Racing Toward Student Success
NCLCA and Innovative Educators are excited to announce the second virtual live streaming at the 2019 NCLCA conference. The Virtual Conference sessions were carefully selected and presenters were chosen because of their expertise in the field. There will be six live streaming sessions on Saturday, October 5th.
Live Streaming Sessions:
- Introduce Faculty to the Power of Teaching Bloom’s Taxonomy to Transform Learning
- Research & Recommendations For Retaining Adult Immigrant Students
- The Most Powerful Data for the Right People at the Right Time
- Eliminating Equity Gaps through Data and Institutional Change
- Win, Place, and Show: Creating Interactive Online Tutor Training
- Overcoming Obstacles in Online Tutoring
The presentation descriptions are listed in detail below.
This live streaming event is a great way to be a part of a truly remarkable group of professionals who will share techniques for increasing the success of your students, expanding your learning center's influence with social media, measuring performance, and documenting success.
Why Live Streaming
Can’t attend in person?
We realize budgets are tight and travel might be tough, but that doesn’t mean you have to miss out on this professional development opportunity. The live streaming event is perfect for those who can’t join in person. Register for only $295, which gives you unlimited institutional access to all six live streaming sessions and the session recordings for 1 year.
Attending but want to share information?
Conference attendees will receive special add-on pricing (Only $99) for live streaming access so their colleagues on campus can participate in the six streamed sessions. In addition, the sessions will be available via recording for one year. Purchasing access to these presentations gives you the opportunity to share and collaborate with your colleagues when you get back to your campus!
With your live streaming registration, you get access to the six sessions, the PowerPoint presentations, and the recordings of each of the six sessions with unlimited institutional access for one year!
If you have any questions or would like additional information, contact us at firstname.lastname@example.org or 303-955-0415.
Introduce Faculty to the Power of Teaching Bloom’s Taxonomy to Transform Learning
Time: 9:00am-9:50am (Eastern)
Speaker: Saundra McGuire
Audience members will take away three key ideas/strategies:
- How a session on Bloom’s Taxonomy and metacognitive learning strategies can change students’ paradigms about what learning entails and motivate them to implement effective strategies that significantly improve test performance.
- A model for teaching Bloom’s Taxonomy to faculty.
- An intuitive understanding of how knowing about Bloom’s Taxonomy can increase the self-efficacy of students who have lost confidence because of initial failure. Examples of the impact of Bloom’s Taxonomy on student learning will be presented.
When students learn about Bloom’s they understand why study strategies that were successful in high school are not successful in college. Although understanding Bloom’s Taxonomy is transformative for students most college faculty do not teach it. This presentation will discuss how learning center staff can teach Bloom’s to faculty in a way that encourages them to share it with students.
Dr. Saundra Yancy McGuire is the Director Emerita of the Center for Academic Success and retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is an internationally recognized chemical educator, author and lecturer who has traveled the globe promoting sure-fire strategies to help students, including those underrepresented in science and math professions, to be successful in their coursework and careers. She has delivered keynote addresses or presented workshops at over 300 institutions in 45 states and nine countries. Prior to joining LSU, she spent eleven years at Cornell University, where she received the coveted Clark Distinguished Teaching Award. Her best-selling book, Teach Students How to Learn, was published by Stylus in 2015. The student version of this book, Teach Yourself How to Learn, was released in January 2018. More information can be found at https://sites01.lsu.edu/faculty/smcgui1/
Research & Recommendations For Retaining Adult Immigrant Students
Time: 10:00am-10:50am (Eastern)
Speaker(s): Emily Suh & Dr. Russ Hodges
Unlike multilingual students who attended U.S. K-12, adult learners come to college with unique previous learning and professional experiences but may not understand the expectations for participating in U.S. colleges. Participants will learn:
- How adult immigrant learners’ needs differ from traditionally-aged students.
- How their adult ESL experiences prepare them for college.
- How adult immigrant students access student support services and
- How learning support professionals can streamline existing support programs as such students enter college.
Attendees will take away tips from presenters and other attendees about how to support adult immigrant students within their own institutional contexts.
