Teaming up through Campus Partnerships

Tutor Connect: Connecting Student to Tutors

 A brief review of the literature reveals supports for student learning, whether embedded tutoring, peer tutoring, or supplemental instruction, result in better student success, retention, and belonging, particularly for first-generation students, underrepresented minorities, and students who are academically underprepared. However, students are not always aware how to get in touch with tutoring services or what to expect when they arrive for a tutoring session. Students who call, email, or drop into the Student Success Center on their own often struggle to articulate their needs. The Tutor Connect contact form emerged as the pilot referral process for students, faculty, and staff. Tutor Connect is a contact form used by faculty, staff, and students, to seek tutoring information and request tutoring appointments. The Tutor Connect form can be submitted in two ways: electronically or using a hard copy form. Both formats gather the same information including student preferred name, course name and course number, preferred way of tutoring (virtual, in person) and description of the tutoring needs. Once received tutoring center staff reach out the student and schedule tutoring appointments. Research suggests contact forms such as the Tutor Connect Contact form, offer less confusion and more convenience vs. writing an email or calling a service. Prior to the Tutor Connect contact form, there was not a streamlined mechanism for faculty and staff to refer students to the tutoring center. This pilot's goal was to increase awareness of tutoring services, bridge communication, and build relationships between faculty and tutors. This presentation recognizes tutoring as an element of student success and increased faculty and staff communication as an element of organizational success. 

Presenters:

Sonja J. Floystad, Student Success Center Coordinator, Community College of Baltimore County

Successful Partnerships for SI Success

The Departments of Economics and Biology partnered with the TLC to expand Supplemental Instruction, through a successful university-funded research grant.  This partnership included applying successful research practices to encourage connection and promote interest in the department’s majors particularly for underrepresented students. The grant has included supporting additional roles to facilitate the growth of SI which include faculty liaisons who recruit the leaders, a program manager who engages faculty involved in the program, provides direction and feedback to the leaders, and coordinates research-based nudges and alumni visits, and the faculty member (grant PI) evaluating the program outcomes.  In this session, we will report on the outcomes of six months of the grant, share challenges and success, and engage the audience to identify aspects they can modify and apply to their own programs.

Presenters:

Liz Scarbrough, Director of Tutoring & Learning Center, Towson University

Dr. Seth Gitter, Professor of Economics & Assistant Director of Undergraduate Research, Towson University

Lucienne Karszen, Student Success Librarian, Towson University

Elevating Faculty Inclusion in Supporting Students Outside of the Classroom  

Often students feel disconnected and unsupported by their instructors outside of the classroom, meanwhile, faculty members are limited and perhaps unfamiliar with ways on how they can reach students outside of class time. Intrigued by this dilemma as an instructor and a math coordinator, minding that gap has been one of the main drivers in my role at the Tutoring & Learning Center. This presentation will showcase how involving faculty beyond the classroom has highlighted and diminished the gap that exists between student - faculty inside and outside of the classroom, energizing relationships across course sections and bringing everyone together to champion success.

Join us to watch an interview from a faculty member sharing their experience with working alongside the Tutoring & Learning Center.

Presenters:

Sandrine Tchatie-Leudeu, Learning Specialist/Math Coordinator/Technology Specialist, Tutoring & Learning Center, Towson University

Tyler Ung, STEM Graduate Assistant, Towson University

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Connecting Virtually, Succeeding Collaboratively, Integrating Online Support for Holistic Student Success

Join us for an engaging session that explores the dynamic intersection of on-campus and online resources in learning centers. In an era where education is evolving rapidly, this presentation offers practical insights on seamlessly integrating online support to champion holistic student success.

Starting with the foundational importance of campus partnerships, our session delves into specific strategies that bridge the gap between traditional learning environments and the digital landscape. Learn how to integrate on-campus resources with online platforms, providing a unified support system that meets the diverse needs of students.

