This workshop is limited to 15 students; no advanced sign-up necessary, just come! Attendance clips will be available.
]]>This workshop is limited to 15 students; no advanced sign-up necessary, just come! Attendance clips will be available.
]]>Hamer reviewed and facilitated a discussion on Quiet: The Power of Introverts in a World that Won’t Stop Talking, by Susan Cain.
Lipsky and Hamer reviewed and facilitated a discussion on The Shallows: What the Internet is Doing to Our Brains, by Nicholas Carr.
]]>No advanced sign-up is necessary—just come! Attendance clips will be available.
This workshop is limited to 15 students.
]]>The data for this action research was gathered from an assignment consisting of 10 number sense related math problems completed in a developmental algebra course. The results of the study suggest that a majority of developmental mathematics students use routine algorithmic procedures rather than mathematical reasoning to solve these problems and are unable to compose or decompose numbers in flexible ways to simplify mathematical calculations. Only a small percentage of students utilizes benchmarks to mentally compare numbers. They also lack quantitative judgment regarding the relative size of numbers. Additionally, male and female students do not have significant differences on their level of number sense development, and multi-generation students do not perform better than the first-generation students.
A socio-constructive approach to teaching that encourages multiple procedures for problem-solving and invites students to invent and discuss ways to solve a numerical situation is recommended in this study. Educators are encouraged to question, facilitate, and engage rather than model solutions to their student.
]]>This workshop is limited to 15 students; no advanced sign-up necessary, just come! Attendance clips will be available.
]]>This workshop is limited to 15 students; no advanced sign-up necessary, just come! Attendance clips will be available.
]]>This workshop is limited to 15 students; no advanced sign-up necessary, just come! Attendance clips will be available.
]]>This workshop is limited to 15 students; no advanced sign up necessary, just come! Attendance clips will be available.
]]>This workshop is limited to 15 students; no advanced sign up necessary, just come! Attendance clips will be available.
]]>College Study exposes readers to how to make informed choices about learning content that is often new, complex, and changing rapidly, especially given the increasing link between technology and learning.
]]>Stephenson has served the PSTA for over 13 years in capacities ranging from Western College representative to association president. She has served on or chaired numerous boards and committees. Dr. Stephenson currently chairs several committees: Auditing, Field Course, Volunteers, and Corporate Sponsors for the 2012 Annual Convention.
Stephenson has been a regular presenter at the annual PSTA convention since 1995.
Additionally, she is the U.S. Regional Editor of Green Teacher magazine.
]]>Students will go over time management, study techniques, and healthy choices for finals week.
]]>Wang’s presentation consisted of three parts. First, she outlined the conceptual development of critical thinking since the turn of the 20th century, bringing the audience to notice the multiperspective characteristics of the concept of critical thinking.
Second, she reviewed nine textbooks that aimed to improve college freshmen’s critical thinking skills, reflecting the influence of the concept development on the definition and skill selection in the textbooks.
Third, she introduced an easily administered critical thinking test and analyzed the test results for her developmental studies students.
Her presentation ended with some thoughtful questions for the attending reading instructors to address collectively.
]]>This year, the book selected was Hanging Out, Messing Around, and Geeking Out by Mizuko Ito, et. al., published by the Massachusetts Institute of Technology Press in Cambridge, Mass.
At the conference, Hamer presented a book review followed by a facilitated discussion.
]]>The newsletter can accessed by visiting the Newsletters page of the Department of Developmental Studies.
]]>Students will venture into a realm of meditation, deep breathing, exercise, and more!
]]>You can find the most recent newsletter by navigating to the Newsletter section of our website.
]]>Participants will learn how to use effective methods of note taking for classes.
]]>Learn how to change bad habits into practices that result in higher grades. Open to all IUP students.
]]>In time for mid-term tests, students will review strategies for preparing for and taking college exams.
]]>Students should bring their work, notes, textbooks, and questions.
]]>This workshop will help acquant you with all of the resources available to students at IUP. This event is open to all IUP students.
]]>Find out if you're a visual, auditory, or kinesthetic learner, and discover accompanying strategies that can help you study.
