Institute/Session Summary:

Purpose:

The purpose of this session is to have institute attendees (1) be exposed to technological innovations that enhance learning in higher education and (2) for the attendees to engage in a variety of activities designed to help them and their students use some of these new conduits of learning.  Current theories and practices in the implementation of new technologies will be presented and explored through hands-on activities and group discussion.  Additionally, several models of technologically enhanced learning assistance resources will be presented.  Finally, participants will have the opportunity to reflect upon what they learned and plan how to implement their good ideas when they get back to their campuses.
 
Learning Outcomes:

Regardless of the type of institution they come from (Community College, Four-Year Schools, Universities), institute attendees will leave the pre-conference institute with the following learning outcomes:

• An understanding of current theories and best practices for using technology at the college level, supported by useful and relevant materials (multimedia, web-based, and texts), designed to illustrate how technology can be used to enhance college students’ learning for developmental through honors students;
• An introduction to the range of technology available to support student learning in tutorial centers, distance learning, developmental education, and learning assistance programs. 
• A set of concrete activities, ideas, knowledge, and practical ideas that they can implement into their own setting to better serve their students.
  
  

Outline of the content of the institute:

• Overview Of The Presentation And Defining Key Terms
• Current State Of Affairs Of Technology In The US & Abroad
• How Technology Is Being Used In Higher Education
• How Technology Can And Is Being Used In Learning Assistance
• Reflection & Planning – Ways To Take Your New Knowledge Home

Promoting audience interaction:

During the four main parts of the institute, the audience will be asked to participate in hands-on activities to promote engagement, knowledge, fun, and insight into innovative technology initiatives that enhance student learning.  Participants will also be asked to reflect, plan, and discuss their ideas for technology implementation on their own campuses, in their classrooms, and in their professional development.  Questions and comments are encouraged throughout the course of the three hours.

Instructional materials:

Handouts, CD-rom of resources, web links, and PowerPoint presentations, as well as reflection guides will be provided to the participants.

Current theoretical basis:

Presenters will ground their institute discussion on the work of Richard Mayer’s "Human-Computer Learning" and "Multimedia Learning" research from UC-Santa Barbara (http://www.psych.ucsb.edu/people/faculty/mayer/index.php) and Paivio’s "Dual Coding Theory" (http://coe.sdsu.edu/EDTEC640/Modules/module1/dualcoding.htm).  Additionally, the work of the Alliance for Higher Education Competitiveness (http://www.a-hec.org/) will be reviewed and incorporated into the institute, along with current references and discussions on the best technological practices in learning assistance and higher education pedagogy.

Significance to the field & Relevance to CRLA Members:

Fostering the development of technological aids to student learning not only supports multiple modalities of learning, but it also allows for learning assistance and higher education professionals to keep current with the technological developments prevalent in our society today.   It is important for college reading and learning assistance professionals to aid our students in acquiring the skills and abilities to cope with new technologies and enhance their academic learning.  Students of all ages are coming to college with great exposure to multiple forms of technology and information on demand expectations.  We need to supplement our current practices in learning assistance and higher education to support the 24/7 mentality that likes to point, click and be engaged.

Presenter1 Name: Lisa D’Adamo-Weinstein
Presenter1 Institution: SUNY Empire State College
Presenter1 Bio:
Lisa D’Adamo-Weinstein, Director of Academic Support
Empire State College - Northeast Center

Ph.D., Language Education, Indiana University-Bloomington, 2001.
Thesis: Kaleidoscope Tapestries: Weaving Patterns from First-Generation College Women's Telling-Stories
M.A., Language Education, Indiana University-Bloomington, 1997
TESOL Certificate, Indiana University-Bloomington, 1994
B.A., English and General Literature, Binghamton University, 1989

Lisa is currently the Director of Academic Support at SUNY Empire State College's Northeast Center. She has been involved in the design and delivery of academic support services to a wide range of students since teaching developmental writing at Binghamton University in 1989. Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete Academic Support at American University in Washington, D.C. Most recently, she directed the Academic Excellence Program at the United States Military Academy, West Point for seven years. She earned a B.A. in English & General Literature at Binghamton University (SUNY), completed her M.A., TESOL certification, and Ph.D. at Indiana University, Bloomington. Her doctoral work in Education focused on literacy education and learning at the college level. Her thesis analyzed the personal narratives of African-American female first-generation college students and their ways of knowing and college success. Lisa is co-author of the book Piecing It Together: A Guide to Academic Success, published by Allyn & Bacon. In her 17 years of experience in the field of learning assistance and student support services, she has given numerous presentations, workshops, trainings, and institutes at national and regional conferences including the Association for Program Administrators of CSTEP & STEP, Inc. (APACS), College Reading & Learning Association (CRLA), First Year Experience (FYE), National Association for Developmental Education (NADE), National College Learning Center Association (NCLCA), National Association of Athletic Academic Advisors (N4A), and New York College Learning Skills Association (NYCLSA). Additionally, she served on the NCLCA Executive Board from 2003-2006 as Vice President, President, and Past President.

She strongly believes in providing academic support services to students that are student-centered and grounded in their needs and academic realities as well as in accordance with institutional needs and requirements. She believes that academic support services should compliment and enhance students’ learning and not be seen as additional burdens on their academic endeavors.

Presenter2 Name: Craig Lamb
Presenter2 Institution: Empire State College
Presenter2 Bio:
Craig Lamb - Director, Academic Support at the Center for Distance Learning, Empire State College
BS - Psychology, St Lawrence University (2000)
MS - College and Agency Counseling (Student Affairs Practice in Higher Education), Plattsburgh State University (2003)

Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig is working primarily with students in need of additional academic support services and academic skill development, and with faculty interested in delivering their courses content and material in more effective ways to increase student learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning both within and outside the online class environment. Craig was the Assessment Specialist for the Center for Distance Learning prior to this role, where he worked students, their advisors, and ESC faculty through the degree programming process.

Prior to his work at Empire State College, Craig was an advisor in the Academic Center for Exploratory Students at the University of Connecticut, where he worked with a traditional and non-traditional aged student population, the "at-risk" and probationary population, student athletes, and served as the coordinator of an advising peer education program. While at the University of Connecticut, Craig also taught University Learning Skills, Student Success, and Decision Making courses for first and second year students. Lamb's professional memberships include ACPA, NACADA, CRLA, and NADE.