Discover the power of on-demand tutoring and just-in-time supports for students facing non-traditional circumstances. Real-world case studies will be shared, offering tangible examples of successful implementations and addressing challenges commonly faced in the evolving educational landscape. The session aims to equip learning center professionals with the tools and strategies needed to enhance their support services. Join us for an insightful exploration of online solutions that empower learning centers to adapt, thrive, and champion student success.

Presenters:

Raphael Tombasco, STAR-NY Coordinator, Professional Tutor- Writing, Study Skills

Richard Meade, Vice President, Link-Systems International, Inc.

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Leveraging Design Thinking to Establish, Sustain & Enhance Campus Partnerships to Make Sense of Challenges

Revitalize your collaborative efforts across campus with a transformative Academic Support Collaborative session that transcends the conventional stop-and-start dynamics. Bid farewell to unproductive meetings and embrace a journey towards community-building, trust, and a shared understanding of desired outcomes and program values. This session promises a unique blend of productivity and enjoyment, leveraging design thinking tools to ensure each meeting serves a specific purpose and best serves all stakeholders. Delve into the imaginative realm by envisioning three program outcomes of your choice, unrestricted by practicality or feasibility. This creative exploration not only fosters camaraderie but also unveils challenges, paving the way for future considerations and sparking new curiosities. Uncovering our core values and reflecting on our data collection, we identify common priorities or potential contradictions. Beyond routine measurements, we pose a compelling question: if we could measure anything, what three things would truly matter? This liberating exercise encourages participants to transcend practical constraints and delve into the profound meaning and purpose of their work. Join us for a session that transcends the mundane, and carry the spirit of fun and collaboration into your cross-campus partnerships.

Presenters:

Dr. Tami Kopischke Smith, Assistant Director of Learning Success, University of Maryland

Dr. Raphael Mazzone, Associate Clinical Professor; Director, Oral Communication Center, University of Maryland

Sharon Staples, Senior Tutorial Program Director, University of Maryland Athletics

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A Professor, a Librarian & a Tutor Walk into a Learning Center: How Finding Your People Makes Anything Possible

In this session, a librarian, a Communications Arts faculty member, and an Academic Center tutor from Carroll Community College will discuss their experiences collaborating across campus. This trio has worked together for several semesters to connect students with campus resources, host events to build the campus community, and encourage positive learning, writing, and researching habits.

The presenters will provide tips and include best practices for maintaining interdepartmental connections and fostering a welcoming learning center environment for students. They will also discuss how to “find your people” on campus and capitalize on each other’s strengths. Participants will leave this session inspired to forge connections at their institutions and think creatively about providing holistic support for students.

Presenters:

Jenna Bohn, Lead Writing Tutor & Student Success Specialist, Carroll Community College

Austrie Duarte, Assistant Professor of English, Carroll Community College

Emily Hampton Haynes, Assistant Director of Library & Head of Public Services, Associate Professor, Carroll Community College

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Teamwork Makes Their Dream Work: How Academic Advocates Use Cross-Division Collaboration to Support Students Holistically

Viewing students as people first, their lives can quickly be impacted by an unexpected event, such as a family member passing or a change in their value system. These changes can impact a student’s ability to attend class, prompt an academic major change, create a negative view of asking for help on an assignment, or create fear of talking to their professor.

Championing student success often comes with collaboration; like any other team, it only works if we work together. UMBC’s Academic Advocacy team has implemented a coordinated care approach for ensuring student success by creating a campus network of support made up of both Academic Affairs and Students Affairs staff and faculty. This collaboration has made it so that we are able to care for both our students’ academic and emotional wellness during their time at UMBC and provide holistic solutions that address the specific needs of the student.

Join us and learn more about how UMBC’s Academic Advocacy team utilizes our collaborative network daily with the use of Bronfenbrenner’s bioecological theory (1979; 2005) as the theoretical framework and lens. We’re excited to share ways you can build your network, find your people, and, together, support your students to success.

