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Sure thing. I have a lot more reflection activities up my sleeve if you want more! On Wed, Feb 26, 2020 at 12:50 PM Marti Alger <[log in to unmask]> wrote: > Thank you for this closing reflection. I will use it Rebecca. J > > > > *From:* Open Forum for Learning Assistance Professionals [mailto: > [log in to unmask]] *On Behalf Of *Rebecca Tedesco > *Sent:* Friday, February 21, 2020 3:03 PM > *To:* [log in to unmask] > *Subject:* Re: Training on tutoring and mindfulness > > > > *CAUTION External Sender:* Do not click links or open attachments unless > you recognize the sender and know the content is safe. > > > > Ray, I doubt you'd take issue with any of the 'mindfulness' activities I > do with my tutors, because they fall under the larger umbrella of > reflective practice, which is a core tenet of educational theory. Here are > some examples: > > - *At the first tutor meeting of the year, I have the tutors do a > short exercise. * I give them a slip of paper and ask them to write on > it something that was on their minds when they came into the meeting. > Then, I ask them to crumple or fold it up and put it in their pocket. I > tell them that it will still be there when they leave the meeting; but, our > tutor meetings are a space for them to take a break from whatever is > weighing on their minds in the outside world and to be here, with their > fellow tutors and me, and soak up the experience of getting to be a tutor, > because it will be over before they know it. The tutors love this. They > have told me they look forward to the first meeting of the year to get this > reminder. > > > - *Weekly staff meetings always include at least 20 minutes for tutors > to talk to each other about what is happening in their sessions.* > During this time, tutors celebrate successes and solicit advice from each > other. The idea is that they get into the habit of reflecting on what they > did in session and what really worked or what they could have done > differently, etc. And they see that even experienced tutors need advice > sometimes and that is a good thing. > > > - *I always begin CRLA Level 1 and 2 training sessions and tutor leads > meetings with a check-in activity. *These activities are designed to > get tutors in the habit of taking stock of how they are feeling in a given > moment, so they can be present for the work we are about to do. For > example, I spread postcards on the table or around the room and ask the > tutors to choose one that reflects how they are feeling *right now*. > I tell them they can choose to share or not. Or, we do a One Word Whip, > where they choose a word that describes how they are feeling right now. > They can choose to explain or not after everyone has shared, and they > cannot repeat someone else's word. The tutors have told me they look > forward to this exercise and they sometimes get very creative with > synonyms, which is fun! > > > - *In CRLA Level 1 training, we periodically do "highlights", where we > rewind through their week, day by day, and one person from the group has to > come up with a highlight from that day.* I tell them that I do this > because it is human nature to fixate on the bad stuff that happens in our > lives and I want them to get into the habit of holding onto the good stuff > as well. (I knew it was working when, one day, I came into training and > one of the tutors asked me if we were going to do highlights, because they > had "a really good one!" I hadn't been planning to do it that day, but, > naturally, I changed my plan when I heard that!) > > > - *All of my tutor training sessions end with a reflection in which > they think about what they have learned and how they might add it to their > tutoring practice.* I have attached a lesson plan for one of my > favorite reflective activities. > > > > Rebecca Tedesco > Southwestern College > CRLA Level 3 Master Tutor > Certified Learning Center Professional - Level 2 > She/Her > > > > > > On Wed, Feb 19, 2020 at 11:10 PM Ray Sanchez <[log in to unmask]> > wrote: > > Nic, > > In fact I do know about mindfulness well enough and my statements stand. I > only said that I did not read that particular article. No caricature was > intended but a little humor, perhaps. Do I want my tutors to be present and > responding to the person and situation in front of them? Indeed! But I > won’t be using “mindfulness” to try and accomplish this. > > > > I really do want to fill the minds of my tutors with knowledge and skills > so that they can, in turn, learn how to fill the minds of their tutees. > Think of the phrase, *pouring into someone’s life*. This is what I want > my peer tutors to do. This doesn’t mean they pour their knowledge of Human > Biology into the mind of their tutees by means of a