ILC: Essentials for Optimal Usage and Student Success

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At 3:45pm on 4/13/2017, I attended the ILC: Essentials for Optimal Usage and Student Success, presented by Sharon MacMillian, at the 2017 Spring Faculty Professional Development conference in Raleigh, NC


ILC: Essentials for Optimal Usage and Student Success

We began by discussing how the ILC and faculty interacted. There was a note that maybe something new could be built (a video) to emphasize the ILC professionally prepared tutors- that they are peers of the faculty.

We also discussed the English faculty and the writing lab, what connections we used to have, and where we stand now. A member of our group was in Library Science, and discussed how important they found the writing lab to be. He wanted to know more about the ways that the library could greater use the ILC services. A great deal of MLA citations help is referred to the ILC from the Library.

Sharon related that a recent PhD student paid $2,000 for an MLA specialist to check the references and proofreading.

At the ILC we work WITH faculty. A favorite question is “What’s the difference between and instructor and a tutor?”. The ILC helps student to learn, but also to do things the instructors way. ILC wants students to be independent learners, offering transformative tutoring, guided practice and other resource.

Sometimes the mission seems impossible. Sometimes a student wants to catch up 2 weeks of materials or finish an assignment before a 6pm deadline. We are a free service, and we help curriculum and continuing ed students. we are not in a habit of turning students away, although we do often draw the line at GED prep.


We have numerous ILC centers across all campuses:

  • Writing
  • study skills
  • mathematics
  • computer
  • Biological Sciences
  • Health Sciences Skills

We have 5 different locations, and we also have a strong online component:

  • online computer help
  • virtual Writing
  • center
  • synchronus writing and math
  • smart thinking
  • the compututor

Soon we’ll have on at RTP campus as well!

What The ILC Can Do

  • Use the syllabi to set up workshops
  • Keep up with your classes
  • Maintain consistent contact

Offer in-person, walk-in tutor, group and individual workshops, handouts, videos, supplemental activities.

ILC Learning Community

Use ILC as a part of the Retention Strategy. If you’re losing students, what planning or partnerships can we put together to help the students to pass. Working with the ILC is a great way to be proactive using the class materials.

at this point, we talked about retention strategies and what those were.
I think a lot of people don’t have a retention strategy. WE discussed how teachers might have an idea of where things drop off the edge. the ILC can assist those people, but not every instructor can make use of that. Its was a good point, and we discussed the idea of peer relationships with ILC and teachers

How ILC Can Assist You

We can offer remediation, reviews, critical thinking skills, and enrichment. Some great statistics here showed increases in passing based on students sent to the ILC writing center for grammar. We then saw some slides on Quiz grades and student who stayed with us for 4 visitsand those who chose zero hours. And, different centers have different reports. CIS110 received some staggering results.

We do a lot with nursing and learning styles. By breaking learning styles down to a few key questions, we can help people to succeed. FOr example, a student identified as an SP are action-based, drillers who can focus on immediacy. ILC staff are familiar with these learning styles, and can be very helpful to your students.

Learning community action, referring ILC Forms can be very helpful to give with the syllabus. You can use these to identify incentives for students to visit, and student exercise creation can be very helpful to the students.

Most students are self-referred. It is suggested that ILC referrals should be created at the student or even class-level. Filling out the form for an individual is OK and in fact preferred. Class-level is wrong. IF you’ve taught it, the ILC will assist. If you’re asking the ILC to teach a concept by sending the students our way, that should never occur. It would be highly suspect. These forms are built to open the communication with the teacher and the ILC by referring an individual.


Electronic Referrals to follow their meeting. Open it, check it, and return it. Referrals must be on an individual basis rather than for an entire class. THe ILC is not a study hall or a classtime requirements. We cannot “double dip” if the student is supposed to be in a classroom.


Self help + Tutorial intervention = Better Learning Outcome.