Presenters:

Tanay Adams, First & Second Year Academic Advocate, Academic Success Center, University of Maryland Baltimore County

Dr. Amanda Sharp, Assistant Director, First & Second Year Academic Advocate, Academic Success Center, University of Maryland Baltimore County

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Serving the Whole Student: How an Academic Commons Promotes Collaborations Across Departments

How do your space and staff structure impact collaboration? At the TLC, the construction of an Academic Commons provided an opportunity for increased collaboration, visibility, and restructuring. The Academic Commons is a one-stop-shop for students that includes multiple student facing services all on one floor: Accessibility & Disability Services, Academic Advising, Retention, & Completion, Library/Research Help, Student Computing Services, Tutoring & Learning Center, and the Writing Center. We'll share our journey, collaborations that have developed, and lessons learned. See the before and after of our physical space, hear about our Academic Commons Engagement Group, and brainstorm ideas on what types of changes you can make.

Presenters:

Liz Scarbrough, Director of Tutoring & Learning Center, Towson University

Jeremy Boettinger, Director of Tutoring & Learning Center, Towson University

Bria Sinnott, Student Success Librarian, Towson University

Coaching Students through Academic Hurdles

Empowering Mindful Learners: Integrating Metacognitive Strategies in College

During this session, learning center professionals will consider the theory of metacognition and how it can be implemented through learning center programs. The concept of metacognition (thinking about one’s thinking) has evolved and is now considered along with growth mindset (Carol Dweck) and Bloom’s revised taxonomy (Anderson, Krathwohl, et al., 2001) when helping students identify how they are learning effectively and what changes they may need to make to be more successful. We will share important literature and resources on how metacognitive practices can be implemented in classrooms, tutor training, and peer support. 

Presenters:

Dr. Delana Gregg, Director of Academic Learning Resources, Assessment & Analysis, University of Maryland Baltimore County

Ira Fabri, Associate Director, Tutoring Services, University of Maryland Baltimore County

Providing Evidence-Based Feedback by Student Mentors in Guided Study Sessions Program

The session focuses on providing an overview and presenting the results of a workshop organized for the Guided Study Sessions Program student mentors at the beginning of Fall 2023. The informational session will cover general aspects of building skills-training workshops for students mentoring undergraduate student leaders in the GSS programs. The presentation will give an overview of structuring evidence-based feedback using selected frameworks for the post-GSS session feedback provision. The presentation will also feature the case studies used as a tool to analyze possible GSS-related scenarios and enhance mentors’ observation and evidence identification skills. The concluding part of the presentation will be dedicated to the discussion of the role of debrief conversation simulations in an effective evidence-based feedback provision process.

Presenters:

Fatikha Khasanova, Doctoral Student, University of Maryland

Tutoring S.M.A.R.T.-er: Using Goal Writing to Promote Students' Independent Learning

SMART goal writing is a method which is used in many professional settings: higher education, corporate, and healthcare professions to name a few. During this presentation, the presenters will define SMART (Specific-Measurable-Achievable-Relevant-Timed) goals and demonstrate how SMART goals have been used during tutoring sessions. By incorporating SMART goals into tutoring, session efficiency was improved and students’ independent study skills were promoted. Attendees will be given the opportunity to practice the SMART goal-writing method.

Presenters:

Carla Parish Ward, Coordinator, Student Success Centers, The Community College of Baltimore County

Jose Ilao, Tutor, The Community College of Baltimore County

Championing Inclusivity

Revealing the Hidden Curriculum using a Tutoring Observation Rubric

This session outlines a process for creating an inclusive Tutoring Observation Form that focuses on revealing the hidden curriculum. According to Warren et al. (2018), the hidden curriculum, “can be defined as the unspoken or implicit messages, beliefs, values, and assumptions in the educational setting, including the unstated promotion and enforcement of certain behavioral patterns and professional standards (Myles, Trautman, & Schelvan, 2004).” This session will help participants make an observation form that clearly outlines the expected behavioral patterns and professional standards for their tutors. The session will offer the opportunity for participants to develop and practice using a mini rubric, provide an example observation rubric that can be easily modified for use in other learning centers, and facilitate discussions about practices that can help ensure that the Tutor Observation Form and process are inclusive.