This event is a part of the Developmental Studies College Success Series and is open to all IUP students.
]]>View the current Supplemental Instruction schedule on the Developmental Studies website.
]]>Their session addressed ways faculty members can incorporate learning strategies in content classes.
]]>The study investigates how the experience of Bangladeshi Muslim immigrants in the United States compares to the generalizations about South Asian Muslim immigrants advanced by the current literature.
]]>This workshop is part of the College Success Series sponsored by the Department of Developmental Studies. It's free and open to all IUP students.
]]>The workshop is sponsored by the Department of Developmental Studies and is free to all IUP students.
]]>This workshop is part of the College Success Series sponsored by the Department of Developmental Studies. It's free and open to all IUP students.
]]>This workshop is part of the College Success Series sponsored by the Department of Developmental Studies. It's free and open to all IUP students.
]]>A Training Guide for College Tutors and Peer Educators was published in 2011 and is available through Pearson Education, Inc.
College Study: The Essential Ingredients is set to be published in 2013, also by Pearson Education, Inc.
]]>In their research, they surveyed more than 230 successful upper-class students at IUP regarding the strategies they used when reading academic material on screen and on paper, as well as their preferences for material delivery.
]]>This event is free and open to all IUP students.
]]>A free student workshop, “Midterm Evaluation: Check Yourself Before You Wreck Yourself,” will be held on Wednesday, March 28, 2012, at 6:00 p.m. in Pratt Hall, Room 204.
This workshop is free and open to all students!
]]>This event is free and is open to all students.
]]>This event is free and is open to all students!
]]>The following courses will be available:
Please see the Walk-In Tutorial Assistance page for information regarding time and location.
]]>This workshop is free and open to all students.
]]>The workshop is free to all IUP students. Come and learn from your peers about how you can make the most of meetings with your instructors!
]]>Tutoring will be held in 212 Pratt Hall on Mondays from 5:00–7:00 p.m. and Wednesdays from 7:00–9:00 p.m.
]]>The workshop will be Wednesday, February 15, 2012, from 6:00–6:50 p.m. in room 204 Pratt Hall.
]]>Participants will have fun playing team pong while learning organizational skills!
]]>Schedules and updates are at the Developmental Studies website.
]]>In “Math Attitude and Performance in College,” Ali and Dawkins discuss the results of their quantitative study of the relationship between students’ attitude toward and performance in math courses.
They also address the relationship of gender and mothers’ educational levels to students’ attitudes toward and performance in math.
]]>This is the last workshop for Fall term and is open to all IUP students.
]]>The Carolyn Wilkie Fund, through the Foundation for IUP, is in memory of Dr. Carolyn Wilkie, the former director, professor, and researcher in IUP’s Developmental Studies Department. As recipient of this award, Seth Carlson embodies the characteristics that Dr. Wilkie demonstrated during her long and distinguished career in developmental education: dedication, perseverance, and high achievement.
In his position as a peer advisor, Seth has worked with freshman students at the Punxsutawney campus last year and at the main campus this year. In addition, Seth worked for two consecutive years with CUSP: Early Entrance Experience program for incoming freshmen. Seth has received superior ratings from his faculty supervisors and from students with whom he has worked.
After graduating from IUP in Spring 2013, Seth hopes to obtain a position as a secondary health and physical education teacher. He expects to pursue his education by obtaining master’s and doctoral degrees in the area of exercise science, with a career goal of teaching at the college level.
Besides maintaining a high cumulative quality point average and his job with Developmental Studies Department, Seth gives guitar lessons in Punxsutawney area and enjoys weight lifting and physical conditioning.
Seth's family includes his parents, Mark and Kim Carlson, and older sister, Megan Carlson-Reed (who also graduated from IUP and is an elementary school teacher), all from Punxsutawney, Pa.
]]>This event is free and is open to all IUP students. Come get ready for finals!
]]>Learn how to combat stress! This event is free and is open to all IUP students.
]]>Learn more about the many benefits of not procrastinating!
]]>This will be a fun, interactive workshop on motivation and academics!
]]>Improve your note-taking skills while having fun!