This presentation shares a case study of adult-arrival immigrant students transitioning from adult English as a Second Language into developmental classes at a community college. Although the students were not new to the college, they struggled to understand academic and cultural expectations as they moved into credit-level courses. The cases illustrate ways that learning support professionals can facilitate these students’ sense of belonging and academic achievement as they enter U.S. higher education. The session presents tips for helping students access resources and navigate changing institutional spaces during the transition. The session also highlights the benefits of retaining this unique group of students.
Dr. Emily Suh is an Assistant Professor of Developmental Education at Texas State University. Emily serves as the Cultural Diversity Chair for the National Organization for Student Success (NOSS) and has served as President of the Indiana Association for Developmental Education. Emily is also an Associate with the National Center for Developmental Education. Her research interests include culturally and linguistically diverse students’ identity enactment and agency as well as developmental educators’ professionalization and resiliency. Her work has been published in the Journal of Developmental Education, Journal of College Reading and Learning, Teaching English in the Two-Year College, and the International Journal of Multilingualism.
Dr. Russ Hodges is an Associate Professor in the Graduate Program in Developmental Education in the Department of Curriculum and Instruction at Texas State University. Dr. Hodges’ research focuses on postsecondary student success interventions, postsecondary student success courses, and demographic changes in higher education. The learning framework model that he co-developed serves as a curriculum model for many postsecondary learning framework courses throughout Texas and the nation. Dr. Hodges has held state and national leadership positions including president of the College Reading and Learning Association and chair of the Council of Learning Assistance and Developmental Education Associations (CLADEA). He is an active scholar having published three books, many journal articles, book chapters, and conference papers along with four research grants totaling just over one million dollars. He is also a frequent invited speaker for conferences for postsecondary faculty and staff development. Dr. Hodges has received many awards including Favorite Professor Award, Texas State Alpha Chi National Honor Society, 2018, 2017, 2016, 2014; Distinguished Teaching Award, College Reading and Learning Association, 2015; Teaching Award of Honor, Texas State University Alumni Association, 2015; the Lifetime Achievement Award from the College Academic Support Programs conference and outstanding service awards from both the College Reading and Learning Association (CRLA) and the National Association for Developmental Education. In 2009, Dr. Hodges was named National Fellow for CLADEA—his field’s most prestigious honor.
The Most Powerful Data for the Right People at the Right Time
Time: 11:00am-11:50am (Eastern)
Speaker: Jennifer Haley
Participants will learn about the different types of learning center data that can be shared, the appropriate audience, and the appropriate timing for sharing data. They will take away a “data sharing planner” worksheet that will enable them to reflect on the types of data they need to produce, the theory behind it, how they will produce it, with whom they will share it, and when the optimal time of sharing should be.
Usage. Retention. Four-year graduation. Grade outcomes. Inspirational testimonials. Demographics. Do you have a rich flow of data at your fingertips, but you are not sure which kind of data to share with whom, and when? Does it all get buried like a hidden treasure in your annual report? In this session, we will discuss the critical importance of data sharing in terms of type, audience, and timing. Come and learn from my successes and failures, and then utilize my “data sharing planner” to begin to reflect on the most powerful way to share your learning center’s data with your constituents.
Jennifer Haley serves as the Learning Center Director at Ball State University in Muncie, Indiana. In her work as Director, she is responsible for program and center assessment and has spent years devising methods to get the right data in front of the right people. In addition to her work as a director, she coordinates programming including satellite tutoring and Supplemental Instruction. Dr. Haley has worked at the Learning Center for eighteen years, and in fact, began her journey in academic support services as a tutor over twenty-five years ago. She has served for several years on the executive board of NCLCA in various roles, including her term as President (2015-2016). She currently serves as Immediate Past President, vice-chair of CLADEA, and chair of the LCLC certification. She is a frequent presenter at the NCLCA annual conference and her work has appeared in the The Learning Assistance Review and the NCLCA Newsletter. She earned a Ph.D. in Composition and Rhetoric from Ball State University.
