Student Voices: Overcoming Barriers Using A Model Of Persistence, Self-Efficacy & Emotional Awareness: 3-Part Workshop
Part I: Wednesday, March 7 ~ 3:00-4:00pm (Eastern)
Part II: Wednesday, April 4 ~ 3:00-4:00pm (Eastern)
Part III: Wednesday, May 2 ~ 3:00-4:00pm (Eastern)
Participants will learn about a student success model based on research with student voices and identify specific strategies to promote student success in their practice. Each session will focus on one part of the student success model: persistence, self-efficacy, and emotional awareness.
The webinar will address challenges for addressing the needs of students who face significant barriers to academic success.
The literature tells us why certain students or groups of students are vulnerable to failure and will probably not complete college once they enroll. The most commonly cited factors include poor academic preparation, lack of financial support, misconceptions about college, and inadequate support networks. These are well documented, and we design programs to address them. What we frequently don't take into consideration are those attributes that contribute to the success of students who experience significant challenges yet are able to overcome them. What makes these students distinctive? How can we build a model of student success that will lead us to implement strategies that are developed from students' strengths rather than weaknesses? These questions led us to seek out students who struggled and ask them directly what had the most impact on their success. We listened to their voices and analyzed the patterns that emerged.
Part I: Introduction - Background Of Student Voices Project
Wednesday, March 7 ~ 3:00-4:00pm (Eastern)
- Highlights of some of the student voices
- Present a model based on their responses with an emphasis on principles for practice to enhance student success
Part II: Implications for Practice – Persistence & Self-Efficacy
Wednesday, April 4 ~ 3:00-4:00pm (Eastern)
- Theoretical foundations and research on persistence and self-efficacy
- Strategies to promote persistence and self-efficacy
Part III: Implications for Practice – Emotional Awareness
Wednesday, May 2 ~ 3:00-4:00pm (Eastern)
- Theoretical foundations and research on emotional awareness
- Strategies to promote emotional awareness
- Opportunities for conducting continuing student success research and sharing it with others
- Discover patterns of responses from students who have overcome significant challenges to be successful
- Learn about a model of student success based on student voices
- Develop a plan to implement strategies for practice
- Share examples of strategies that address persistence, self-efficacy
- Discuss and share strategies to promote emotional awareness
- Address questions of concern
- Identify opportunities for conducting student success research
- Academic Affairs/Instruction
- Student Services/Affairs
- Developmental Education
- Any Academic Department interested in learning what students want and need
“What we frequently don’t take into consideration are those attributes that contribute to the success of students who experience significant challenges yet are able to overcome them. What makes these students distinctive?”
Dr. Casazza is a partner in the educational consulting firm of TRPP Associates. Prior to that, she was the Vice President of Academic Affairs at the Adler School of Professional Psychology and the Dean of the College of Arts and Sciences at National-Louis University. She has served as President of the National College Learning Center Association, President of the National Association for Developmental Education, and Co-Editor of the Learning Assistance Review. She was President of the Illinois Network of Women in Higher Education, an affiliate of ACE and is a regular peer reviewer for the Higher Learning Commission.
She currently serves on the Editorial Boards for the Journal of Developmental Education and the Journal of the College Reading and Learning Association. Dr. Casazza is on the Board for Heartland Alliance for Human Rights and also chairs the Board for the Instituto Justice and Leadership Academy, an alternative charter high school. Dr. Casazza was a Fulbright Senior Scholar to South Africa and was an invited scholar to the Kazakhstan-British Technical University in Kazakhstan. She received the Hunter R. Boylan Outstanding Research/Publication Award, is a Founding Fellow of the Council of Learning Assistance and Development Education Associations (CLADEA) and was named a Certification Trailblazer by the National Association for Developmental Education.
Dr. Casazza has published numerous articles and co-authored two books with Dr. Sharon Silverman: Learning Assistance and Developmental Education: A Guide for Effective Practice (1996), Jossey-Bass which is listed as "essential professional reading" on the CLADEA website, and Learning and Development (2000), Jossey-Bass. She also co-authored Access, Opportunity and Success: Keeping the Promise of Higher Education which was published in 2006 by Praeger. Her most recent publication is Dreaming Forward: Latino Voices Enhance the Mosaic (2014).
“Remember the potential of one person to encourage and enhance learning success and guide someone through difficult times. Be the one who makes a difference and believe in someone.”
Dr. Silverman is a partner in the consulting firm of TRPP Associates. She is an educator and independent scholar with degrees in learning disabilities and educational psychology. She is the founder and former director of the Learning Assistance Center at Loyola University Chicago where she developed LEAP, an award winning student access and retention program and a learning center at the Stritch School of Medicine. Dr. Silverman served on the Board of St. Augustine College in Chicago, the first bilingual institution of higher education in Illinois and is currently a Trustee on the Board of Spertus Institute of Jewish Learning and Leadership in Chicago.
At Columbia College Chicago, Silverman helped develop The Learning Studio, an academic support center for students. At Harry S Truman College in Chicago, she worked with faculty and staff to develop a robust tutoring and tutor training program. Dr. Silverman also helped The Adler School of Psychology develop a Center for Learning and Teaching. She continues to be a mentor/reviewer for the Higher Learning Commission.
Internationally, Dr. Silverman was a Fulbright Scholar in South Africa and subsequently received a Fulbright Alumni Initiatives Award for a project, "Sharing Cultures" connecting students and teachers in a virtual learning community at Nelson Mandela Metropolitan University and Columbia College Chicago. Other awards include a Rotary University Scholar Grant to continue her work in South Africa and a Fulbright Senior Specialist Award at Suleyman Demeril University in Kazakhstan. She was an invited keynote speaker at the International Symposium on the Contributions of Psychology to Peace Research in Cyprus and an invited scholar at Kazakhstan-British Technical University in Almaty, Kazakhstan.
Dr. Silverman along with Dr. Martha Casazza co-authored the following publications: Learning Assistance and Developmental Education (Jossey-Bass, 1996) and Learning and Development: Making Connections to Enhance Teaching (Jossey-Bass, 2000), and Partners for Innovation in Teaching and Learning (iUniverse, 2005).
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1 Training (Live Webinar or On-Demand Training) - $425 Unlimited connections, campus-wide access license to the recording for one year.
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Boulder, CO 80301
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Below is a breakdown of our cancellation policy.
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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.
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- 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.
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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.
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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.
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- 8 Targeted Modules For Parents Branding (Logo On Every Page)
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