Breakfast
Welcome Address: Suzanne Mellon, Carlow University
Awards
Cynthia Shanahan - Keynote Speaker
Title of Session
Helping Students Succeed: A Look at Disciplinary Literacy.
Description
This presentation will focus on the purposes that college reading classes should pay more attention to the differences in the various disciplines that students will study in college, such as History, Literature, Mathematics, and Science. If students understand the purposes and practices of these disciplines they will be more likely to employ effective strategies for reading and writing as they move through their regular college coursework
Table #1
Kellner, D. J. (2018). Reading Strategies for College and Beyond, San Diego, CA: Cognella
The Second Edition has been substantially revised following an extensive peer review. Each module has been updated and edited according to reviewer comments and student feedback. The text offers simple, practical strategies designed to lead students to a successful college career. The strategies have a range of applications in a variety of disciplines and can be useful tools for both students and teachers seeking new ways to engage students in reading. As each reading strategy is learned, it is practiced and applied to reading excerpts and then again applied to the students' reading assignments from other courses. The new edition contains new reading excerpts from a variety of disciplines in order to facilitate student's learning, no matter their major.
This text is offered as a hard copy and can also be downloaded digitally.
Table #2
Covington, M., von Hoene, L., Voge, D. (2017). Life Beyond Grades: Designing college courses to promote intrinsic motivation. Cambridge: Cambridge University Press ISBN: 9780521805230
This book considers whether educators can promote intrinsic motivation among college students when they seem overwhelmingly focused on grades: Can there be life beyond grades? The answer is 'Yes'. A love of learning can coexist, even thrive, in the face of pressures from grades. Drawing on recent, ground-breaking classroom research, the authors articulate a new understanding of the causes of the stalemate between intrinsic and external motivation, and propose a reconciliation. Then the authors apply a powerful set of motivational and pedagogical principles to lay out a step-by-step blueprint for designing and teaching college courses that promote intrinsic motivation.
Table #3
Turrentine, P. (2015). Champions in the Classroom. Lanham, MA: Rowman and Littlefield Publishing Group, Inc. ISBN 978-1-4758-1822-2
Little has been written about the problems student-athletes encounter in attempting to balance their sports with the grueling demand for academic success in classrooms. As a resource guide for professionals, Champions in the Classroom offers a model and historical perspective for understanding the challenges faced by "student-athletes" while providing solutions and guidance to put the needed emphasis on "student." Penny Turrentine also provides a "Playbook," written in jargon that athletes understand, which offers students the methods for not only testing themselves but to easily understand their strengths and weaknesses. This book strives to conquer academic problems that student-athletes face and shows how to win in the classroom.
Table #4
Hamer, A. (2013). First Semester Success: Learning Strategies and Motivation for Your First Semester (or Any Semester) of College. Tarentum, PA: Word Association. ISBN: 978-1-59571-945-4
This book is unique in that it has 100 short strategies and motivational tips to daily guide freshmen through their first semester, starting with things to consider before as well as after the semester when grades have been received. As a result of my experiences with freshmen and students on academic probation, the writing is concise and to the point and the format uses bullet points with plenty of white space. The book was not intended to be a textbook, but it is being used in that way. It is available at amazon.com and barnesandnoble.com, although most sales are through Folletts (wholesale textbook supplier) from the publisher.
Pabis, D. & Hamer, A. (2014). Basic College Vocabulary Strategies (3rd ed.). Upper Saddle River, NY: Pearson. ISBN: 978-0-321-83893-3
This is a vocabulary textbook for use in lower level developmental reading courses with an approximately eighth to tenth grade reading level. What makes both this book and the higher-level book, Building College Vocabulary Strategies, unique is that we have included learning and study strategies that help the student learn the words and that they can also apply to their other courses. From our experiences, this information about learning is often missing from classes that focus on improving reading skills. Also, the practice exercises progress from basic recall through the application level of learning.
Pabis, D. & Hamer, A. (2014). Building College Vocabulary Strategies (3rd ed.). Upper Saddle River, NY: Pearson. ISBN: 978-0-321-84425-5
This vocabulary textbook is at approximately the eleventh through thirteenth grade level and is for use in a higher level developmental reading course. Compared to the Basic College Vocabulary Strategies it has more in-depth information about how learning happens as well as more intensive strategies.
Table #5
Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. (1st ed.). San Francisco, CA: Jossey-Bass, a Wiley Brand.
Employ cognitive theory to facilitate better student learning. In Small Teaching, James Lang presents strategies for improving student learning that can be put into practice in a single class period. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and successfully integrated into existing teaching techniques. Learn, for example: * How does one become good at retrieving knowledge from memory? * How does making predictions now help us learn in the future? * How do instructors instill fixed or growth mindsets in their students? Each chapter introduces a basic concept in cognitive theory, explains when and how it should be employed, and provides firm examples of how the intervention has been or could be used in a variety of disciplines. Small teaching techniques include brief classroom or online learning activities, one-time interventions, and small modifications in course design or communication with students
Table #6
Trammell, J., & Terrell, G. (2016). The 4th Branch of Government: We the People. Richmond: Brandylane Publishing
The 4th Branch of Government is a call to educate citizens and young people to recognize the tools at their disposal to make our democracy work more effectively for everyone. Stressing the importance of education and awareness, this book is a guide for the 21st century citizen to be involved and to know more about their own government and how it works.
Table #7
Hazard, L. & Carter, S. (2016). Your Freshman Is Off to College: A Month-by-Month Guide to The First-Year. Providence, RI: CreateSpace.