Eliminating Equity Gaps through Data and Institutional Change
Time: 12:15pm-1:30pm (Eastern)
Keynote Speaker: Dr. Tim Renick
The audience will learn:
- How new technologies analytics-informed initiatives in the student success space allow for the systematic delivery of personalized attention to students
- Data-based approaches to institutional self-assessment
- The return on investment of these initiatives both from a fiscal and human perspective
For the past decade, Georgia State University has been at the leading edge of demographic shifts in the southeast. While doubling the numbers of non-white and low-income students it enrolls, the university has simultaneously committed to the use of data to inform systematic institutional change. In the process, Georgia State has raised graduation rates by 23 percentage points and closed all achievement gaps based on race, ethnicity, and income-level. It now awards more bachelor’s degrees to African Americans than any other non-profit college or university in the nation. Through a discussion of innovations ranging from chat bots and predictive analytics to meta-majors and completion grants, the session will cover lessons learned from Georgia State’s transformation and outline several practical and low-cost steps that campuses can take to improve outcomes for underserved students. Moreover, learning centers nationwide play a pivotal role in providing essential services that enhance student success. Challenges and opportunities for leverage key data analytics will be shared.
Dr. Timothy Renick is Senior Vice President for Student Success and Professor of Religious Studies at Georgia State University. At Georgia State, he has served as Chair of the Department of Religious Studies and Director of the Honors Program. Since 2008, he has directed the student success and enrollment efforts of the university, overseeing among the fastest improving graduation rates in the nation and the elimination of all achievement gaps based on students' race, ethnicity or income level. Dr. Renick has testified on strategies for helping university students succeed before the United States Senate and has twice been invited to speak at the White House. His work has been covered by the New York Times, the Wall Street Journal, Time, and CNN and cited by President Obama. He was named one of 2016’s Most Innovative People in Higher Education by Washington Monthly, was the recipient of the 2015-16 Award for National Leadership in Student Success Innovation, and was awarded the 2018 McGraw Prize in Higher Education. He currently is principal investigator for a $9 million U.S. Department of Education grant to study the impact of predictive-analytics-based advisement on ten-thousand low-income and first-generation students nationally. A summa cum laude graduate of Dartmouth College, Dr. Renick holds his M.A. and Ph.D. in Religion from Princeton University.
Win, Place, and Show: Creating Interactive Online Tutor Training
Time: 2:40pm-3:30pm (Eastern)
Speaker(s): Mark Woolwine, Greg Carmichael & Jennifer Branscum
- Current literature review on interactive online learning
- Overview of CRLA training requirements and limitations on online training
- Demonstration of REACH previously static training compared to the newer interactive training
- Resources that can be used to make training more interactive
- Planning guide for revising online training to make it more interactive
Odds are, you have an online component to tutor training. Does that online component win, place, or show? We wager that after this presentation, you’ll have the blinders off and be well on your way to the winner’s circle. We won’t horse around—instead we will discuss CRLA requirements and how interaction increases comprehension and learning. Then we’ll show how REACH (at the University of Louisville) got back in the saddle and redeveloped their online tutor training to keep learners engaged. It’s a sure bet!
Mark Woolwineworks at the University of Louisville for Resources for Academic Achievement (REACH). He currently serves as the course administrator for GEN 105 Supplemented College Reading, the REACH Hackademic Series (study skills workshops), and as the e-Learning guru for REACH. He holds two Master’s degrees from the University of Louisville; one in College Student Personnel and the other in Human Resources and Organizational Development with an emphasis in Workplace Learning. Mark is also a graduate of Berea College. Mark’s work with the REACH Hackademic Series helped REACH earn the 2017 NCLCA Innovative Technology Award. His research interests include: gamification, e-learning, and the use of technology in academics and study skills.
Greg Carmichael is the Training and Publicity Coordinator for Resources for Academic Achievement (REACH), the University of Louisville’s Learning Center. Greg has a bachelor’s degree in English Literature and Anthropology from Wake Forest University and a master’s degree in Higher Education Administration from the University of Louisville. He started with REACH in 2005 as a Computer Resource Center tutor and then as a Graduate Assistant. He joined the staff full time in 2008.
Jennifer Branscum is a graduate student in the University of Louisville’s College Student Personnel program. She currently serves as a facilitator for GEN 100 (UofL’s orientation course) and a graduate assistant in the University of Louisville’s Delphi Center for Teaching and Learning. Her studies and research focus on student success, which made her time as an intern with REACH (Resources for Academic Achievement) all the more valuable. She is a graduate of the University of Kentucky and originally from Stearns, KY.
