About REACH

Since 2010, REACH, the University of Louisville's central academic support unit, has consistently earned the highest level of tutor training certification from the College Reading and Learning Association (CRLA). REACH is one of 1,000 tutor training programs worldwide to gain certification under the CRLA. Yet, only a small percentage of those have earned this highest honor. More importantly, our students benefit from working with REACH’s highly motivated and skilled tutors for free!

REACH Learning Resource Center

About the CRLA

CRLA is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring at the college/adult level. Since 1989, CRLA has sponsored the rigorous International Tutor Training Certification Program, which sets an internationally accepted standard of skills and training for tutors and recognizes and awards tutor training programs (and their tutors) who are committed to successful tutoring practices.

REACH can award CRLA certificates to individual tutors, recognizing their completion of Level I (regular), Level II (advanced), and Level 3 (master) tutor training, which includes building skills in areas such as communication, effective questioning, learning style assessment, multicultural competency, and productive tutoring techniques. CRLA Program certification also provides individual tutors with transferable skills recognized at universities and colleges nationwide, as well as marketable skill sets for future employers.

The CRLA's International Training Program Certification is endorsed by all of the professional organizations that are members of the Council of Learning Assistance and Developmental Education Associations (CLADEA).


REACH Accolades

Tutoring Awards

Certifications


Other Awards


CRLA logo

Publications

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.

McCoy, M. R. (2018). Holistic approaches to advising students on academic probation. NACADA Academic Advising Today. Retrieved from
https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Holistic-Approaches-to-Advising-Students-on-Academic-Probation.aspx

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 https://www.myatp.org/synergy-volume-9/

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