TutorLingo Subscription

TutorLingo is a series of on-demand videos and valuable resources focused on supporting the tutor training process. In partnership with CRLA (College Reading & Learning Association), Innovative Educators produced nine engaging videos as a practical online, on-demand tool to support your tutor training needs. Additionally, this video series will be extremely beneficial to your institution if you are pursuing ITTPC certificate through CRLA, as each video below addresses one or more training topics for CRLA ITTPC.

Subscription Pricing

Innovative Educators accepts Purchase Orders, Checks or Credit Cards (Visa or MasterCard).

Choose from the options below and follow the registration instructions. We will contact you after we receive your order.

TutorLingo Pricing

Standard Package - $995 (9 Videos)
  • 9 Interactive Tutor Training Videos
  • Over 3 1/2 hours of training
  • Accessible 24/7
  • Unlimited institutional access for one year,
    serve all tutors and tutor trainers for 1 low fee
  • Resources tailored to each video
  • Web Portal and LMS Compatible
  • Standard Reports - Receive monthly participation report on an individual tutor level
  • Access to evaluation data on a monthly basis
Premier Package - $1495 (9 Videos)
  • 9 Interactive Tutor Training Videos
  • Over 3 1/2 hours of training
  • Accessible 24/7
  • Unlimited institutional access for one year,
    serve all tutors and tutor trainers for 1 low fee
  • Resources tailored to each video
  • Web Portal and LMS Compatible
  • Customized Registration Form - Collect data points of your choosing
  • Customized Reports and Web Tracking - Allow faculty and staff to track tutor participation and run detailed reports
  • Institution Specific Evaluations - Create evaluations based on your assessment needs


Workshop Descriptions

Overview

As a new tutor it is important to remember that the student is the focus of your session and her/his specific academic support needs are the reason for your work together. That means that the student should determine the goals for the session; the specific content to work on; how much time to spend on each problem or question (within the framework of the overall time allotted to your tutoring session) and if additional appointments are necessary. In other words, it "isn't about you!"

However, you obviously play a large role in the success of the tutoring session. Your primary roles are to guide the student through the problem or concepts; to help the tutee gain confidence; and to help the tutee learn effective study techniques so that s/he can become a more independent learner.

Objectives

Participants will be able to:

  • Define the role of the tutor and the tutee in a tutoring session and differentiate between the two
  • Construct a mock introduction to a first meeting with a tutee
  • Discuss what takes place before, during and after a tutoring session
  • Explain verbally and in writing the recommended structure for a one hour tutoring session
Presenter Information

Roberta SchotkaRoberta Schotka is the Director of Programs at Wellesley College's Pforzheimer Learning & Teaching Center. She holds an Ed.M in Instructional Media & Technology, a B.S. in Elementary Education, and has completed the HERS Institute for Women in Higher Education management training program. Roberta is a member of the Learning Assistance Association of New England (LAANE), the New England Peer Tutor Association (NEPTA) and the College Reading and Learning Association (CRLA), where she is has just been elected president of the CRLA Northeast Chapter. In addition she is the site chair for the 2013 CRLA national conference in Boston.

For the past eight years Roberta has also served as assistant coordinator and program reviewer for CRLA's International Tutor Training Program Certification (ITTPC) and coordinator of the annual Outstanding Tutor Award. Roberta has been on the NEPTA Steering Committee for the past twelve years and was coordinator for two NEPTA conferences. She also served as national co-chair for the 2008 NADE conference.

Roberta has presented at numerous regional and national conferences. She has directed tutorial and academic support programs at a small, urban community college, a large private research university and currently at a small, private, liberal arts college for women. She has extensive experience in the field of tutoring, tutor training, academic support services and student retention initiatives and has developed and taught first year experience courses at both the university and community college level.

Overview

Although most students come to tutoring sessions to get answers to specific questions or to get solutions to homework problems, what they really need is help with developing the critical thinking skills that would allow them to answer their own questions and/or to develop their own problem solving strategies. This session will provide a definition of critical thinking, and will show tutors how to teach their students specific learning strategies that lead to better critical thinking skills.

