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     Pre-Conference Institutes Presenter bios and presentation summaries will be coming soon. Pre-Con A *This pre-con is almost full! Wednesday, September 26, 9am-12pm "Planning the Learning Support Center" Dr. Bill White
Biography William G. White, Jr. (EdD, University of Louisiana at Monroe, 1980; PhD, The University of Reading, 2002), is a professor of educational leadership at Grambling State University of Louisiana where he has been on the faculty since 1985. He teaches a variety of courses in the doctoral program in developmental education: history and philosophy of higher education, problems and issues in developmental education, administering developmental programs, learning support centers in higher education, and research in developmental education. His EdD in educational administration included course work in educational facility planning; for many years he taught a course in that area and completed a number of facility evaluation and planning projects as a consultant to both K-12 and higher education institutions. His interest in learning support centers and facility planning has led to publications and presentations about learning center design. A native of Monroe, Louisiana, Dr. White attended local public schools until enrolling at Loma Linda University (Riverside, California) in 1965 where he earned a BA in history in 1969 and a MA in teaching history in 1971. His latest--and final--educational experience was completing a PhD in history of education at The University of Reading (England) in 2002. In his spare time he enjoys reading histories and biographies, travel, gardening and walking. He greatly enjoys his work with doctoral students in developmental education but is looking forward to retiring in a few years to a home in the North Carolina mountains. Summary of Presentation In this institute session participants will learn to use a planning process that can be used in planning for any type of new or renovated educational facility. A guide for evaluating learning support center facilities will be considered. Specific learning center space needs and relationships, equipment and furnishings will be explored. Participants who work in learning centers that are experiencing space or design issues or who are working on plans for a new or renovated facility are invited to bring their problems, concerns, issues, floor plans, drawings, photographs, etc. that can be the foci of a group problem solving activity.
Pre-Con B Wednesday, September 26, 9am-12pm "Help! I'm a New Learning Center Director!" Alan Craig
Biography Alan Craig is the Coordinator of the Learning & Tutoring Center at Georgia Perimeter College—Dunwoody Campus. His responsibilities include many typical components of a learning assistance center including a reading lab, writing center, and math and science center. The LTC also provides tutoring in other disciplines, conducts a variety of workshops, and sponsors ESL conversation groups. Alan also teaches a first-year college orientation/learning skills course and the occasional math or statistics course. He is the chair of the campus academic exclusion appeals committee. Under his leadership, GPC—Dunwoody LTC tied for first place in the 2005 NCLCA/LSCHE Website Excellence Award. Alan has an AA in Liberal Arts from Hillsborough Community College and a BA (summa cum laude) and MA in Mathematics from the University of South Florida. He is a doctoral student in the developmental education program at Grambling State University. Alan has been an adjunct instructor in mathematics at Georgia Perimeter College and at Hillsborough Community College. He tutored at both as well. In addition to being Recording Secretary of NCLCA, Alan is a member of CRLA, NADE, and ATP, and is the Treasurer of the Georgia Tutoring Association. Summary of Presentation Are you a new learning center director? Learn how to gain traction in your new environment and develop the basis for an action plan for the next year. Topics will include
Pre-Con C Wednesday, September 26, 2pm-5pm "Designing a TLAR Article for Submission" Christine Reichert and Susan Shelangoskie, Editors of NCLCA's professional journal, TLAR (The Learning Assistance Review)
Christine Reichert, Editor Christine Reichert, the current TLAR editor, is the Director of Academic Services at Lourdes College. She created the college’s learning center, The WIN Center, in 1999; since that time, the center has grown to service more than 90% of the student population. She has a BA in English from Baldwin Wallace College, an MA in English from the University of Toledo, and post graduate courses in Literature and Film from Wayne State University. She also teaches composition, literature, film, speech and oral communications, technical writing, and folklore. She is a nominee for the college’s prestigious Staff Excellence Award.
Susan Shelangoskie, Managing Editor Susan Shelangoskie, the current TLAR managing editor, is an assistant professor in the Language and Literature Department at Lourdes College. She worked at The University of Toledo 2003-2006 facilitating faculty development of distance learning courses and course components (including use of interactive learning objects, multimedia course components, and other digital enhancements) and developing a research literacy tutorial project. She was instrumental in developing an e-Writing center. She has a BA in English Literature and Mathematics from Cleveland State University, and an MA and a Ph.D. in British and American Literature from the University of Utah. She teaches British, American, and Western Literature, composition, and technical writing.
Summary of Presentation Have you prepared—or are you in the process of preparing—a conference presentation that you wish could be transformed into a scholarly article fit for publication? Learn some tips that will de-mystify that task. This workshop will provide hands-on activities that will help transform that oral presentation into a manuscript submission. Included in this workshop are techniques that will assist you in determining what “type” of article format to follow, in converting those visual points into structured text, and in completing the submission process.
Visit the TLAR page of the NCLCA website.