Presenters:

Megan Bergandy, Manager, Academic Commons, George Washington University

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Exploring Code Meshing Practices in the Writing Center

Code meshing is an ethical practice that allows writers to engage in creative and complex ideas into their writing, but it’s not often seen as an acceptable tool. This session takes a sociological approach into understanding how social hierarchies lead to linguistic stratification — how our classifications of right or wrong, formal or informal, limits the level of expression a writer can apply in any context of their writing. It showcases the validity of different types of English, such as African American English, and how they are not lesser than because they are seen as deviations of the standard. This session also dives into the harmful effects of code switching — which is often praised for its supposed acceptance of English variants and other languages —and why code meshing is the better alternative. Finally, ways to implement code meshing into the center will be practiced in an open discussion and role playing scenarios for a practical methods for future use. 

Presenters:

Victoria Walker, Writing Tutor, McDaniel College

Tutor-Designed Values Statements that Welcome Diverse Student Identities

Writing centers often self-position as safe spaces that are welcoming and inclusive to students of diverse identities. But the very students we strive to serve are often hesitant to cross our thresholds or book an appointment. How can we welcome them in before they even decide to give our services a try? This presentation will describe one SLAC writing center’s process of creating and publishing tutor-designed values statements (Accessibility Statement, Anti Racism Statement, and LGBTQ+ Diversity Statement) prominently on our website. As a final project in the tutor training course, new tutors conducted a rhetorical genre analysis, reviewed institutional values statements, drafted their statements in collaborative groups, solicited (often conflicting) feedback from the current staff of tutors, and underwent multiple revisions. The process was intensive for tutors, changing many of their independent writing processes and challenging their writing skills. The resulting statements reflect no one person’s values, but the collective values of our tutors, director, and college. Our hope is that by displaying these statements prominently on our website, we can show students that they will be accepted in our space before they ever enter the building.

Presenters:

Rachel Rodriguez, Director of Writing Center, Washington College

Jocelyn Aquilino, Peer Writing Consultant, Washington College

Delaney Runge, Peer Writing Consultant, Washington College

Quinn Hammon, Peer Writing Consultant, Washington College

Riley Dauber, Peer Writing Consultant, Washington College

Empowering Agency to Champion Inclusive & Equitable Changes on Your Campus

We have an uncomfortable fact to face: most higher education institutions (HEIs) were not designed with the principles of equity and inclusivity in mind. According to historian John Thelin, colleges and universities were plagued by exclusive cultures reinforced by dominant groups at the turn of the 20th century. Administrators, too, were guilty of implementing policies to promote homogeneity rather than embrace and acknowledge differences among the student body. We are experiencing problems stemming from these issues today. For example, the National Student Clearinghouse Research Center (2023) recently reported on declining completion rates and included discrepancies in graduation rates between majority and under-represented minority students.

Learning centers play an important role in combating these issues. There is much to be learned about efforts to be taken within the confines of our centers. However, what about the actions taken elsewhere on campus? What is the role of learning center professionals in championing inclusive learning environments outside of the learning center? Join this guided discussion as we explore theories and research on change agency in higher education. As a result of this interactive discussion, participants will develop practical steps they can take to initiate, lead, and facilitate changes to enhance equity and inclusivity on their respective campuses.

Presenters:

Kevin Knudsen, Director, Academic Commons, George Washington University

All-"Inclusive" Programming through Design Thinking

Are you curious about how to design programming from an all-"inclusive" approach? Want to learn how design thinking can enhance your DEI practice in supporting students? Join us as we share examples of our work- successes and failures- using design thinking to strategize inclusive solutions around structural inequities. Come and learn-by-doing in this opportunity to try our design thinking with your learning center in mind. We hope you leave energized and ready to prototype one of your ideas in the coming academic year!

Presenters:

Dr. Yvette Motley, Specialist, Learning Skills, University of Maryland

Jayna Resman, Math Learning Specialist, University of Maryland

Gorgette Y. Green-Hodnett, Academic Enrichment Programs Coordinator, University of Maryland