This is Part 2 of the workshop pair In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses.  We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.  Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning.   Part 1 - Identifying Immediate Needs How we can triage and respond in real time to a rapidly evolving change to our operations? Part 2 - Planning for the Long-term How do we reflect, assess, resource for sustainability, and plan for future change?

1. The State University of New York
www.suny.edu
Shifting Our Learning Centers Part 2:
Planning for the Long-Term
Lisa D’Adamo-Weinstein, SUNY Empire State College

2. Shifting our Learning Centers:
Supporting and Engaging our Students Online
In these unprecedented times, the face of higher education is rapidly changing, and our learning
centers must adapt to find ways to help our students (the privileged and underprivileged) engage
effectively with technology. The realities of how we support students and the services we offer
them must adapt to the current shifts to online learning in their content courses. We must expand
upon existing online services and/or develop new ones. We must also support/train our staff
members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online.
We need to think about our staff (students and professionals) and how we train them as well as the
ways in which we engage our students who might be struggling with the demands of shifting to
new modes of learning.
• Part 1 - Identifying Immediate Needs
• How we can triage and respond in real time to a rapidly evolving change to our operations?
• Part 2 - Planning for the Long-term
• How do we reflect, assess, resource for sustainability, and plan for future change?

4. https://bit.ly/ShiftingLearningCentersOnline

5. Part 1 Addressed The Immediate:
Triage & Respond
TAKING STOCK OF THE PRESENT
 You
 Your students
 Your staff
 Your institution
IDENTIFYING BASIC NEEDS
 Students shift to online
 Easiest areas to shift
 Communication strategy
 Areas that need planning/resources
Focused on Free Resources & Quick Changes

6. Part 2 Planning for the Long-Term:
Assess, Adapt, & Plan
TAKING STOCK OF THE PRESENT
 You
 Your students
 Your staff
 Your institution
IDENTIFYING BASIC NEEDS
 Students shift to online
 Easiest areas to shift
 Communication strategy
 Areas that need planning/resources
Focused on the transition -- taking it from day by day -- week by week -- strategically planning for the future.

7. Our Students: Good, In-Need, & Bad
Good
- Students running study
sessions together on FaceTime
and Zoom
- Student leaders, staff and
faculty collaborating to provide
live streaming drop-in,
yoga/meditation sessions,
workshops – ESC Connects
In-Need
- Special grants no available to
support students in financial
difficulties
- Spectrum and other internet
providers offering to waive installation
fees and providing low or no cost
options for students
- Call for flexibility for our students –
assignment deadlines, P/F options,
Incompletes
Bad
- Zoombombing’ Attacks Disrupt
Classes
- Motivation to do online hard
- No access to tech
- Mental health/stress management
concerns
-

8. Operational & Tactical in the PRESENT
These are
evolving and
somewhat fluid
right now

9. Now What?
Data & Documentation
• document changes to operational procedures
• document usage statistics
• document engagements with students
Daily Operations
• Week by week
• Planning for the week & debriefs with staff
• Professional development & training
• Managing students’ needs & expectations
• Summer & Fall Term planning
Policies, Mitigating Risks, &
Accreditation
•Department
•Institution
•Systems/Board of Directors
•Accreditors

10. Level 1: Basics of
Tutoring/Presenting Online
• Limited Permissions using college
technologies
•Baseline understanding of tech
•Fundamental best practices
•Institutional Policies
•Support Services – Tech Support & LC “Go-
To”
Level 2: Intermediate Online
Principles & Resource
Development Basics
• Service Modifications
• Understanding Online & Universal Design
Principles
• Developing Resource Outcomes and
Deliverables
• Embedded Support Options – explore and
develop with existing partners
Level 3: Advanced Online Delivery
and Development
• Advanced online pedagogy
• College Outcome Alignment
• OER use/development
• Developing Embedded Supports for
specific assignments/outcomes
•Budget – tie to strategic & emergency
planning of your institution – focus on
impactful retention initiatives that respond
to student needs and interests
Online Learning Center
Professional Development Cycle
The professional development allows for increased faculty expertise; curricular alignment; quality academic
programing; minimization of institutional risks and needs for accreditation and compliance.

11. Lewin (1951) Force Field Analysis
Steps
• Current Situation Requiring Change
• Identify End-State
• List Driving and Resisting Forces
• Augment Driving Forces/Reduce Resisting
Forces
• Develop Change Process and Priorities
Photo Source: http://www.change-management-coach.com/force-field-analysis.html

12. S.W.O.T.
• Strengths – advantages/areas of excellence
• Weaknesses – disadvantages/areas of improvement
• Opportunities – areas of growth/new possibilities
• Threats – things that impact the ability to maintain strengths/not accomplish goals

13. Stakeholder Engagement:
Identification & Segmenting
• You can forget important stakeholders, but they won’t forget you.
• Identification is a continuous practice – new stakeholders emerge during change, old
ones fade away or transform their relationship to a change.
• Prioritization and segmenting stakeholders is in a moment in time – Regularly re-
prioritize and identify.
p. 175 – Change Manager’s Handbook & Mayfield’s 7 principles : http://www.pearcemayfield.com/wp-content/uploads/2016/06/7PrinciplesofGreatStakeholderEngagement.pdf

14. What others are doing
“Preparing Your Student Staff to Work in a Digital
Format” on Monday, March 30 from 10-11 am
(Arizona time)
Webinar Description:
The Arizona State University Tutoring & Writing Centers are hosting a free webinar
on Monday, March 30 from 10am-11am (Arizona Time) to share how we trained
student staff to transition to a fully digital delivery model. ASU’s Tutoring & Writing
Centers have offered peer-to-peer online tutoring for over 10 years and recently moved
all of our in-person services to be fully online. A key component in the process was
ensuring that our student staff were equipped to continue to provide quality service in
a new modality. During this webinar, ASU staff will share how they assessed
immediate training needs, developed curriculum, and facilitated training for Subject
Area Tutors, Writing Tutors, Supplemental Instruction Leaders, and Desk Aides. Join
us for this free webinar on preparing your student staff and empowering them to work
in a digital format.
Registration:
Please visit https://bit.ly/trainingwebinar20 to register.

15. What’s Next?
• So much is unknown about when (or if) some institutions will
reopen
• What will students and their families want post-COVID-19?

16. Learn & Imagine
https://bit.ly/EducauseHorizonReport2020
“Any action plan we formulate today is based on
assumptions about what is likely to happen
tomorrow. But if we lock our action plans too
firmly to a specific set of assumptions, what
happens if the future turns out differently, and
those assumptions are not realized? Should that
happen, then we may be pursuing a course of
action that is out of sync with actual events and
might even work against our interests” (p. 32)

17. Horizon Report 2020 - Scenario
https://bit.ly/EducauseHorizonReport2020
Source – page 36

18. Continuing to share resources…
Website that I will continue to update - https://bit.ly/ShiftingLearningCentersOnline
Contact Information:
Lisa D'Adamo-Weinstein, Ph.D.
SUNY Empire State College
Associate Professor
School of Arts & Humanities
tel. 518-220-3512
Lisa.D'Adamo-Weinstein@esc.edu
Or
dr.lisadw@gmail.com