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9780134297804

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The text is a great resource for supervisors wanting solid, research-based instruction for training staff members working in one-on-one and group tutoring or course-based situations, such as with Supplemental Instruction. It is designed to be used in a range of training settings, be it a credit-bearing course, workshops, self-paced, or online. Also, if you are applying for CRLA s International Tutor Program Certification or certification through NADE s Course-based Learning Assistance or Tutoring Services, the Instructor s Manual includes a section with suggestions for how the text materials can relate to certification requirements. </p> --Arden B. Hamer, Indiana University of Pennsylvania</p>

The text is a great resource for supervisors wanting solid, research-based instruction for training staff members working in one-on-one and group tutoring or course-based situations, such as with Supplemental Instruction. It is designed to be used in a range of training settings, be it a credit-bearing course, workshops, self-paced, or online. Also, if you are applying for CRLA's International Tutor Program Certification or certification through NADE's Course-based Learning Assistance or Tutoring Services, the Instructor's Manual includes a section with suggestions for how the text materials can relate to certification requirements. </p> --Arden B. Hamer, Indiana University of Pennsylvania</p>

The text is a great resource for supervisors wanting solid, research-based instruction for training staff members working in one-on-one and group tutoring or course-based situations, such as with Supplemental Instruction. It is designed to be used in a range of training settings, be it a credit-bearing course, workshops, self-paced, or online. Also, if you are applying for CRLA s International Tutor Program Certification or certification through NADE s Course-based Learning Assistance or Tutoring Services, the Instructor s Manual includes a section with suggestions for how the text materials can relate to certification requirements. --Arden B. Hamer, Indiana University of Pennsylvania

Author Information

Sally Lipsky's academic background and work experiences have centered on public education-from elementary to the postsecondary levels. Upon graduation from the University of New Mexico (B.S. elementary education), she began her career as a Title I reading instructor with the Houston (TX) public school district. After earning a M.Ed. in reading education from Texas Southern University, she taught in the Pittsburgh (PA) public schools. She earned a Ph.D. in language communications and adult education from the University of Pittsburgh and continued her career at Indiana University of Pennsylvania, where she has worked for over twenty years as a faculty member in the Developmental Studies Department, College of Education and Educational Technology. Her work involves coordinating academic support services and peer assistance programming; supervising paraprofessional peer educators; teaching first-year seminar courses and a peer educator training course; and developing promotional, evaluation, and outcomes assessment procedures. She has made numerous professional presentations and written about aspects of postsecondary learning, including the text College Study: The Essential Ingredients (in its second edition) published by Pearson Education. Furthermore, as a member of the College Reading and Learning Association (CRLA), she has chaired the Learning & Study Skills Special Interest Group. As a member of the National Association for Developmental Education (NADE), she has chaired the Peer Assistance Programs Special Professional Interest Network. To this day, she remains fascinated with the process of learning and committed to the value of public education.

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