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Best Practices in Managing your Learning Center effectively


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Presented at the National College Learning Center Association (NCLCA) 2010 Institute in Napperville, Illinois @ North Central College.

Best practices in learning center management are difficult to define. Learning centers are multifaceted and complex, varying according to student demographics, institutional structures, facilities, funding, programs/services, staff expertise/size, and a myriad of other factors. This presentation will introduce participants to some models of best practices in order to spark conversation, promote reflection, provide insight, and point participants to resources to be explored within their own institutional contexts.

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Best Practices in Managing your Learning Center effectively

  1. 1. Best Practices in Learning Center Management<br />NCLCA Institute<br />July 2010<br />Dr. Lisa D’Adamo–Weinstein<br />Director, Academic Support<br />SUNY Empire State College, Northeast Center<br />
  2. 2. Best practices in learning center management are difficult to define. Learning centers are multifaceted and complex, varying according to student demographics, institutional structures, facilities, funding, programs/services, staff expertise/size, and a myriad of other factors. This presentation will introduce participants to some models of best practices in order to spark conversation, promote reflection, provide insight, and point participants to resources to be explored within their own institutional contexts.<br /> <br />Dr. Lisa D'Adamo-Weinstein<br />Director, Academic Support<br />SUNY Empire State College, Northeast Center<br />21 British American Blvd. <br />Latham, NY 12110<br />518-783-6203 ext 5939 <br /><br /> Lisa.D’ <br />
  3. 3. Definitions of “Best Practices”<br />" Best practices refer to organizational, administrative, instructional, counseling, advising, and tutoring activities engaged in by highly successful developmental programs. These practices are typically validated by the research and the literature in developmental education." <br />Boylan, H. R. (2002). What Works: Research-based Practices in Developmental Education. Boone, NC: Continuous Quality Improvement Network with the National Center  for Developmental Education, p. 3.<br />"Best Practices are defined as elements and activities that the institution perceives as congruent with its mission and the concomitant mission of its academic support center aka learning support center." <br />Christ, F. L. "Best Practices of Learning Support Centers," a presentation at the 2005 Winter Institute, Austin, Texas, January 4, 2005.<br />Bibliography on Best Practices can be found at:<br />
  4. 4. NCLCA defines a learning center as<br />…a place wherestudentscan be taught to becomemore efficientandeffective learners. Learning Center services may include:<br />tutoring, <br />mentoring, <br />supplemental instruction, <br />academic and skill-building labs,<br />computer aided instruction, <br />success seminars/programs,<br />advising and more.<br />Source:<br />
  5. 5. Successful Academic Support & Learning Assistance Programs include…<br />* Proactive interventions,<br />* Supportive environments,<br />* Personalized support systems,<br />* Small group tutorials,<br />* Development of students’ basic learning skills,<br />* Teaching of study skills and learning strategies in the context of academic content courses,<br />* Opportunities to interact in informal settings and develop personal relationships with faculty, and <br />* Opportunities to experience success.<br />Adapted from: <br />Maxwell, M. (1997). Improving Student Learning Skills. Clearwater, FL: H&H Publishing.<br />Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass.<br />
  6. 6. Learning Center Management …<br />Learning assistance program administrators must: <br />exercise authority over resources for which they are responsible to achieve their respective missions; <br />articulate a vision for their organization; <br />establish the program mission, policies, and procedures; <br />set goals and objectives; <br />prescribe and practice ethical behavior; <br />recruit, select, supervise and develop others in the learning assistance program; <br />manage, plan, budget and evaluate; <br />communicate effectively; and <br />marshal cooperative action from colleagues, employees, other institutional constituencies, and persons outside the organization. <br />Program administrators must address individual, organizational, or environmental conditions that inhibit goal achievement. Program administrators must improve programs and services continuously in response to changing needs of students and institutional priorities.<br />SOURCE:<br />
  7. 7. Mission & Goals<br />Staff<br />Facilities<br />SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] -<br />
  8. 8. SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] -<br />
  9. 9. How to <br />Best Grow <br />a Learning Center...<br />PROGRAMS <br />& <br />SERVICES<br />ASSESSMENT<br />& <br />EVALUATION<br />STAFFING <br />& <br />RESOURCES<br />Institutional <br />Support<br />&<br />Integration<br />MISSION & GOALS <br />STUDENTS’ NEEDS<br />
  10. 10. “The particular characteristics and needs of each individual institution drive the organization of programs, the format of service delivery, the overall management and operation of the program and the methods of program evaluation.”<br />- Casazza & Silverman (1996): p. 71<br />ESL<br />Pre-College Programs<br />TRIO/EOP<br />General Study Skills<br />Writing<br />Reading<br />1st Year Programs<br />Information Literacy<br />Math<br />Academic Reinstatement<br />Content Area Tutoring<br />Specialized Schools & Colleges<br />Nursing, Business, Education, etc.<br />Accessibility/Disability Services <br />Developmental Education<br />Critical Thinking<br />Programs serving unique student populations such as – Latino/Hispanic, African-American, American Indian, <br />Southeast Asian, Student-Athletes, International Students, <br />Returning Adult Students, etc.<br />STUDENTS’ NEEDS<br />
  11. 11.<br />The Learning Support Center exists primarily to assist students to optimize their learning potential so that they can succeed academically. In this resource, you will find books and articles, divided into learner categories, that can be useful for learning support administrators and practitioners as they develop programs and services and as they work with a diverse student population:<br />Learner Categories:<br />GeneralAdult Re-entryAthletesCommutersDevelopmental/Underprepared/At RiskDistance/On-LineInternational/ESLNursingPre-collegePre-professional: GRE/MCAT/LSAT/DATSpecial NeedsUSA MinoritiesVeteransWomen<br />