Objectives

After completing this session the tutors will be able to:

  • Explain the differences between what most students want from a tutoring session and what students need from a tutoring session
  • Define critical thinking and identify the thinking skills that tutors can teach students
  • Demonstrate strategies for teaching students to think critically
  • Discuss the role of metacognition, Bloom's taxonomy and the study cycle in helping students develop critical thinking skills
  • Model metacognitive thinking for their tutees
Presenter Information

Dr. Saundra Yancy McGuireDr. Saundra Yancy McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor Emerita of Chemistry at Louisiana State University in Baton Rouge, Louisiana. She served as the director of LSU's nationally recognized campus-wide learning center, The Center for Academic Success, from 1999 to 2009. Prior to joining LSU in August, 1999, McGuire spent eleven years at Cornell University, where she received the highly coveted Clark Distinguished Teaching Award. She has been tutoring since 1970, and has provided workshops for tutors and learning support personnel at numerous institutions.

In 2012 Dr. McGuire was elected a fellow of The Council of Learning Assistance and Developmental Education Associations (CLADEA), and in 2011 she was named a Fellow of the American Association for the Advancement of Science (AAAS). In 2010, she was named a Fellow of the American Chemical Society, and also became one of only seven individuals in the Nation to achieve Level Four Lifetime Learning Center Leadership Certification through the National College Learning Center Association (NCLCA). In November 2007 the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) was presented to her in a White House Oval Office Ceremony.

Dr. McGuire received her B.S. degree, magna cum laude, from Southern University in Baton Rouge, LA, her Master's degree from Cornell University, and her Ph.D. from the University of Tennessee at Knoxville, where she received the Chancellor's Citation for Exceptional Professional Promise.

Overview

There are some unique qualities of a writing tutoring, making it different from tutoring subject areas like math or French. Writing tutors must be able to assist students at a variety of stages of the writing process, from brainstorming through polishing, and must be able to provide support on areas such as citing sources and using grammar correctly, writing thesis statements, and organizing ideas. This TutorLingo training will give tutors the tools for effectively helping students improve their writing. While there are some unique aspects to tutoring writing, this training will also cover best practices that can be generalized to all tutoring as well, such as actively engaging students in their sessions and encouraging students to be active learners.

Objectives

After completing this session the tutors will be able to:

  • Identify the key elements of a writing tutorial
  • Apply strategies to help tutees at varying levels of preparation and ability
  • Examine and prioritize tutees' writing concerns for their tutoring session
  • Discover ways to handle tutees' grammar concerns
  • Acquire an understanding of plagiarism and demonstrate ways of handling plagiarism in tutees' writing
Presenter Information

Stephanie CarterStephanie Carter holds a BA in psychology from the University of New Hampshire, and an MA in English from the University of Rhode Island. She has 14 years of experience working in writing centers and teaching writing to college students. Stephanie has presented at writing center and learning assistance conferences, and is vice chair of the Northeast Writing Centers Association. She currently supervises a staff of both peer and professional writing tutors at Bryant University's Writing Center.

Description

Understanding how the brain learns helps tutors implement effective tutoring strategies. This session will cover four main topics to build tutors' knowledge of learning theory. First, tutors will learn about schema, and how working in Vygotsky's zone of proximal development encourages development of schema. Second, Bloom's Taxonomy of Educational Objectives will be described, and tutors will reflect on their own questions. Third, the importance of positive reinforcement will be shared, along with strategies for using it effectively. The presentation will end with a discussion of Gardner's Theory of Multiple Intelligences.

Objectives

At the end of this video, tutors will be able to:

  • Define schema
  • Identify types of questions based on Bloom's Taxonomy of Educational Objectives
  • Improve their use of positive reinforcement
  • Reflect on their preferred intelligence according to Gardner's Theory of Multiple Intelligences
Presenter Information

Marcia TomsDr. Marcia Toms has been active in the tutoring field since 1995 when she became a peer tutor. Over the years she has assisted students in math, physics and writing in the classroom, Supplemental Instruction sessions, drop-in and appointment-based tutoring. Marcia has a B.A. in English with Teaching Certification, a M.A. in English Literature and a Ph.D. in Educational Research and Policy Analysis. Her research interests include tutor-training, assessment of tutoring programs, and qualitative and quantitative research.

Description

This TutorLingo interactive video will help new tutors differentiate among different types of helping relationships and to distinguish appropriate boundaries in their role as a peer tutor as they engage in a helping relationship with tutees. Tutors will be asked to reflect on their attraction to and motivation for pursuing the role of peer tutor. This interactive video will cover concepts such as the role of the peer tutor, the tutoring cycle, and making informed referrals. External and internal roadblocks that act as barriers to effective learning will be briefly explored.