Overcoming Obstacles in Online Tutoring
Time: 3:40pm-4:30pm (Eastern)
Speaker: Kelsey Torgerson
This presentation will focus on how to overcome obstacles and improve online tutoring in higher education. Because institutions vary from one another and because technology is changing so rapidly, it is impossible to propose a universal blueprint. However, participants will learn how to improve both synchronous and asynchronous online tutoring practices at their own institutions and be equipped with specific tools and strategies to successfully overcome the challenges of online tutoring. The goal of this session is that participants will leave with a solid understanding and enthusiasm for online tutoring and feel confident improving practices at their own university.
As online education grows, learning centers are adapting their tutoring practices. Many see the advantages of having an in-house online tutoring program, yet encounter many obstacles that online tutoring presents. Some common hindrances include limited time and money, meeting the unique needs of online students, the questionable effectiveness of online tutoring, finding the best tools and platforms to use, the awkwardness of online communication, and not knowing how to train online tutors. This presentation, based on best practices and published research, will discuss specific strategies and tools to overcome these difficulties in order to cultivate a successful online tutoring program.
Kelsey Torgerson is in her fifth year as the Master Tutor in the Academic Success Center at the University of Minnesota Crookston. Her master’s degree is from the University of Wisconsin Madison in Atmospheric and Oceanic Science with a focus in Education. As online enrollments continue to grow at UMN Crookston, their learning center has expanded their online services. In recent years, they've developed a framework for effective online tutoring with resounding success. Kelsey is passionate about online education and eager to discuss her insights with other learning assistance professionals.
What is a live webinar?
A live webinar is an interactive online training. Participants can communicate with the presenter(s) during the event via a live chat feature.
What is an on-demand webinar and how do I get access?
An on-demand training is a previously recorded webinar available online which can accessed anytime, anywhere. You can register for on-demand trainings at any time. You typically receive a link to the recording and handouts within 24 hours of registration. The recording is a campus access license and is available for one year from the date of the live event.
How long are the webinars?
Webinars can be 30, 45, 60, 90 or 120 minutes. Please check each training for the exact timeframe.
How do I register?
You can register online by adding the product to your shopping cart. You can also register by fax (1-866-508-0860), email (email@example.com), or mail by completing the paper-based registration form. The paper-based registration form is unique to each webinar and is available on each product page.
How do I request accommodations?
For captioning or any other accommodation, please contact us 7 days in advance. 303.955.0415 or firstname.lastname@example.org
When do I register?
You can register at any time, even the morning of the live event. If the live event has occurred, you can purchase the on-demand training (recording) of the session. You can register for on-demand trainings at any time.
What is the process for attending a live event?
The process is as follows:
- We email participants login instructions approximately 1 week prior to the live event.
- We email participants a link to the PowerPoint (.pdf) and any additional handouts approximately 1-2 days prior to the live event. Participants can make copies for attendees if desired.
- We give a courtesy reminder call the day before the live event.
- On the day of the live event, participants can login 30 minutes prior to the start time. Once logged in, participants can see the PowerPoint slides, ask questions, and make comments via the chat feature.
- We email participants a link to the recording the Monday following the live event.
Is there a recording available? And how long is the recording good for?
Approximately one week after the conclusion of the live webinar, participants will receive a link to the recording which can be forwarded to all faculty and staff for viewing anytime, anywhere. The recording is a campus access license and is available for one year from the date of the live event.
What are the technical requirements?
Innovative Educators uses WebEx as its web conferencing provider. If you have not previously attended a WebEx event, please Join a Test Meeting to make sure your computer is compatible with WebEx. Be sure to complete this test prior to the live event. System Requirements - Webex System Requirements
What equipment is required?
For individual or small group viewing, a computer with a reliable Internet connection and audio capabilities are all that’s needed. For large group presentations, we recommend a computer with a reliable Internet connection and speakers, as well as an LCD projector. Participants can call in via phone if they are having trouble retrieving the audio over the computer. Please be sure to reserve a meeting room prior to the live event that can accommodate these requirements as well as your attendees. You should reserve the room 30 minutes prior to the webinar start time and you may want to allow at least 15-30 minutes after the webinar for discussion.
What are the benefits of online training?
Cost-Effective: No travel required. Online Training is an innovative way to provide your entire faculty and staff with a variety of professional development opportunities for one low price! The more you train the more you save, as the registration fee is per institution, not per person.
Easy: You will receive a detailed list of instructions via email. If you run into any problems, we're always here to help.