]]>Open to all students.
]]>Study tips for midterm tests and course work will be covered.
]]>Read more about the workshops offered by the Department of Developmental Studies.
These workshops, led by trained peer educators, address a variety of study strategies and other academic success topics in small group settings.
]]>Check out the Supplemental Instruction schedule. Feel free to take steps toward your own personal success and come engage with your peers in one of the many sessions to begin this week!
]]>The following tips on preparing for final exams were provided by Dr. Sally Lipsky, study-skills expert from the Developmental Studies Department:
Good luck!
]]>Find your classes on the Supplemental Instruction Schedule, and stop in to get the help you need.
Come prepared: Bring notes, textbooks, and questions!
]]>All sessions are held from 6:00 to 8:50 p.m. in Pratt Hall, Room 210.
The full Fall 2011 Math Tutoring Schedule is available on the Department of Developmental Studies website.
We have many tutors that come from different backgrounds with different majors. As such, the skill set and knowledge available vary depending on the night. Refer to the Math Tutoring Schedule to find assistance for a specific course.
]]>Trained peer educators assist students with how to learn course content. Students should attend regularly and come prepared with notes, books, completed homework, and questions. For each session, students complete a session summary in order to keep track of personal progress, including content covered and learning strategies applied.
The full Walk-In Tutoring Schedule is available on the Department of Developmental Studies website.
]]>Trained peer educators assist students with how to learn course content. Students should attend regularly and come prepared with notes, books, completed homework, and questions. For each session, students complete a session summary in order to keep track of personal progress, including content covered and learning strategies applied.
The full Walk-In Tutoring Schedule is available on the Department of Developmental Studies website.
]]>All sessions are held from 6:00 to 9:00 p.m. in Pratt Hall, Room 210.
The full Spring 2011 Math Tutoring Schedule is available on the Department of Developmental Studies website.
We have many tutors that come from different backgrounds with different majors. As such, the skill set and knowledge available vary depending on the night. Refer to the Math Tutoring Schedule to find assistance for a specific course.
]]>Find your classes on the Supplemental Instruction Schedule, and stop in to get the help you need.
Come prepared: Bring notes, textbooks, and questions!
]]>Find your classes on the Supplemental Instruction Schedule, and stop in to get the help you need.
Come prepared: Bring notes, textbooks, and questions!
]]>All sessions are held from 6:00 to 9:00 p.m. in Pratt Hall, Room 210.
The full Spring 2011 Math Tutoring Schedule is available on the Department of Developmental Studies website.
We have many tutors that come from different backgrounds with different majors. As such, the skill set and knowledge available vary depending on the night. Refer to the Math Tutoring Schedule to find assistance for a specific course.
]]>Trained peer educators assist students with how to learn course content. Students should attend regularly and come prepared with notes, books, completed homework, and questions. For each session, students complete a session summary in order to keep track of personal progress, including content covered and learning strategies applied.
The full Walk-In Tutoring Schedule is available on the Department of Developmental Studies website.
]]>Trained peer educators assist students with how to learn course content. Students should attend regularly and come prepared with notes, books, completed homework, and questions. For each session, students complete a session summary in order to keep track of personal progress, including content covered and learning strategies applied.
All sessions are held from 6:00 to 9:00 p.m. in Pratt Hall, Room 210.
We have many tutors that come from different backgrounds with different majors. As such, the skill set and knowledge available vary depending on the night. Refer to the Math Tutoring Schedule to find assistance for a specific course.
]]>Find your classes on the Supplemental Instruction Schedule, and stop in to get the help you need.
Come prepared: Bring notes, textbooks, and questions!
]]>Learn strategies for one of the busiest weeks of the year. We'll discuss tips for preparing for finals, reducing stress during exams, and planning for next year.
Tuesday, April 5
5:00–5:50 p.m.
204 Pratt Hall
Facilitator: Susan Dawkins, Developmental Studies Instructor
Find the full Learning Enhancement Center Workshop Schedule.
]]>Check out the schedule here: Walk-In Tutoring
]]>Find your classes on the schedule and stop in to get the help you need.