one-way, Human Biology > funnel. In fact, I’m speaking less about content (the what) and more about > learning strategies and academic virtues (the how). Tutors ought to > personalize instruction and provide a student perspective, and this is > largely about equipping their tutees with the skills and strategies to be a > successful student in general and successful in the particular discipline > of Human Biology. > > > > I do agree, however, that tutoring involves, “deep listening and > observation, purposeful interpretation of students’ actions and statements, > and strategic response in the form or questions, prompts, and silence.” I > don’t believe I need to train my tutors in the principles and practices of > mindfulness to get them there. You state: > > *That they are particularly popular now (and thus a bit of a fad) in the > US and in colleges says to me that we as a society need strategies for > directing our minds, for being present with our (often difficult) emotions > and in our exhausted bodies—that the strategies we currently have are not > sufficient. (It’s not difficult to see why we are in this predicament, in > my view.)* > > …and I agree whole heartedly (or whole mindedly!). The author of the > article states that one benefit of training tutors in mindfulness > techniques is to, *[reduce the] mental noise and [improve the] ability to > self-regulate attention, a tutor can remain focused on the collaboratively > established goals of the writing center session*. This is just not > something I see as a priority and where there has been focus issues on the > part of tutors I address it in other ways. I’m agreeing with you, please > understand, on the matter of the tutors, tutees, me, and just about every > person in 2020 America: we are all oversaturated in screens, frazzled at > times with the pace of things, and enduring non-stop information overload. > I just won’t use meditation in my tutor training to address these things. > > I like your: “students some of the time, people all of the time.” An > example of how I mold my Centers in the direction of this axiom is to allow > tutees (and sometimes tutors) to bring their children into sessions. > > Best, > > ~Ray > > > > > > > > *From:* Open Forum for Learning Assistance Professionals < > [log in to unmask]> *On Behalf Of *Nic Voge > *Sent:* Wednesday, February 19, 2020 5:12 AM > *To:* [log in to unmask] > *Subject:* Re: Training on tutoring and mindfulness > > > > Hello Ray, > > I encourage you to learn more about mindfulness and meditation before you > make statements about what they are, and how they can shape experience and > performance in any realm, including tutoring. Simplistic caricatures of > “full” and “empty” in a material, literal sense are not helpful in > understanding the psychological processes that these ancient and widespread > practices entail. There are many well-researched books and empirical > research articles and a vast literature about the practice of meditation > and mindfulness you can look into. > > > > More specifically, you might think of “mindful”, for instance, as > “present”. Do you want your tutors to be present, responding to the person > and situation in front of them? This takes both a kind of preparation and > practice for which mindfulness and meditation are well-suited. There are > many, many approaches (strategies?) to meditation even in the Buddhist > tradition—Zen is but one. You might think of meditation as intentional > practice of directed attention with the aim of gaining insight both about > oneself and how the mind works. Most start—in their Western adaptations—by > asserting, actually, that the aim is NOT to stop thinking or to > intentionally empty the mind. There are direct analogues in this kind of > practice to the notion and practice of metacognition, so crucial to the > autonomous, self-regulated, adaptive learning required in college. > > > > It seems that your stated objection to mindfulness is that you want to put > things in your tutors minds so that tutors can, as you put it, ‘fill the > minds of their tutees.” I was struck by how this description differs from > your other posts to the listserve about tutoring and learning. That is a > view of tutoring and tutor training as “banking” I do not share and which I > do not think is widespread in the field. Perhaps that is why others see the > value of mindfulness for tutors and you do not—there are different models > of tutoring underlying this discussion. But, if for you as it does for me, > tutoring involves deep listening and observation, purposeful interpretation > of students’ actions and statements, and strategic response in the form or > questions, prompts, and silence, then mindfulness training can enhance > these ‘skills’ in my experience. Why is not to say