Higher education officials and parents of new college students struggle with the extent to which parents should be involved in the college experience, particularly during the first year. While research on helicopter parenting suggests parents should back off, other evidence concludes that students are more successful with parental support. In fact, lack of family support creates barriers to college completion. Some universities enlist parents while others view collaborating with parents as caving to their demands. This book offers a month-by month guide to help parents understand how to support their young adults from a healthy distance.
Hazard, L. & Nadeau, J.P. (2012). Foundations for Learning: Claiming Your Education. Boston, MA: Pearson Education.
Foundations for Learning addresses both the attitudinal variables and personality traits that affect college achievement like locus of control, conceptions of intelligence, and intellectual curiosity in relation to specific study-related behaviors such as text annotation and active listening. At its core, this text is based on the psychology of adjustment. Students are pushed to consider how each mindset, perception, and attitude connects with their skill sets, and how one influences the other. The text encourages students to use this insight to make the necessary adjustments to their new role as college students.
Neuroplasticity:
Perception:
Topic:
Bridging to eTexts
Description:
Discussion will focus on .pdfs, eTexts, eBooks, online OER (OpenEducation Resources) digital books. What are faculty and studentexperiences with eTexts? What if students could have their textbooksthe first day of class. Handouts will be provided as well as an onlineinteractive wiki site of resources.
Topic:
Building Bridges from Research Idea to Research Study: Forming a Problem Statement
Description:
You’ve got an idea for a research study – so, what’s the next step? Wewill discuss a specific kind of problem statement, how to construct it,and how it is useful in articulating research goals and approaches whenplanning a study. We will work through the problem statement process,and if you bring your research ideas we will workshop those as problemstatements as well. Geared toward early career scholars and graduatestudents and anyone else interested.
Topic:
Empowering Student Leadership in Academic Support Programs
Description:
As many professionals in academic support across the nation struggleto serve the demands of a growing student body with limitedprofessional staff members, our table will examine the definite prosand potential pitfalls of empowering student leadership in learningassistance center programs. Engage in a discussion geared towardgetting participants to think outside of the traditional supervisory box interms of undergraduate and graduate student responsibilities,particularly within the framework of a Supplemental Instruction ortutoring program.
Topic:
Finding your Academic Voice
Description:
Being a fairly new academic can be very challenging, as most new rolescome with hidden curriculum and expectations. Whether you are agraduate student, practitioner new to the research arena, or a juniorfaculty member, come engage in a discussion related to finding yourvoice in new settings, navigating new academic roles, networking, andpublishing. I will provide a list of journal outlets intended for newvoices, graduate students, and emerging scholars. In addition, we willdiscuss networking strategies, department collaborations, and"practice-to-research" ideas.
Topic:
How to get the most out of a mentoring relationship?
Description:
In this discussion, we will examine current mentorship research,including relationship cultivation, personal development, andprofessional growth. This discussion will be an opportunity to appreciatethe concepts surrounding mentorship, its importance to individuals andit's vitality in the further development of individuals and industry acrossall fields and across campuses.
Topic:
Intersecting Writing Programs: Fostering Positive RelationshipsAcross WAC, Writing Centers, and First-Year Writing
Description:
Come prepared to share your stories of successful writing partnershipson your campus. You are welcome to ask questions and brainstormstrategies to bring back to your campus and classrooms. Ultimately,leave our time together with a stronger sense of how programs canwork together to strengthen campus-wide writing initiatives.
Topic:
Reaching Across the Quad: Campus Collaboration Ideas for CollegeReading and Learning Professionals
Description:
Busy schedules and campus silos can sometimes make our work lonelyand isolating. However, there are countless opportunities—andneeds—for college reading and learning professionals to collaborateand educate others across campus. During lunch, we will share possiblepartnership ideas, both tried and true and unchartered territory. Wewill discuss suggestions for initiating and sustaining these collaborationsso that they are mutually beneficial.
Topic:
Reading Strategies to Support Learning in Multiple Texts
Description:
This session is an extension from previous presentations onincorporating reading into the math curriculum. I will be sharingsuggestions and ways to integrate reading strategies into a variety ofdisciplines. This will include vocabulary strategies, comprehensionstrategies and others. Bring your own suggestions to share witheveryone at the table.
Topic:
Research on Tutoring: The Year in Review
Description:
Learning assistance professionals rarely have time to keep up withcurrent research in their field. This is particularly true of the research oncollege and university tutoring. This discussion addresses findings frommajor research students on tutoring conducted between November of2016 and October of 2017. The discussion leader, Hunter Boylan, willprovide an annotated bibliography of some of the more relevantresearch on college and university tutoring. Participants will then raisequestions and participate in a discussion of the implications of thisresearch for practice.
Topic:
Scaffolding for Reading and Writing Based Projects
Description:
Come prepared to share your reading/writing activities which haveproven successful for your developmental students. Engage in adiscussion of a scaffolding approach to reading, writing, and studystrategies culminating in an exciting project that utilizes technology andstudents’ creativity in producing reading/writing strategies which areunique and publishable on YouTube or the Internet. Leave withexamples of student generated projects, technology resources, andideas on how to implement these new ideas in your classroom. We willall finish lunch as a “community of educators!”
Topic:
Lunch & Conversation With Jim Lang, Small Teaching for College Reading and Learning
Description:
The learning principles outlined in Small Teaching represent core cognitive activities that should help learners succeed in a variety of areas, but some may be more helpful than others in the specific work that learning professionals do with their students, such as one-on-one tutoring or mentoring. In this conversation, we’ll consider which of the Small Teaching principles have proven most effective for working with students in academic support or tutoring contexts, and how we can best put those principles in practice in such environments. Participants should come prepared to share their best small teaching practices with one another and the group.
Topic:
Tutor Training: How do you know it is working? (Standards,Outcomes, Assessment and evaluation for tutor training)
This is the ATP co-sponsored session.
