Publications

At REACH, we are committed to advancing student success through innovative academic support and evidence-based practices. Our publications highlight the impactful work of our professional staff and student leaders, showcasing research, presentations and program development in learning assistance. Explore our collection to learn how REACH contributes to the broader conversation on student learning, retention and achievement, both at the University of Louisville and within the national higher education community.

Explore our publications

Bailey, G. (2025). Assessment of peer tutoring programs. In D. Sanford, R. Hodges, & M. Steiner (Eds.), Rowman & Littlefield handbook of peer tutoring. Rowman & Littlefield. 

Bailey, G., Gulino, C., Lee, V., & Angrand, G. (2025). Analysis of learning center services using survey research methodology. The Learning Assistance Review, 30(1), 43-63.

Frizell, M., & Bailey, G. (December 2024). College access policy statement. Council of Learning Assistance and Developmental Education Associations.

Bailey, G., & Schotka, R. (December 2023). Learning assistance policy statement. Council of Learning Assistance and Developmental Education Associations.

Bailey, G. (November 2023). Tutoring analytics framework. International College Learning Center Association website. https://www.iclca.world/BPG

Neuburger, J., & Bailey, G. (Eds.). (2023). Tutoring services and programs best practice guide for academic support program design and improvement (3rd ed.). International College Learning Center Association and Alliance for Postsecondary Academic Support. https://nclca.wildapricot.org/BPG

Bailey, G. (Reviewer and Reviser). In Arendale, D. R. (Ed.). (2023). Essential glossary for increasing postsecondary student success: Administrators, faculty, staff, and policymakers (3rd ed.). A resource prepared for the College Reading and Learning Association. https://cdn.ymaws.com/crla.net/resource/resmgr/publications/crla_2023_essentialglossary_.pdf

Bailey, G. K. (2020). Comprehensive learning center assistance strategies for dealing with unprecedented 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 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. 

Woolwine, M.A. (2025). AI in learning centers: Three essential books for practical implementation. The Learning Assistance Review, Summer 2025, pp. 107-110.

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