that it is the only way > to do so or that any training focused on mindfulness will transfer to > tutoring. I think we all know learning is not so simple. > > > > I do take your point that mindfulness can seem—and probably is in some > cases—faddish. But, I don’t know how you would know that in this article we > are getting a faddish treatment without having read it. Mindfulness and > meditation have eon-long histories in many traditions (including Western, > Christian, etc.) of usefulness for personal and mental transformation. That > they are particularly popular now (and thus a bit of a fad) in the US and > in colleges says to me that we as a society need strategies for directing > our minds, for being present with our (often difficult) emotions and in our > exhausted bodies—that the strategies we currently have are not sufficient. > (It’s not difficult to see why we are in this predicament, in my view.) > Getting to a state of present mindfulness and engagement is crucial to deep > learning of difficult content and skills that often evoke confusion, > frustration and other emotional and cognitive responses that hinder > immersion and learning. If the students (and tutors) on your campus are > not challenged by these issues, in a society where our attention is bought > and sold and stressors on our bodies and (especially) minds are great, then > I can assure they are ubiquitous elsewhere. Attention, concentration, > purposefulness in the face of distraction, divided attention, relentless > stimulation and input are huge issues in the learning of the students I > work with—and more than ever. Research on engagement and the new field of > “academic emotions” might be interesting to look at. > > > > Students—and tutors—are human beings. Meditation and mindfulness are > unique skills for being human, for living a meaningful, purposeful life > each and every moment--much like music, art, conversation, breathing, and > prayer. I like to point out that in our Center we recognize that students > are “students some of the time, and people all of the time.” We explicitly > strive for academic and holistic thriving for our students and staff. In my > view, quite often students are not experiencing their colleges as > humanizing, actualizing places; they are not finding time and ways in this > crucial developmental period to acquire the ‘skills, strategies, and > mindsets’ for living well (i.e. ‘wellbeing’), any more than they are > acquiring the ‘skills, strategies, and mindsets’ in their courses for > effective life-long learning—as we know as learning support professionals. > > > > I, for one, am open to new ways of doing our work and meeting the needs of > the students in our institutions and Centers while simultaneously fiercely > defending our unique community and body of knowledge. Disciplines > frequently grow by engagement with other disciplines. I also think that we, > ourselves, have a “discipline” of our own as learning professionals that > has great power (and is often under-appreciated) and that we should > interpret, select and adapt what other disciplines have to offer us, not > simply uncritically incorporate the tools and theories of other > disciplines. This brings to mind a quote (by Amos Bronson Alcott) my > former professor P David Pearson shared recently, “The true teacher > defends his pupils against his own personal influence. He inspires > self-trust. He guides their eyes from himself to the spirit that quickens > him. He will have no disciples.” This is what I aspire to. No disciples, no > gurus. > > > > Best, > > Nic > > > > > ______________________________________________________________________________________________________________________________________ > > Dominic (Nic) J. Voge || Senior Associate Director || he, him, his > > *McGraw Center for Teaching & Learning* || Princeton University > > 328 Frist Center > > (609)258-6921 || https://urldefense.proofpoint.com/v2/url?u=https-3A__mcgraw.princeton.edu_undergraduates&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=uQPyybagfKzHk8FuoEtliocD-mpi3x7t7HQtptxQAJ8&e= > <https://urldefense.proofpoint.com/v2/url?u=https-3A__mcgraw.princeton.edu_undergraduates&d=DwMGaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=7xNvg_G_XT_ltrBZDSfsvYZoNxdpZt9WfvkELVDyAdc&s=BIdW3OHJw59ZuGZuCvmW_0a1wZwBtHyjLfXX8VTb_vw&e=> > > [image: signature_359947443] > <https://urldefense.proofpoint.com/v2/url?u=https-3A__mcgraw.princeton.edu_undergraduates&d=DwMGaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=7xNvg_G_XT_ltrBZDSfsvYZoNxdpZt9WfvkELVDyAdc&s=BIdW3OHJw59ZuGZuCvmW_0a1wZwBtHyjLfXX8VTb_vw&e=> > > > > *Life Beyond Grades: Designing College Courses to Promote Intrinsic > Motivation > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.cambridge.org_us_academic_subjects_psychology_psychology-2Dgeneral-2Dinterest_life-2Dbeyond-2Dgrades-2Ddesigning-2Dcollege-2Dcourses-2Dpromote-2Dintrinsic-2Dmotivation-3Fformat-3DPB-26isbn-3D9780521805230&d=DwMGaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=7xNvg_G_XT_ltrBZDSfsvYZoNxdpZt9WfvkELVDyAdc&s=h8nVjPleREPUUmVdaJuO2BgOWhN37ibPJoMULhPd_pc&e=>* > > The Key To Overcoming Procrastination | TEDx PrincetonU > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.youtube.com_watch-3Fv-3D52lZmIafep4&d=DwMGaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=7xNvg_G_XT_ltrBZDSfsvYZoNxdpZt9WfvkELVDyAdc&s=ya6dA21TF31DVCyHzNoyugZ8KIj0EIQflzARah_lRqk&e=> > > [image: Principedia] > <https://urldefense.proofpoint.com/v2/url?u=http-3A__principedia.princeton.edu_&d=DwMGaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=7xNvg_G_XT_ltrBZDSfsvYZoNxdpZt9WfvkELVDyAdc&s=VhYlwnFPi0qZ8jpI_fG1UJ4xIKBbxtPws1u871samNo&e=> > > *The Insiders’ Guide To Princeton Academics—Add Your Voice!* > > > > "A university is, according to the usual designation, an alma mater, > knowing her children one by one, not a foundry, or a mint, or a > treadmill."--John Henry Newman > > > > > > *From: *Open Forum for Learning Assistance Professionals < > [log in to unmask]> on behalf of Ray Sanchez <[log in to unmask]> > *Reply-To: *Open Forum for Learning Assistance Professionals < > [log in to unmask]> > *Date: *Wednesday, February 19, 2020 at 2:39 AM > *To: *"[log in to unmask]" <[log in to unmask]> > *Subject: *Re: Training on tutoring and mindfulness > > > > I’m no fan of mindfulness in tutor training. I haven’t read this article, > but I do know that mindfulness is rooted in Zen Buddhist tradition and > methods (meditation!) and I prefer to have my tutors fill their minds with > something specific, rather than clear or empty their minds—which could lead > to a filling of their mind with things I don’t want there! > > > > You know, like when people say, “Have an open mind,” and I say, “No > thanks, I want to keep a colander on my brain to filter out the garbage.” > Okay, I know, perhaps I’m being a little too critical or literal. Relaxing > and breathing can definitely help us all slow down and reflect and it is > proven to ease stress and is a counter to self-flagellation. That’s good. > But I really don’t need my tutors to have fullness of mind, but fullness of > solutions and strategies to fill the minds of their tutees. > > > > ~Ray > > > > *From:* Open Forum for Learning Assistance Professionals < > [log in to unmask]> *On Behalf Of *Mabrey, Paul - mabreype > *Sent:* Tuesday, February 18, 2020 9:39 AM > *To:* [log in to unmask] > *Subject:* Re: Training on tutoring and mindfulness > > > > Dear Ira and others, > > > > Jared Featherstone is a colleague here in the James Madison University > Learning Centers that specializes on researching and integrating > mindfulness into learning, tutor training, tutoring, and life. Below is an > article on this, with resources linked, from WLN A Journal of Writing > Center Scholarship. He has also presented on this across conferences and > keynote addresses. I have copied him here if you would like to connect. > > > > https://urldefense.proofpoint.com/v2/url?u=https-3A__wlnjournal.org_digitaleditedcollection1_Featherstoneetal.html&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=YdVx7RD34-JMCThY1rGssJFYgA38l_Uq5Ny9lFmDfTE&e= > <https://urldefense.proofpoint.com/v2/url?u=https-3A__wlnjournal.org_digitaleditedcollection1_Featherstoneetal.html&d=DwMGaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=EJRR0Ku-rUFC1T1EObV6syf1JWxFvl_Uy67lQ1bwuWI&s=EzuVtbCtqxUbAHTs7HrsMY6jBu2tNjw_d0QkljmmB3A&e=> > > > > Paul > > > > > > -- > > Paul E. Mabrey III, Ph.D. (he/him/his) > > Communication Center Coordinator > > Assistant Professor, School of Communication Studies > > Co-Editor, *Communication Center Journal* > > James Madison University > > > > > > > > > > *From: *Open Forum for Learning Assistance Professionals < > [log in to unmask]> on behalf of "Fenton,Jennifer" < > [log in to unmask]> > *Reply-To: *Open Forum for Learning Assistance Professionals < > [log in to unmask]> > *Date: *Tuesday, February 18, 2020 at 11:32 AM > *To: *"[log in to unmask]" <[log in to unmask]> > *Subject: *Re: Training on tutoring and mindfulness > > > > We have used the article "The Mistake I Made with My Grieving Friend" by > Celeste Headlee and discussed the idea of shift vs. support focus in that > article to show tutors how to frame more mindful conversations. > > > > Our Level 3 tutors have also expanded presentations on self-regulation > theory using metacognitive work by Leonard Geddes and Saundra McGuire. We > also dabble in Brave Space Theory in order to cover topics related to > diversity awareness, too. I have some of their presentations on file as > well if you'd like