Objectives

After completing this session the tutors will be able to:

  • Define Helping Relationships
  • Understand the Tutor's Role As A Helper
  • Conceptualize Helping As An Educational Process
  • Reflect On Tutor Motivations for Helping
  • Examine The Role of The Tutor In Relationship To The Complexities of a Tutoring Session
  • Tutees' Roadblocks To Learning
  • The Tutoring Cycle
  • "Curriculum" In The Session
  • Making Appropriate Referrals
Presenter Information

Laurie HazardLaurie L. Hazard holds an Ed.M. in Counseling and an Ed.D. in Curriculum and Teaching from Boston University. Laurie's experience with academic support began as a graduate student at Boston University and later as a reading and writing specialist in an innovative, team structured learning assistance program at Boston University. For two years, Laurie served as the Director of Academic Support Services at Becker College, a department which housed advising services for at-risk students, learning assistance programs, and tutoring services. Laurie has been the Director of the Academic Center for Excellence and Writing Center at Bryant University for the last fifteen years. Laurie has been teaching and designing curricula for first-year experience and study skills courses for the over twenty years. She has taught courses in college reading and study skills, liberal arts seminars, psychology, personality psychology, abnormal psychology, and social psychology. Her area of expertise is the personality traits and attitudes of college students that influence academic achievement and mediate the utilization of newly learned study strategies.

Laurie has been a New England Peer Tutor Association Board member and has hosted their Annual Forum at her institution. She has presented at national conferences such as the First Year Experience and Students in Transition, the Conference on College Composition and the College Reading and Learning Association.

Laurie co-authored a text entitled Foundations for Learning designed for study skills and first-year experience courses. Laurie has done extensive work writing about and assessing the effectiveness of learning assistance programs and FYE courses. She has been a Guest Editorial Board member for the Learning Assistance Review. Publications by Laurie and her co-author include: Exploring the Evidence, Volume III: Reporting Outcomes of First-Year Seminars, a monograph published by the National Resource Center for The First-Year Experience and Students in Transition and "What Does It Mean to be 'College-Ready'?", an article which appears in Connection: The Journal of the New England Board of Higher Education.

Laurie, an award winning educator, was selected by the National Resource Center for The First-Year Experience and Students in Transition as a top ten Outstanding First-Year Student Advocate. In 2006, she received the Learning Assistance Association of New England's Outstanding Research and Publication Award. In 2010, the Learning Assistance Association of New England recognized her with their "Outstanding Service to Developmental Students" award. Most recently, in 2013, Laurie received the College Reading and Learning Association's Special Recognition Award at the inaugural meeting of the Northeast Chapter.

Description

Tutors take on many different roles when engaging in a tutoring session or being part of a tutoring center. Tutors often believe that their sole role is to work with students on course material; however, the roles of a tutor include one-on-one facilitation, small group facilitation, mentoring as well as someone who reinforces study strategies, promotes independent learning and models positive, constructive academic behavior. As important as all these roles are, there are other roles that tutors should not take on. This training module addresses these issues and more. After participating in this video, tutors will have a clearer understanding of their role(s) and the limits of their role(s).

Objectives

After completing this session the tutors will be able to:

  • Differentiate between teachers and tutors
  • Define what a tutor is
  • Define the Do's and Don'ts of Tutoring
  • Discover the limits of a tutor's role
  • Learn questioning techniques as a facilitator of learning
  • Acquire knowledge which will lead to a clear understanding of the various roles a tutor
  • Understand the relationship between the tutor and the faculty
Presenter Information

Allen BruehlAllen A. Bruehl has been working in higher education since 1985 as an English professor or academic administrator coordinating tutoring centers, academic advising and disability services. He has been at Assumption College since 1992 where he designed the Academic Support Center and have taken it from a 15 peer tutor center to a 50 peer tutor center. The Academic Support Center has been CRLA certified since 1994 at all 3 levels of certification. Alan is also the co-founder of the New England Peer Tutor Association.

At Assumption, he chaired the Writing Emphasis Committee from 1992-2001 and continues to be an active member of the committee. He also serves on the advisory board for the Center for Teaching Excellence and continues to teach English courses through the Division of Continuing Education.

Alan has also worked as an outside program evaluator for Bradford College, Emmanuel College, Emerson College, and Curry College, and has done numerous conference presentations on tutoring, writing and learning center administration.