Click here for the full Supplemental Instruction Schedule.
Come prepared: Bring notes, textbooks, and questions!
]]>Click here for the full Learning Enhancement Center Workshop Schedule.
]]>They have been trained to help with registration and can help explain why your advisor is “making you take that class.”
This help can be found in Pratt Hall, Room 203, Monday through Thursday between the hours 11:00 a.m. and 3:00 p.m.
]]>The title of their presentation was “Capitalizing Time: Arithmetic to College Algebra in Three Credits.”
Erwin and Hrabovsky presented pre/post-test results from ACT Compass Math, grades in the Developmental Math courses, and grades from upper-level math courses and compared success rates, GPA, and retention rates to similar cohorts. Their research infers that success rates within the Developmental Math courses are associated with student success and retention in upper-level math courses.
]]>In her presentation, she reviewed two current books on the process of reading, Proust and the Squid by Maryanne Wolf, and Reading in the Brain by Stanislas Dehaene, followed by a facilitated discussion regarding application to college readers.
]]>Help is available nightly for many subjects. Stop in and see how you can improve your grades.
This is for introductory-level sciences required for majors.
These are paid positions, and training is required. If you are a freshman, sophomore, or junior looking to help others succeed, please see the job description and fill out your application today.
]]>We’ll discuss the registration process for Fall 2011 as well as the “nuts and bolts” of planning for summer school.
See the full Learning Enhancement Center Workshop Schedule: Noncredit Workshops.
]]>Click here for the full Supplemental Instruction Schedule.
Click here for the full Walk-In Tutoring Schedule.
]]>Walk-in tutoring takes place Monday through Thursday from 6:00 to 9:00 p.m. in 210 Pratt Hall.
Check out the Full Walk-In Tutoring Schedule for a list of all Math sections and tutoring days.
]]>Halfway through the semester is a good time to evaluate your progress. We’ll discuss grades, academic status, and plans for the rest of the term.
Click here for the full Noncredit Workshops schedule.
]]>This is for introductory-level sciences required for majors.
These are paid positions, and training is required. If you are a freshman, sophomore, or junior looking to help others succeed, please see the job description and fill out your application today.
]]>Note: We have many tutors who come from different backgrounds with different majors. As such, the skill set and knowledge available vary depending on the night.
Refer to the Walk-In Tutoring schedule to find assistance for a specific course.
]]>Join us in Pratt Hall, room 204, at 5:00 p.m.
Click here for the complete College Success Workshops Schedule: Noncredit Workshops.
]]>Join us in Pratt Hall, room 204, at 5:00 p.m. We’ll be talking about setting goals, staying focused, and achieving success!
Click here for the complete College Success Noncredit Workshops schedule.
]]>Peer leaders guide students on how to learn course content. The sessions supplement, but do not replace, out-of-class preparation for the course. All students in designated course sections wanting to improve understanding of course content and grades are urged to participate weekly. As a group, you will review notes, clarify text material, discuss ideas, do worksheets, prepare for tests, and take practice exams. Come prepared: Bring notes, text, and questions!
Click here for the Supplemental Instruction Schedule of session hours and locations.
]]>The program is a Pittsburgh school system initiative. It aims to prepare high school students in an urban environment for college.
Pathways to the Promise participants spent a week on IUP’s campus over the summer (June 27 to July 3, 2010). The summer component was designed to immerse participants in the college campus experience. Students roomed in one of the university’s residence halls and took three modified college classes a day while participating in an array of extracurricular activities.
Jenkins coordinated curricular and extracurricular activities for Pathways to the Promise participants.
]]>The seminar took place November 17–22, 2010.
]]>The presentation took place at the ninth annual Hawaii International Conference on Education in Honolulu, Hawaii, on January 4–7, 2011.
]]>The presentation detailed the results of her research on the various strategies students use when reading on-screen vs. on-paper, as well as their stated format preferences.
In addition, Dr. Hamer organized and coordinated the first One Book-One Conference initiative for the organization. The book, Outliers, by Malcolm Gladwell, was announced early in the year and was publicized on the conference website. During the conference Dr. Hamer facilitated discussions about the book culminating with a formal discussion as one of the concurrent sessions.
