Just in time to start thinking about your spring course planning, Jeffrey White, Learning Commons, offers 7 minutes of advice answering the question“What Course Design Principles Enhance Student Learning?” in this IGNITE-funded video.
During our compressed summer sessions, students can work with tutors for courses in math, biology, chemistry, French, German, Spanish, and Nursing. The Writing Center is also open to help facilitate stronger academic writing.
All tutoring is done by appointment only. For full details, see our poster, which you can also post on your Moodle pages or office door.
You can also promote use of the Learning Commons to your students by including our program specific PowerPoint slides in your own course slides.
All tutors and writing assistants in the Learning Commons are thoroughly trained, and all content tutors are either certified or working toward certification based on Level 1 of the College Reading and Learning Association’s International Tutor Training Program Certification.
For more information on how the Learning Commons can support your students during the summer or academic calendar year, contact Jeffrey White at firstname.lastname@example.org or x7141.
The Writing Center—where students in all disciplines can find help at any stage of the writing process—is open during both summer sessions in the Learning Commons, BC 163. To book a 30- or 60- minute session with a writing assistant, please email their hotline, Writing@up.edu , including the times and days you are available to meet with a tutor, and someone will get back to you to schedule an appointment. Happy writing!
As part of its ongoing effort to improve peer tutoring and student performance, the University’s Learning Commons has been developing and improving tutor training, according to Learning Commons director Jeffrey White. The national College Reading and Learning Association (CRLA) recently approved the Learning Commons’ application for Stage Two of the International Tutor Training Program Certification (ITTPC) – Level 1. This approval represents the next step in certifying the Learning Commons’ tutor training program and follows an initial one-year certification. To receive approval for certification, the Learning Commons’ application was peer-reviewed by professionals in the field who are selected and trained by the CRLA.
Research indicates that students benefit more from programs with strong tutor training compared to students who utilize programs with untrained or minimally trained tutors. “Our work with tutors helps to develop them as facilitators of active and self-regulated learning,” said White. All tutors in the Learning Commons receive at least 11 hours of training that is standards-based, outcomes-oriented, and assessment-driven. “The rationale for training is strong. Programs that don’t train, observe, and assess their tutors tend to devolve into homework help that tends to encourage the illusion of learning among students,” added White.
The ITTPC Stage Two certification will last for three years, during which Learning Commons staff will continuously assess and improve the training in preparation for Stage Three and added levels of training.
For more information on the Learning Commons, tutor training, and how the Learning Commons can support students in your program, contact White at email@example.com or visit the Learning Commons website. The Learning Commons is a program of the Shepard Academic Resource Center.
The Northwest College Reading and Learning Association (CRLA) conference will take place from May 11-12 at the University of Portland. Register at www.nwcrla.com. The theme is “Blazing a Trail for Student Success.” On Friday afternoon, Leonard Geddes of the LearnWell Projects will lead a three-hour workshop, “Preconditions for Learning: Establishing the Proper Infrastructure for Academic Success.” Saturday’s line-up includes Leonard Geddes’ keynote address, “Preconditions for Learning: Essential Infrastructure for Student Success,” followed by several breakout sessions for learning assistance directors and staff, tutors, academic coaches, and faculty. A sampling of the conference sessions can be found at this link.
For more information contact Jeffrey White, learning commons, at firstname.lastname@example.org.
Before the Learning Commons initiated tutor training across its programs, peer assistants commonly did more explaining and less asking. Nowadays, questions increasingly play a major role in peer assistance sessions. How might this peer assistant training topic in the Learning Commons transfer to faculty teaching and interactions with students? How can questioning transform our students’ thinking and our own teaching? See more about this topic from Learning Commons administrator Jeffrey White go to this link.
Questions? Contact White at x7141 or email@example.com.