them. > > > > We emphasize the concept that how you regulate your own emotions as a > tutor affects your tutoring strategies as well as choices. Yet, from the > student angle, we highlight the idea that there is no way to know the depth > of feelings and struggles of the person in front you, so the best response > is the most compassionate one. > > > > Hope this helps. > > > > Sincerely, > > > > *Jennifer Fenton * > > *She/Her/Hers* > > Learning Specialist - Writing & Adjunct Professor > > MCC-Longview > > Office: 816-604-2208 at LR 220 > > 500 SW Longview Road, > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.google.com_maps_search_500-2BSW-2BLongview-2BRoad-2C-2BLee-27s-2BSummit-2C-2BMO-2B64081-3Fentry-3Dgmail-26source-3Dg&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=U8XZLllflEXnMKHb99LMLij0jmlVkDz-by8GP37vmqw&e= > > Lee's Summit, MO 64081 > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.google.com_maps_search_500-2BSW-2BLongview-2BRoad-2C-2BLee-27s-2BSummit-2C-2BMO-2B64081-3Fentry-3Dgmail-26source-3Dg&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=U8XZLllflEXnMKHb99LMLij0jmlVkDz-by8GP37vmqw&e= > > -2105 > > [log in to unmask] | https://urldefense.proofpoint.com/v2/url?u=http-3A__www.mcckc.edu&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=p7GqNGBWGkRxYVu6E2oMA6FRDdP4Q8sgCVYlgoib3cM&e= > <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.mcckc.edu&d=DwMFAg&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=dfqSGGg4XVQzfNXwNXWunnLXsZvWy8SSh1N05E4cYHo&s=eUj8cyEo21gwPTIRaTfXnrq395S3H0WD4HdFlnhS2uE&e=> > > > > *Preparing Students, Serving Communities, Creating Opportunities* > ------------------------------ > > *From:* Open Forum for Learning Assistance Professionals < > [log in to unmask]> on behalf of Ira Fabri <[log in to unmask]> > *Sent:* Tuesday, February 18, 2020 10:24 AM > *To:* [log in to unmask] <[log in to unmask]> > *Subject:* Training on tutoring and mindfulness > > > > Hello, All. > > > > I hope you All are having a great week. > > > > I am preparing a training session for my CRLA Level 2 tutors on > mindfulness and tutoring. > > > > Does anybody have materials to recommend or share? > > > > Thanks in advance. > > > > Ira > > > > -- > > Ira Fabri > > *Pronouns: She, Her, Hers* > > Associate Director, Tutoring Services > > Academic Success Center > > Division of Undergraduate Academic Affairs (UAA) > > UMBC > > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.google.com_maps_search_1000-2BHilltop-2BCircle-2B-250D-250A-2B-250D-250A-2B-250D-250A-2BBaltimore-2C-2BMD-2B21250-3Fentry-3Dgmail-26source-3Dg&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=ganptmFw2ourmmn8vLtJDkw1TfA7RhMR4Mfe8HH0k2s&e= > > > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.google.com_maps_search_1000-2BHilltop-2BCircle-2B-250D-250A-2B-250D-250A-2B-250D-250A-2BBaltimore-2C-2BMD-2B21250-3Fentry-3Dgmail-26source-3Dg&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=ganptmFw2ourmmn8vLtJDkw1TfA7RhMR4Mfe8HH0k2s&e= > > > Sherman Hall East, 342 > > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.google.com_maps_search_1000-2BHilltop-2BCircle-2B-250D-250A-2B-250D-250A-2B-250D-250A-2BBaltimore-2C-2BMD-2B21250-3Fentry-3Dgmail-26source-3Dg&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=ganptmFw2ourmmn8vLtJDkw1TfA7RhMR4Mfe8HH0k2s&e= > > > 1000 Hilltop Circle > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.google.com_maps_search_1000-2BHilltop-2BCircle-2B-250D-250A-2B-250D-250A-2B-250D-250A-2BBaltimore-2C-2BMD-2B21250-3Fentry-3Dgmail-26source-3Dg&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=ganptmFw2ourmmn8vLtJDkw1TfA7RhMR4Mfe8HH0k2s&e= > > > Baltimore, MD 21250 > <https://urldefense.proofpoint.com/v2/url?u=https-3A__www.google.com_maps_search_1000-2BHilltop-2BCircle-2B-250D-250A-2B-250D-250A-2B-250D-250A-2BBaltimore-2C-2BMD-2B21250-3Fentry-3Dgmail-26source-3Dg&d=DwIFaQ&c=sJ6xIWYx-zLMB3EPkvcnVg&r=tkAACBgX69zH9b8QGasKbhgWu8w0Arh-QhL0xf_Y95k&m=WBsrrx6Qo4rCzBEu64dDC5aRAVjIDAjVlp1XhtxCud0&s=ganptmFw2ourmmn8vLtJDkw1TfA7RhMR4Mfe8HH0k2s&e= > > > > > 410-455-3905 > > [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 > <https://urldefense.proofpoint.com/v2/url?u=http-3A__www.lists.ufl.edu_archives_lrnasst-2Dl.html&d=DwQFaQ&c=b5_CrXig5FnTe8dfmADGzQ&r=yH5rN72v0aASRafiWYu1e0fEclYQjQjraPzhy6BI3pY&m=tLUIvKElwcEn4NKy2wHWPeF4yiJdzNdBECCv7X65Q7c&s=rUcYZB9g4jsQVunmJze0gO50nmBjbZxj2OoRsh9gp9w&e=> > 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] > > ~~~~~~~~~~~~~~~ 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] -- Rebecca Tedesco Southwestern College CRLA Level 3 Master Tutor Certified Learning Center Professional - Level 2 She/Her ~~~~~~~~~~~~~~~ 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 Contact the owner of the listserv regarding questions: Rob Bailey ([log in to unmask])