]]>Dr. Jenkins led workshops that addressed developmental goal-setting, staff and peer mentoring, and student leadership development.
]]>Her presentation, “Enhancing Inference via Narrative,” explicates the role of narrative in nurturing critical thinking and demonstrates strategies to promote thematic inference and further probing beyond the information given.
]]>The paper was published in Pennsylvania Educational Leadership, fall 2010.
]]>The program begins on Sunday with check-in, tours, and a motivational presentation by Dr. Joe Martin in Fisher Auditorium.
Classes are scheduled from Monday through Friday. All students are registered for the one-credit course Introduction to Higher Education, and are also required to participate in a series of workshops related to the goals of the course. Students who volunteer for the program pay the course tuition plus fees and dining and are housed in their Fall room assignment.
This year marks the eleventh year for the successful program, created by the Department of Developmental Studies. Yearly evaluations show that 98 percent of the students experience a high level of satisfaction and academic benefits from participation.
]]>The award was presented by the IUP School of Graduate Studies and Research and the IUP Research Institute at the sixteenth annual Awards Luncheon on April 21, 2010.
Dr. Carranza is the chairperson/director of the Department of Developmental Studies and the Center for Learning Enhancement.
]]>Her presentation was made at the twelfth annual International Conference on Education in Athens, Greece, May 24–27, 2010.
]]>The theme of this year’s national conference was “Bridging the Gap between High School and College.” Carranza presented on IUP’s pre-Fall, early entrance experience, CUSP (College Undergraduate Success Program), its goals, structure, and effectiveness.
]]>The first workshop took place on Monday, March 29, 2010. The topic was “Mid-Terms: Evaluate Yourself.”
Dates and topics of future Spring 2010 Skype workshops are:
Workshops via Skype are on Mondays at 8:00 p.m. Interested students may log on via Skype. The user name is DVST_Workshops.
These same workshops are also available in a classroom setting on Wednesdays at 8:00 p.m. in 313 Pratt Hall.
]]>Ms. Dawkins’ presentation, “Bhutanese Refugees in Pittsburgh: A Growing Population,” provided the audience with an overview of how an ethnic minority was persecuted in Bhutan, spent decades in refugee camps, and have ultimately resettled in western nations, including the United States, since 2008. Also discussed were acculturation issues for refugees in general and specific cultural characteristics of this population.
]]>Dr. Ali’s paper was titled “Does Research Productivity Depend on Race?”
]]>The poster session described the new model in place for tutors at the Punxsutawney regional campus and it was titled “A Big Idea for Small Places.”
Mr. Faust explained the steps involved in setting up the program and the early successes it has brought to the Punxsutawney campus. This pilot program gripped the attention of many representatives from two-year institutions present at the conference.
]]>The title of their presentation was “Classroom Scheduled SI for Developmental Mathematics Model: It Works.” Hrabovsky and Gregorakis presented pre- and post-test results from ACT Compass Math, grades in the developmental math courses, and grades from the College Algebra course compared to previous developmental math course models used at IUP.
Their research indicated that success rates with the current Monday through Friday developmental math course/SI model is linked with greater student success in both the terminal developmental math course and the concurrent college-level math course at a significantly greater rate than the traditional Monday-Wednesday-Friday model.
]]>In their paper, “Does a Student’s Attitude Toward Mathematics Affect Performance?,” they discussed their research on developmental students’ attitudes and performances in mathematics courses.
]]>Dr. Lipsky’s session was titled “Peer Assistance: Assessing Outcomes for Peer Leaders.”
]]>Her presentation was titled “An On-line Assignment System and Student Response to It.”
]]>Her research project is “On-Screen vs. On-Paper Reading Strategies Employed by Students in Reading-Intensive Upper-Level Courses.”
]]>Pearson Education, Inc., copyright 2011.
]]>The book, Female Faculty Experiences in the New Millennium, published by VDM Publishing House LTD, Germany, compares women faculty experiences with their male counterparts on several compelling areas of interest: variation of productivity and job satisfaction across several disciplines, salary gap between genders, difference in amount of time devoted to research versus teaching, and faculty thoughts on institutional climate.
