
>> *From:* Open Forum for Learning Assistance Professionals <
>> [log in to unmask]> *On Behalf Of *Askey, Kelly L.
>> *Sent:* Tuesday, November 6, 2018 7:52 AM
>> *To:* [log in to unmask]
>> *Subject:* Learning Styles in Tutoring
>>
>>
>>
>> Hi Everyone,
>>
>>
>>
>> When I became the peer tutoring supervisor, learning styles assessments
>> were part of the intake process for new peer tutoring students. I have
>> continued doing this, and some students say they find it helpful, and
>> tutors also believe it is beneficial. However, I am wondering if there is
>> any research out there on this topic.
>>
>>
>>
>> I have searched some academic databases, but surprisingly have not found
>> anything on learning styles as it relates to its use in tutoring. So, if
>> any of you have some sources you could direct me to, I’d appreciate it!
>>
>>
>>
>> *Kelly Askey lodes  **|*  Peer/Group Tutoring & Study Skills Development
>> Supervisor
>>
>>
>>
>> Academic Support Center at Florissant Valley
>>
>> 3400 Pershall Rd.| St. Louis, MO 63135  |voice 314.513.4073 | email
>> [log in to unmask]
>>
>>
>>
>> *From:* Open Forum for Learning Assistance Professionals [
>> mailto:[log in to unmask] <[log in to unmask]>] *On Behalf Of *Chasmar,
>> Justine
>> *Sent:* Monday, November 05, 2018 3:43 PM
>> *To:* [log in to unmask]
>> *Subject:* Re: Does anybody use WCOnline for group tutoring? Does
>> anybody use their card reader?
>>
>>
>>
>> Hi Ira!
>>
>>
>>
>> I’d love to chat more about my experience. We got WCOnline this year and
>> our Writing Center uses it as well. I’m currently using it for
>> appointments, drop-in sessions, and workshops. I don’t, however, think I’m
>> using the software the best way and am learning as I go. I’d love to hear
>> from anyone who has created internal how-to’s or has any insight. Thanks!
>>
>>
>>
>> ~Justine
>>
>>
>>
>> ----------------------------------------------------
>>
>> Justine Chasmar, Ph.D.
>>
>>
>>
>> Director, Quantitative Reasoning Center
>>
>> Assistant Professor
>>
>> Center for Data, Mathematical, and Computational Sciences
>> Goucher College
>>
>> Julia Rogers 143
>>
>> 1021 Dulaney Valley Road
>>
>> Baltimore, MD 21204
>>
>> Office: 410-337-6302
>>
>>
>>
>> *From: *Open Forum for Learning Assistance Professionals <
>> [log in to unmask]> on behalf of Ira Fabri <[log in to unmask]>
>> *Reply-To: *Open Forum for Learning Assistance Professionals <
>> [log in to unmask]>
>> *Date: *Friday, November 2, 2018 at 11:45 AM
>> *To: *"[log in to unmask]" <[log in to unmask]>
>> *Subject: *Does anybody use WCOnline for group tutoring? Does anybody
>> use their card reader?
>>
>>
>>
>> Hi, All.
>>
>>
>>
>> We offer small group tutoring, by appointment. We are looking at how
>> WCOnline could work, with this option. We are also looking at their card
>> reader to log tutors in and out (and potentially students).
>>
>>
>>
>> If anybody has information and tips, I would be very interested in
>> hearing them.
>>
>>
>>
>> Best
>>
>>
>>
>> Ira
>>
>>
>>
>> --
>>
>> Ira Fabri
>>
>> *Pronouns: She, Her, Hers*
>>
>> Assistant Director of Tutoring
>>
>> Learning Resources Center (LRC)
>>
>> Division of Undergraduate Academic Affairs (UAA)
>>
>> UMBC
>>
>> Sherman Hall East, 342
>>
>> 1000 Hilltop Circle
>>
>> Baltimore, MD 21250
>>
>>
>>
>> 410-455-3905
>>
>> [log in to unmask]
>>
>>
>>
>> [image: Image removed by sender. UMBC50-email-sig]
>>
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