Practical: Our training sessions focus on the most critical and relevant issues facing educators today. Our primary goal is to provide participants with the information, training, and skills necessary to immediately implement positive change at their institutions.
Top-Notch Presenters: Our presenters are subject matter experts and recognized in their field.
Value Added: When you purchase an online training, you also receive a campus-wide access license to the recording for one year. Faculty and staff can access it as often as they like from any location.
Satisfaction Guaranteed: Our online training is 100% guaranteed. If you are not satisfied, we will give you a credit for a future webinar or on-demand training of your choice (of equal or lesser value).
How can we use these trainings?
- Live: Promote and attend a live webinar and debrief immediately following.
- Hybrid: Distribute the recording to all faculty and staff at the beginning of each month and plan a discussion session at the end of the month to determine how you will implement the strategies presented.
- On-Demand: Distribute the recording to faculty and staff so they can watch anytime, anywhere.
In-Service Training: Plan an in-service around a live webinar or schedule a day and time to show the recording in a lecture hall or large conference room and invite faculty and staff to brainstorm and discuss implications for your institution.
Online Faculty and Staff Learning Communities: Distribute the recording to faculty and staff so they can watch anytime, anywhere.
Staff Recognition: Develop a program around the webinar with monthly themes and recognize the staff members that implement the best idea related to the theme.
Team-Building: Utilize these trainings to develop cross-functional and cross-discipline teams to foster collegiality.
New Employee Training: Include the online training as part of your new employee training program to ensure consistency.
Implementation and Follow-Up: Use the guide and evaluation materials provided by Innovative Educators to plan, implement, and track your progress.
How much does a live webinar or on-demand training cost?
1 Training (Live Webinar or On-Demand Training) - $425 Unlimited connections, campus-wide access license to the recording for one year.
- 2 Trainings - $645 Unlimited connections, recording for one year (campus-wide access)
- 3 Trainings - $900 Unlimited connections, recording for one year (campus-wide access)
- 6 Trainings - $1500 Unlimited connections, recording for one year (campus-wide access)
What type of payment do you accept?
You may pay with a credit card (American Express, MasterCard or Visa), PO, check, or electronic transfer of funds. You can email us (email@example.com), call 303-955-0415 or fax 1.866.508.0860.
Payment terms are net 90 days.
Where do I send payment?
Please mail checks and POs to our mailing address:
3277 Carbon Place
Boulder, CO 80301
What is your cancellation policy?
Below is a breakdown of our cancellation policy.
- 30 days prior: Full refund
- 14 days prior: $100 processing fee
- Fewer than 14 days: Credit toward another IE event. Please note that registration for the live webinar includes access to the recording which you can share, as it is a campus access license. We email the recording the Monday following the live event. For questions, please email us or call 303.955.0415.
What is included in the Go2K Membership?
All live Webinars and over 100 pre-selected, on-demand webinars.
Is the price for Go2K a one-time fee or an annual fee?
The purchase price for Go2K is an annual fee, which includes access to over 150 live events/year and 100+ on-demand trainings.
Are their certificates of completion available?
Your on-demand portal includes automated certificates of completion and can be printed or downloaded after completing the training. The live events do not include automated certificates. However, we can provide you a fillable certificate PDF to share with faculty and staff.
What kind of reporting is included?
For your on-demand trainings, we provide you with a monthly usage report as well as an evaluation report. Upon request, we can provide annual or bi-annual registration reports for any live orders.
How do I register for a live event?
After you purchase your Go2K membership, we will email you an institution specific password that can be used to register for any live event.
Can we share the registration coupon code with everyone at our institution?
Yes. Feel free to share the coupon code with anyone at your institution. Please do not share with anyone outside your institution. We recommend registering 24 hours in advance of the live event.
How do I access my on-demand trainings?
After you purchase your Go2K membership, we will email you a link to your on-demand portal that you can share with your entire institution.
How are colleges using Go2O?
Colleges are using Go2O in a variety of ways:
- As a stand-alone online orientation
- As an online complement to their face-to-face orientation
- As an online orientation for their distance learners
- As an online enrollment checklist to ease the registration process
Does purchase of Go2O include completion reports?
You can receive completion reports two ways:
- Automated delivery (ftp dump, email, webhook)
- Instant access via administrative login
What is the registration checklist and is it included in my Go2O purchase?