]]>The program runs through August 28, and 560 students are in attendance.
Offered by the Department of Developmental Studies, CUSP is a week-long program of courses, workshops, and seminars for incoming freshmen who have elected to participate in the program.
]]>Offered by the Department of Developmental Studies, CUSP is a week-long program of courses, workshops, and seminars for incoming freshmen who apply on a first-come, first-served basis.
The deadline to apply for 2009 CUSP has now passed, and applications are no longer being accepted.
]]>Dr. Ali also presented a research paper, “Research Productivity Trends of Women Faculty in U.S. Institutions,” at the Ninth International Conference on Diversity in Riga, Latvia, on June 16–19, 2009. Her research paper was also accepted for publication in the International Journal of Diversity in Organizations, Communities, and Nations, a referred journal.
]]>Ali also attended the International Center for Supplemental Instruction Workshops at Kansas City, Missouri, on May 17–19, 2009, and received the Certificate for Supplemental Instruction Supervisor.
]]>In addition, she wrote the instructor's manual for the text.
Dawkins was also invited to submit an article for the Bookmobile and Outreach Services Journal. Her article, “Tutors as Cultural Brokers: Some Thoughts on Library Literacy and ESL Learners,” was published in the Fall 2008 edition of the journal.
]]>Dr. Wang’s article is titled “Factors Affecting the Comprehension of the Global Main Idea.”
]]>Her first session, “Writing Activities to Facilitate Student Autonomy and Success,” included several strategies for using writing in learning strategies courses, peer education programs, and advising. Dawkins also joined Robin Lenox of Clarion University in facilitating a colloquium on addressing financial issues in academic advising.
]]>The session was titled “Increasing the Odds for Student Success.” Because of her research in student perceptions of the factors that contribute to academic success, Carranza was invited to facilitate a panel in which students shared their college experiences with the association’s developmental educators.
]]>The title of her presentation was “Centralized vs. Decentralized Developmental Education Programs: Which Is More Effective.” Carranza presented the IUP model of centralized programming developed by the Department of Developmental Studies. Research has established that centralized programs are more effective in positively affecting student performance and learning outcomes.
]]>The NADE Conference was held in Greensboro, N.C., in February 2009.
]]>Hrabovsky has been a member of NADE and the Pennsylvania Association of Developmental Educators (PADE) since 1991. He has delivered numerous presentations at conferences for both associations; served on the Board of Directors for PADE from 1997 to 2003; was PADE conference chair in 2001 and 2003; became the elected treasurer for PADE from 1997 through 2000; continued his service to PADE as vice president in 2000, president in 2001, and past president in 2002; was instrumental in volunteering PADE as the sponsor chapter for the thirtieth annual NADE conference held in Philadelphia, Pa., in 2006; continued his service through his election as treasurer of NADE from 2003 to 2007; was appointed the director for NADE, Council for the Advancement of Standards in Higher Education Board of Directors, in 2004 and continued as alternate director for NADE, CAS Board of Directors, from 2005 to 2007; acted as fiscal advisor to the NADE Board in 2007; and will begin to serve further on the newly formed NADE Emeritus Cabinet at the conference this February.
The award is in honor of Henry Young’s long, effective, and loyal service. Young was an early leader of NADE in the 1970s and 1980s and was instrumental in bringing other African-Americans into NADE leadership roles. Young’s other professional activities include helping to organize the Louisiana Association of Developmental Education and being vice president of NADE and director of the Communication Skills Center at South University in Baton Rouge, La. Criteria for the Henry Young Award include length and diverse nature of service, peer recognition, and both chapter and national involvement with NADE. See NADE Henry Young Award for more information.
]]>Recipients of this high honor are professionals who provide their students with a clear model of enthusiastic, knowledgeable, and compassionate teaching and who encourage their students to persevere and achieve interdependence. One award is presented annually; the recipient receives a $100 honorarium and a plaque.
]]>CUSP is an early entrance freshman experience for first-year students, scheduled during the week before the fall semester.
Learn about CUSP.]]>