Additional Training for CRLA Certification

Keep a written record of the time you spend on these activities. Pick whichever ones interest you.

Make an inviting handout on …

  • APA style
  • getting started on papers for [specific course]
  • Refworks
  • reading strategies
  • prepositions and idioms for ESL students
  • proofreading strategies
  • other topic
  • other topic
  • other topic

When you begin, put your name after the topic so we know it's claimed. Send the draft of your handout/brochure to Sylvia for review before we run off copies.

Observe and critique tutor scenarios on video

  1. Go to the University of Richmond's "Training for Tough Tutorials" page. You will need to download Quicktime Player 4 (free) if it's not already installed on your computer. The download link is here.
  2. Pick a scenario.
  3. Read the "scenario notes."
  4. Read the paper.
  5. Click on the flow chart to view the video.
  6. Complete the question form and e-mail it to Sylvia. We'll have a follow-up conversation about it.

View the MU plagiarism tutorial

  1. Write Sylvia an e-mail about its relevance (or not) for forensic psych graduate students.
  2. Locate two other useful online resources about plagiarism and post the links on the wiki under "Resources for Writers."

Make a training sheet for the next generation of writing fellows about working with adult learners.

Here are some Web sites to get you started:
Steven Lieb, "Principles of Adult Learning" (South Mountain Community College)
Ron and Susan Zemke, "30 Things We Know for Sure about Adult Learning" (Honolulu Community College Intranet)
"Adult Learners" (Rochester Institute of Technology)

Explore writing in forensic psychology.

What kind of writing might graduates of your program do?

  1. Make a list of the various genres—with samples if you can find any online or get them from an inside source. Be creative with your research; look beyond Google. Can you call someone in your field to discuss the topic? This project could double as preliminary job hunting.
  2. E-mail Sylvia the list with a journal about your discovery process.

Consider writers with special needs.

  1. Get a feel for the experience of students with special needs. Go to the site for the PBS documentary Misunderstood Minds and do the "Experience Firsthand" activities—two simulations and a video.
  2. Watch the brief video excerpt, "Dysgrafia--Writing Problems of Organization, Creativity / Visual Thinking, and Word Retrieval ".
  3. Listen to "Veterans Struggle to Fit into College Campuses" on NPR.
  4. Click around the "Invisible Disabilities" page of Ohio State's "Faculty and Administrator Modules in Education", UC-Berkeley's "Teaching Students with Disabilities", and LDonline.
  5. Read Lynchburg College Writing Center's "Tutoring LD Students".
  6. Finally, write Sylvia an e-mail. First, recommend something from LDonline. Then write about how you might adjust your tutoring to accommodate the following student writers:
  • a veteran of the war in Afghanistan returning to graduate school
  • a student who tells you he has executive functioning difficulties
  • a student who you suspect has ADHD but doesn't say anything about it

Feast at the smorgasboard on the main "training materials" page …

… and send Sylvia an e-mail with star ratings of the links (5 star is the best, 0 the worst).

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