Description

In this video, Steve shares his insights with tutors on how to be effective teachers because effective tutors are, in fact, effective teachers. Effective tutors build relationships, identify challenges, break down steps and strategies, build skills and reinforce progress with practice. Once connecting on these levels, the tutors can begin their journey to help the tutee progress in simple, specific, slow, and steady steps. Steve will demonstrate how specific interventions/strategies can multiple their effectiveness across study skills by scaffolding. Though addressing three separate yet typical challenge areas (note-taking, reading, and testing), he helps the tutor connect each area by identifying warning signs and red flags and then applying simple interventions. The tutors are given opportunities to master the interventions themselves with strategically-placed "Time to Reflect" exercises to practice the skills. This further drives home the point that effective tutors have to be effective teachers and effective teachers model the behaviors they want their students to adopt.

Objectives:

By the end of this video, students will be able to:

  • Identify typical warning signs and red-flag behaviors common with note-taking, reading and testing challenges.
  • Apply a basic study strategy (TSD) that, once learned, will help tutees in all three identified areas.
  • Understand that testing as a skill consists of preparation and performance with distinct warning signs, red flags, and interventions for each.
  • Use the identified video strategies to assess their own note-taking, reading, and testing skills levels.
Presenter Information:

Steve PiscitelliSteve Piscitelli has dedicated his career (as a teacher, author, and facilitator) to teaching and learning. He understands, applies, and builds upon basic principles of student/life success. He helps students, faculty, and staff visualize their dreams and prioritize their resources on the way to a life of well-being and balance.

In this video, Steve shares his insights with tutors on how to be effective teachers because effective tutors are, in fact, effective teachers. Steve has distilled his teaching strategies to a few basic strategies that tutors can apply immediately.

Steve has authored Study Skills: Do I Really Need This Stuff? (3rd ed.) and Choices for College Success (2nd ed.). The third edition of Choices is due to be released in January 2014. Steve, also, has written, recorded, and produced two music CDs. He maintains a YouTube Channel and posts a weekly blog on life success issues and strategies. His nationally-known workshops combine interaction, practicality, music, video, and humor to connect participants with practical strategies. Steve is a tenured professor at Florida State College at Jacksonville and is in his 32nd year as a classroom instructor.

Description

Students who come to tutoring reflect the considerable diversity in today's colleges and universities. Effective tutors work well with students from different races, ethnicities, cultures, genders, ages, academic backgrounds, and other characteristics. This session will provide strategies for working with a wide variety of students, many who may come from backgrounds very different form the tutor. Participants will learn specific strategies for working with students from wide variety of backgrounds.

Objectives:

After completing this session the tutors will be able to:

  • Explore why students from backgrounds different from the tutor may require special tutoring strategies
  • Discuss the specific challenges associated with tutoring each group of students from different types of backgrounds
  • Implement specific strategies that are effective in creating a supportive and productive tutoring environment for underrepresented minority students, older students, students with disabilities, and students who may exhibit aggressive or other inappropriate behavior during tutoring sessions
  • Identify situations that will require the assistance of a supervisor
  • Improve the impact of their sessions with students whose backgrounds are different from that of the tutor
Presenter Information:

Dr. Saundra Yancy McGuireDr. Saundra Yancy McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor Emerita of Chemistry at Louisiana State University in Baton Rouge, Louisiana. She served as the director of LSU's nationally recognized campus-wide learning center, The Center for Academic Success, from 1999 to 2009. Prior to joining LSU in August, 1999, McGuire spent eleven years at Cornell University, where she received the highly coveted Clark Distinguished Teaching Award. She has been tutoring since 1970, and has provided workshops for tutors and learning support personnel at numerous institutions.

In 2012 Dr. McGuire was elected a fellow of The Council of Learning Assistance and Developmental Education Associations (CLADEA), and in 2011 she was named a Fellow of the American Association for the Advancement of Science (AAAS). In 2010, she was named a Fellow of the American Chemical Society, and also became one of only seven individuals in the Nation to achieve Level Four Lifetime Learning Center Leadership Certification through the National College Learning Center Association (NCLCA). In November 2007 the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) was presented to her in a White House Oval Office Ceremony.

Dr. McGuire received her B.S. degree, magna cum laude, from Southern University in Baton Rouge, LA, her Master's degree from Cornell University, and her Ph.D. from the University of Tennessee at Knoxville, where she received the Chancellor's Citation for Exceptional Professional Promise.

