The Center for Innovative Learning (CIL) provides students the resources to achieve academic success. Academic coaching, workshops on study skills and time management, and exploring ways to use technology productively, all work to enhance students’ learning. The CIL is a one-stop location for finding the resources students need to achieve their academic and personal potential.
The CIL also provides support to faculty with developing innovative teaching strategies, and conducts an ongoing program of original research to advance knowledge in teaching and learning.
Your personal success coach
Academic Coaching provides students the opportunity to work individually and in small groups with trained academic coaches to enhance their academic skills, gain confidence, discover motivations, and improve performance.CIL for Current Students
We can help
Our services enhance academic and personal success. Academic coaching and workshops:
- enhance study skills
- improve time management and organizational abilities
- increase test scores
- help students manage stress effectively
- assist with life balance
- support self advocacy
- share notetaking and reading strategies
We also provide referrals to:
Developing new skills
Workshop topics include surviving midterm exams, better ways of taking tests, and how to make the best academic use of your smartphone.
The following workshops will be offered to students during the Spring Semester, 2016. RSVPs are not necessary. Pick the workshop you want to attend and just show up! Workshops are held on selected Wednesdays from 2–2:50 p.m.
- Test taking for “Outside the Box” Thinkers
- Brush up Basics: Test-Taking Tips & Study Strategies
- “OMG! Not a Group Project!”
- Distracted Minds: Tips for College Students with ADHD
- “Your Brain on Blueberries”
Meeting Your Goals
- Identify and work through obstacles getting in the way of academic success
- Develop study skills and habits necessary to be a successful college student
- Get motivated and stop procrastinating
- Prepare for tests and reduce anxiety
- Establish a balance between academic rigor and extracurricular activities
- Improve time management skills
- Learn the importance of making notes and acquire the “how to”
- Develop short and long term goals for success
- Learn self-discipline, self-motivation and self-efficacy
Helping with Transition
The Peer Mentoring program facilitates the first-year transition for incoming students, and assists all students with enhancing their academic success. A peer mentor is assigned to each section of Autumn Term and works closely with the students and faculty to ensure a smooth transition from high school to college.
Trained by the academic coaches in time management and organizational strategies, the peer mentors assist students with developing better skills in these areas.
Not finding what you need on-campus? Check out the Tutor Matching Service and see if you can find an inexpensive, off-campus tutor who might be able to help.
Helping with Coursework
Peer tutoring is available in many subjects, including Quantitative Sciences/Mathematics, Natural Sciences, Computer Science, Behavioral Sciences, Communications, and Foreign Language.See Tutoring Schedule
Meet the Staff
Scott obtained his PhD in Counseling Psychology from Ball State University in Muncie, Indiana. He has been licensed as a psychologist in Florida since 1995. He received his BA degree in psychology from Earlham College in Richmond, Indiana and his master’s degree in Counseling Psychology from Western Michigan University. He has been director of the Eckerd College Counseling Center since 2005 and has directed the Center for Innovative Learning since its inception. He enjoys working with students in a variety of settings to help them survive and thrive as emerging adults.
Holly received her PhD in Experimental Psychology from the University of Memphis in 2005; her Master of Science in Psychology from the University of Memphis in 1999, and her Bachelor of Science in Biology from the University of Massachusetts at Dartmouth in 1996. After obtaining her doctorate, Holly worked as a research scientist at the Institute for Intelligent Systems in Memphis and as adjunct faculty at the University of Memphis, Rhodes College, and LeMoyne-Owen College. Holly arrived at Eckerd in 2008 and served as an Assistant Professor of Psychology until joining the CIL in 2015. Holly researches and designs academic programs and services that reflect best practices and foster the academic success of students with ADHD/ADD, executive functioning deficits, dyslexia, and other learning differences. Holly also conducts research in the areas of executive function deficits and consequences for memory and creative cognition. Other interests include wildlife rescue and rehabilitation, and spending time with her dog Abby.
Kelly received her Bachelor’s Degree in Education from Pace University in Pleasantville, NY. She has worked in the educational setting for the past 18 years mainly in the area of special education. Kelly specializes in the areas of Time Management, Organization, and Study Skills. She enjoys helping students sort through the chaos of college requirements to reach their full potential as students and lifelong learners. In addition to her educational background, Kelly has raised two sons. Her eldest, Matt, graduated from Eckerd College in 2010, and Brian from Yale University in 2011.
Marra obtained her MS in School Counseling from Syracuse University in Syracuse, New York. She received her dual BA degree in Spanish and International Students from LeMoyne College, also in Syracuse. Marra has spent over a decade working as a counselor in admission and financial aid programs and, more recently, as a high school guidance counselor in a variety of secondary school settings. She enjoys helping to promote student success and is enjoying her return to higher education.
David Busch, MS.Ed
Brown Hall 101
David obtained his Master of Science Degree in Adolescent Student Education from Adelphi University, and his bachelor’s degree in Secondary School Studies from Brooklyn College. Prior to his relocation to Florida, David taught high school for over thirty years in New York State, with a philosophy of inclusion and inquiry. He helps students achieve academic success by teaching them to learn and, more importantly, how they learn best.