Awards & Publications

Tutoring Awards

  • ACTP Tutor of the Year Award 2018, 2014, 2011, 2009
  • 2009 ACTP Tutoring Program Award of Excellence


  • 2011 - 2026 CRLA Master Tutor Training Certification (Levels 1- 3)
  • 2006 - 2011 College Reading and Learning Association (CRLA) Tutor Training Certification (Levels 1-2)
  • 2000 – 2020 International Center of Supplemental Instruction Certification

Other Awards

  • 2022 NCLCA President’s Outstanding Learning Center Award for Specialized Populations
  • 2020 LSCHE/NCLCA Website Excellence Award- 1st Place
  • 2019 Gates Foundation / Global Silicon Valley Thought Leader Program
  • 2017 NCLCA Learning Center Leadership Certification level 4 (lifetime), Geoff Bailey
  • 2017 NCLCA Innovative Technology Award (REACH Hackademic Series, Mark Woolwine)
  • 2016 UofL TRIO Student Support Services Supporter of the Year award, Geoff Bailey
  • NCLCA/LSCHE (National College Learning Center Association / Learning Support Centers in Higher Education) Website of Excellence award 2006 (2nd), 2008 (3rd), 2009 (2nd), and 2010 (3rd)
  • 2003 UofL Disability Resource Center Outstanding Service Award (REACH)


Bailey, G. K. (2020). Comprehensive learning center assistance strategies for dealing with unprecidented change during COVID-19. The Learning Assistance Review, 25(Special Edition), 3-18.

Bailey, G. K. (2018). The value of accreditation for learning centers and their programs. NADE Digest, 9(2), 14-15.

Hieb, J. L., Lyle, K. B., Ralson, P. A. S., & Chariker, J. (2015). Predicting performance in a first engineering calculus course: Implications for interventions. International Journal of Mathematical Education in Science and Technology, 46(1), 40-55. DOI: 10.1080/0020739X.2014.936976.

Hohmann, J. W., & Grillo, M. C. (2014). Using critical thinking rubrics to increase academic performance. Journal of College Reading and Learning, 45, 35-51. DOI: 10.1080/10790195.2014.949551

Leist, C. W., Woolwine, M. A., & Bays, C. L. (2012). The effects of using a critical thinking scoring rubric to assess undergraduate students’ reading skills. Journal of College Reading and Learning, 43(1), 31-58.

Lewine, R., Manley, K., Bailey, G., Warnecke, A., Davis, D., & Sommers, A. (2019). College success among students from disadvantaged backgrounds: “Poor” and “rural” do not spell failure. Journal of College Student Retention: Research, Theory, and Practice, 0(0), 1-13. DOI: 10.1177/1521025119868438.

McCoy, M. R. (2018). Holistic approaches to advising students on academic probation. NACADA Academic Advising Today. Retrieved from

McCoy, M. R. (2016). Promoting student and tutor success: Adapting writing center observation theory to best practices for general subject tutor observations. Synergy Online Journal, 9. Retrieved from

Woolwine, M. (February 2019). Using gamification to improve student success. National College Learning Center Association newsletter (email version).

REACH is a unit of Strategic Enrollment Management & Student Success

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