Pre-Con D *This pre-con is SOLD OUT Wednesday, September 26, 2pm-5pm "Working with First-Year Students" Jack Truschel and Germain Francois
Jack Truschel
Biography Dr. Jack Truschel, Director and Associate Professor was born in Neubruken, Germany. He holds a BA. degree in Psychology from King’s College, a Masters Degree in Public Administration from Marywood University, a Masters Degree in Clinical Psychology from Marywood University, a Doctorate (Ed.D) in Educational Administration from Temple University and a doctorate (Psy.D.) in Clinical Psychology from the Philadelphia College of Osteopathic Medicine. He was recruited to East Stroudsburg University of Pennsylvania in 1989, where he held several administrative as well as his current faculty position. He is currently an Associate Professor in the Department of Academic Enrichment and Learning. He serves as the Director of the advising center and serves as the primary advisor to all undeclared students. He coordinates over 60 undeclared volunteer advisors and has over 18 years of academic experience with a focus in assisting students in their quest for academic enrichment. His research interests include student retention, best practices of academic advising, best practices of tutoring services, student personality traits and academic persistence, child & adolescent disorders, evaluation and treatment, developmental neuroscience and industrial / organizational best practices. He has developed several instruments to include a Corporate 360 degree assessment, Multidimensional Retention Questionnaire, and the Oppositional Defiant Disorder Test. He has written and has been funded by various granting agencies. Dr. Truschel has been actively involved in tutoring and is one of the founders and the President-Elect of the Association for the Tutoring Profession. He also has served on the Board of Directors of several local, regional as well as national organizations.
Germain Francois
Biography Dr. Germain E. Francois entered the United States from Haiti as a teenager. He earned an AB degree in Political Science and an Ed.M. degree in Education from Tufts University. He earned his Ph.D. in Professional Higher Education Administration from the University of Connecticut. In 1979, Dr. Francois accepted a faculty position with East Stroudsburg University as an Assistant Professor, Assistant Director of the Center for Educational Opportunity (an Equal Educational Opportunity Program), and Coordinator of the Summer Intensive Study Program. Additionally, he became the Director of the newly created University Learning Center in 1983. For the next seven years, he organized an advising center and coordinated advising for students who had not declared a major. He continues to meet with and advise university students who have a cumulative grade point average below a 2.00. Dr. Francois’ “tough love” approach provides students with strategic options, academic advising, and a program to follow to achieve academic success. Dr. Francois contributes to the field of developmental education through his extensive research. Specifically, he has examined the academic success and retention of the adult (non-traditional), under-served, underutilized student populations and students entering the university with undeclared majors. Dr. Francois, alone of several colleagues at the university, is currently working on several research projects in the areas of attributional retraining, self-efficacy, self-esteem, self-regulation and academic and social integration. Dr. Francois has demonstrated his commitment to educational opportunity and equity beyond academia by creating a tutoring/mentoring program for elementary, intermediate, and high school students in the Lehigh Valley called Project Excell or Ulami (measuring success). He also served on the Governing Board of the Big Brother/Big Sisters of the Lehigh Valley for 15 years. Finally, in 2003, the faculty awarded Dr. Francois with its highest award by naming him a Distinguished Professor.
Pre-Con E Wednesday, September 26, 2pm-5pm "Universal Design: Creating a Certified Tutor Training Program that's Fit For All"
Tina Barnes
Bio coming soon
Terri Massie-Burrell picture coming soon Terri Massie-Burrell is the Director of Towson University’s multi-service Academic Achievement Center (AAC), which is in the Division of Academic Affairs. Terri is a part-time faculty member in the College of Education on the campus. Towson University is the second largest institution in the University of Maryland system located in suburban Baltimore County. The university has a total student body of nearly 19,000 students; of which 13,500 are undergraduates. Since fall 2002, Terri has served as director and led the center to earn CRLA’s level 3 tutor program certification and national college learning center website award two consecutive years. The AAC primarily serves undergraduates with major emphases in peer tutoring, study skills, structured study sessions and individualized academic coaching for all students. . She also serves as co-chair of CRLA’s ‘Learning Assistance Center Management” SIG and is former Co-Leader of Peer Tutoring. The center was recognized two consecutive years by National College Learning Center Association & Learning Support Centers in Higher Education receiving third place for the website excellence competition.
Summary Tutoring programs are an essential part of every college campus. Peer tutoring offers benefits beyond increasing a student’s knowledge in a content area. Two professionals will share insights on tutorial services, from both the private and a public institution’s perspective. They will discuss ways that the peer tutoring process can benefit and improve the academic success of students. Presenters will facilitate a discussion on successes, challenges and concerns about managing a college tutorial program as well as present an introduction to the tutor program certification process. Peer tutoring, whether individual or group, is a service provided by most colleges and universities across the country. Peer tutoring is often defined as a system of instruction in which learners help each other and learn (themselves) by teaching” (Goodland and Hirst, 1989). Paramount to this definition is the understanding of using one’s peer; someone of equal or nearly equal status as the person being tutored; but not a professional instructor. Studies suggest that students often feel more at ease with peer tutors rather than with professional teachers or consultants (Ehly, 1980). According to Goodland and Hirst, there are four main benefits for tutees; they receive individualized instruction; they receive more teaching; tutees often respond better to peers than to their teachers; and lastly, they can enjoy friendship from the students that tutor them. These benefits clearly suggest that many students utilizing on-campus tutorial services may receive benefits beyond improved grade point averages. Student satisfaction and involvement can be directly linked to academic success (Astin, 1993; Tinto, 1987). The provision of accessible services and programs can make a difference in the lives of many students if we attempt to understand their needs. This presentation is designed to discuss established tutorial programs at both a small southern state college and a mid-size, mid-Atlantic university. Agenda
I. Introduction of speakers II. Introduction to the tutor program certification process III. Understanding peer tutoring at each institution IV. Programs at each campus V. Questions and General Discussion on developing a certified training program
Learning Objective
Participants will learn: 1. Importance and benefits of certifying peer tutoring programs 2. Design tutorial training programs to fit the needs of changing college demographics 3. Implement approaches that make difference in all students’ perceptions of campus services and academic success.
   
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