Description

Self-regulatory behaviors are at the heart of college success. Research shows that self-regulatory behaviors such as the ability to plan and prioritize, manage time, combat procrastination, and set goals positively influence college achievement. Consequently, it is imperative for learning support personnel, including peer tutors, to understand the relationship between these skill sets and student success. This TutorLingo interactive video functions to outline the importance of self-regulatory behaviors for both tutors and tutees: tutors as they balance the demands of their own course work and their new role as tutors; and for tutees as they identify the importance of self-regulatory behaviors and their relationship to classroom success.

Objectives:

After completing this session the tutors will be able to:

  • Understand the relationship between self-regulatory behaviors and academic achievement
  • Identify and Define Self-Regulatory Behaviors
  • Examine strategies to help tutees implement productive self-regulatory behaviors
Presenter Information:

Laurie HazardLaurie L. Hazard holds an Ed.M. in Counseling and an Ed.D. in Curriculum and Teaching from Boston University. Laurie's experience with academic support began as a graduate student at Boston University and later as a reading and writing specialist in an innovative, team structured learning assistance program at Boston University. For two years, Laurie served as the Director of Academic Support Services at Becker College, a department which housed advising services for at-risk students, learning assistance programs, and tutoring services. Laurie has been the Director of the Academic Center for Excellence and Writing Center at Bryant University for the last nine years. Laurie has been teaching and designing curricula for first-year experience and study skills courses for the last seventeen years. She has taught courses in college reading and study skills, liberal arts seminars, psychology, personality psychology, abnormal psychology, and social psychology. Her area of expertise is the personality traits and attitudes of college students that influence academic achievement and mediate the utilization of newly learned study strategies.

Laurie is a New England Peer Tutor Association Board member and has hosted their Annual Forum at her institution. She has presented at national conferences such as the First Year Experience and Students in Transition, the Conference on College Composition and the College Reading and Learning Association.

Laurie co-authored a text entitled Foundations for Learning designed for study skills and first-year experience courses. Laurie has done extensive work writing about and assessing the effectiveness of learning assistance programs and FYE courses. She has been a Guest Editorial Board member for the Learning Assistance Review. Publications by Laurie and her co-author include: Exploring the Evidence, Volume III: Reporting Outcomes of First-Year Seminars, a monograph published by the National Resource Center for The First-Year Experience and Students in Transition and "What Does It Mean to be 'College-Ready'?", an article which appears in Connection: The Journal of the New England Board of Higher Education.

Laurie, an award winning educator, was recently selected by the National Resource Center for The First-Year Experience and Students in Transition as a top ten Outstanding First-Year Student Advocate. In 2006, she also received the Learning Assistance Association of New England's Outstanding Research and Publication Award.

Benefits & Reviews

Tutor Benefits
  • Develop Leadership Skills
  • Learn To Set Clear Expectations
  • Understand & Explain Boundaries
  • Hold Students Accountable
  • Help Others Succeed & Grow Academically
  • Develop Conflict Resolution Skills
College Benefits
  • Provide Consistent Training Throughout The Year
  • Implement A 24/7 Online Resource
  • Deliver Engaging Videos That Prepare Tutors
  • Save Time & Money
  • Use As A Stand-Alone Training Or A Supplement To Face-To-Face
  • Utilize Monthly User Reports For Tutor & Financial Accountability
Cal Poly Pomona

"This is our second year with TutorLingo. We have really appreciated the quality of the videos and the information in the videos. Our tutors have consistently told us how useful they have found them; even seasoned tutors who have watched them for the first time have remarked that they wished they had had access to these videos when they were starting out."
~ Pauline Trummel

Howard Community College

"We have been using the TutorLingo for one year and our tutors are very happy with the training sessions. I highly recommend these services, especially for the CRLA Level 1 certification tutor training."
~ Parul Shah

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 for faculty and staff to access 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.

How long are the webinars?

Webinars can be 30, 45, 60, 90 or 120 minutes. Please check the webinar page 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, email (support@ieinfo.org), 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, please contact us 7 days in advance. 303.955.0415 or support@ieinfo.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.

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.

Package Pricing

  • 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 (MasterCard or Visa), PO, check, or electronic transfer of funds. You can email us (support@ieinfo.org), call 303-955-0415 or fax 1.866.508.0860.

Where do I send payment?

Please mail checks and POs to our mailing address:
Innovative Educators
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 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?

Flexible Training:

  • 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.