The online enrollment checklist is designed to walk students through your enrollment process ensuring they make it to the first day of class! The registration checklist is one of the modules available with Go2O. Based on your purchasing level, the module can be a selection or will be included.
Are there various pricing options available for Go2O?
Yes, we have 4 pricing levels available.
Is Go2O ADA compliant and responsive?
Go2O is ADA accessible and fully responsive on any mobile device, tablet, or computer.
How are colleges using SL?
- Career Readiness
- Learning Centers
- TRIO Programs
- IX Training
- IV Grants
- With Advisors & Counselors
- Extended Learning Institute
- FYE & Student Success Courses
- Online FYE Seminar
- Extra Credit
- Financial Aid Appeal
- College Level English Requirement
- Supplemental Instruction
- Target Online Learners
- Student Disability Office
- Writing Center
- Can be required by faculty
- Student Success Course
Which workshops are your top rated?
We take quality seriously, and so all of our workshops are top notch in terms of content and look. However, if we know how you plan to use StudentLingo (FYE, Retention, Probation, TRIO, etc.), we can make workshop recommendations.
Funding is a little tight, how many workshops can I get for $XX?
You can buy the entire StudentLingo package (48 workshops) or we offer several a la carte options. Unlike a lot of other software companies, we don’t charge per user, so we can work with any budget. We recommend talking to other departments on campus to increase your purchasing power and to share the cost. Also, we do have a pay model whereby students pay directly. If you are interested in learning more about this option, give us a call.
Is there an admin view?
This is a feature of our platform, but comes at an additional cost. With the admin view, you get access to more advanced reporting, and you have it in real time. With the standard membership, you get monthly reports.
How have other schools leveraged reporting?
- One of our partners, College of Southern Nevada, used StudentLingo to measure learning outcomes. in a study, one class had access to StudentLingo and the other cohort did not. 92% of the cohort with access to StudentLingo earned a whole letter grade higher than the cohort without StudentLingo.
- A lot of our partners use the data to justify funding for grants, operating dollars, or for new program development.
- The evaluation data is particularly useful in identifying what type of learning students prefer and the qualitative takeaways from viewing the workshop.
- Some of our partners use the data to connect with their student information system, like Banner or Peoplesoft.
- I think a great way to get started on how you want to use the data is to ask yourself some questions:
- How will I know if StudentLingo was successful?
- What do I hope students will gain from access to StudentLingo?
- What data is important for me to know in order to show that StudentLingo is a worthwhile purchase?
What is TutorLingo?
TutorLingo is a series of 9 online training modules that prepare tutors by providing the basic skills necessary to support their peers in becoming more independent and strategic learners.
Should the TutorLingo trainings be viewed in any particular order?
No, each training is a stand-alone workshop, and they can be viewed in any order.
What is the CRLA?
The CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring. In 1989, the CRLA created a training program that is considered ‘best-practice’ for tutor training. A fews years ago, Innovative Educators partnered with the CRLA to create supplementary training modules. Our training supports learning centers in achieving level 1 certification through CRLA.
Do CRLA members receive a discount on TutorLingo?
Yes. CRLA members receive a 10% discount on TutorLingo.
Is there an admin view?
Yes. The admin view is an upgrade and costs $500, but gives you the ability to access completion data more efficiently and in real time. If you don’t want the admin view, we provide monthly usage reports.
What is ParentLingo?
ParentLingo is a go-to resource that institutions can easily share with parents to encourage student independence, growth & success. ParentLingo is a shared resource that recognizes and includes parents as partners in the educational process.
What is the cost?
Please contact us for pricing information. Email firstname.lastname@example.org or 303-955-0415.
What features are included?
- 8 Targeted Modules For Parents Branding (Logo On Every Page)
- ADA Compliant & Responsive Design
- Promotional Materials
- Registration (First Name, Last Name, Email)
- 8 Targeted Modules For Parents Branding (Logo On Every Page)
- ADA Compliant & Responsive Design
- Promotional Materials
- Completion Reports & Standard Evaluations
- Custom Branding (Logo & Institutional Photos)
- 3 Additional Registration Points
- Add & Edit Custom Content
- Customizable Evaluations & Surveys Advanced Reporting
- Designated Instructional Designer
- Flexible Pricing (College Payment Option Or Parents Pay Directly)