  12. 12. Your Students: Defining Who, What, & How<br />Who are the students you serve in your LC? <br />What kinds of resources, programs, & services do they use?<br />How do you interact with them (F-2-F, Online, Paper, E-mail, etc.)?<br />
  13. 13. Your “Clients”: Refining Who, What, & How<br />Are there other students (staff, faculty, etc) you could serve in your LC? <br />What other kinds of resources, programs, & services do you wish you could offer?<br />How might you expand how you interact with students(F-2-F, Online, Paper, E-mail, etc.)?<br />
  14. 14. “Successful programs begin with a well-defined mission statement and a set of program goals addressing specific areas”…<br />“The mission statement of a learning assistance program should fit with the institutional mission so that it serves to promote and advance the purpose of the larger organization”…<br />“The goals of a learning assistance program are a natural outgrowth of the mission statement.”<br />Source: Casazza & Silverman (1996): pp.7-73<br />MISSION & GOALS <br />STUDENTS’ NEEDS<br />
  15. 15. Activity: Mission & Goals<br />Do you have a mission statement for your learning center? If so, is it tied closely to your institutional mission? When is the last time you reviewed/renewed it?<br />If you don’t have one, what are some ideas, elements, etc. that you would want to include?<br />
  16. 16. Alexander and Serafass’ (1999) planning model for educational institutions.<br />Alexander, W.F., Serfass, R.W. (1999). FuturingTools for Strategic Quality Planning in Education. Quality Press; Milwaukee.<br />
  17. 17. USMA MISSION<br />To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the Nation.<br />
  18. 18. We contribute to the purpose and mission of the United States Military Academy by committing ourselves to developing the <br />full potential of the United States Corps of Cadets through comprehensive performance psychologyandacademic skills training.<br />We pursue this vision by teaching a unique combination of <br />reading, studyandapplied performance psychology skills that assist cadets in becoming self-directed learners. <br />We empower cadets to actively pursue their <br />full academic, physical/athletic, andmilitary potential.<br />.<br />
  19. 19. Academic Excellence Program (AEP)<br />AEP Mission<br />We are a team passionate about cadet success.<br />As learning excellence professionals, we teach and model comprehensive academic success strategies focusing on all cadets.<br />We live what we teach for our cadets and each other.<br />AEP Pedagogical Emphasis<br />AEP programs and services focus on cadets’<br /><ul><li>Academic success
  20. 20. Learning experiences
  21. 21. First-year transitional needs
  22. 22. Leadership development</li></ul> AEP programs and services emphasize learning that is <br /><ul><li>Self-directed
  23. 23. Intentional
  24. 24. Life-long</li></li></ul><li>Empire State CollegeMission& Commitments<br />The Mission of Empire State College<br />Empire State College enables motivated adults, regardless of geography or life circumstance, to design a rigorous, individualized academic program and earn a college degree.<br />The Commitments of Empire State College<br />To support self-directed, intellectually curious learners who collaborate with faculty mentors.<br />To document, evaluate and award credit for an adult’s prior college-level life learning.<br />To offer each student an array of learning experiences through independent study, seminars, short-term residencies, and online courses.<br />To develop, implement and assess new approaches to learning that recognize the strengths and needs of adult learners.<br />To provide access to degree programs at multiple locations in New York state and abroad, and through the World Wide Web.<br />To expand degree opportunities for adult learners through partnerships with employers and unions, government agencies and the armed forces, and community organizations and educational institutions.<br />
  25. 25. Vision, Values, & Mission Statement<br />Vision <br />Supportive and Welcoming Environments… <br /><ul><li>Creating both physical and virtual spaces for students, staff and faculty to interact, utilize/co-create academic support resources, and achieve academic and pedagogical goals. </li></ul>Ethos of Interactions …<br /><ul><li>Supporting, encouraging, and empowering adult learners to experience success and become independent, self advocating, and resourceful learners. Supporting faculty in their work with their students through collaboration, communication, and assisting students become life-long learners.</li></ul>Commitment to Excellence…<br /><ul><li>Constantly striving to not only meet but also exceed the needs and expectations of the students, staff and faculty. Never being complacent, and performing periodic reviews of the services and resources made available to the students, staff and faculty in order to improve offerings.</li></ul>Maintaining the Cutting Edge and Leading by Example<br /><ul><li>Staying professionally active at the local, college, and national levels in the fields of higher education, technology, and learning assistance. Innovating new resources and services based on the needs and demands of students, staff and faculty. </li></ul>Values <br />Whether developing learning strategies, mastering new material, refreshing skills, enhancing already good study skills, or providing a support network, the Office of Academic Support works with students, staff, and faculty to support students’ academic and life management success. All resources and services emphasize learning that is self-directed, intentional, and life-long, focusing on academic success, learning/life experiences, first-term transitional needs, and academic/study skills development.<br />
  26. 26. Academic Support @ NEC<br />MISSION<br /><ul><li>To support all students in becoming successful independent, self-directed, & life-long learners.
  27. 27. To establish physical & virtual learning environments fostering respect and access for all students.
  28. 28. To work with students, staff and faculty assuming that willing students can reach & even exceed their academic potential with appropriate resources & academic strategies assistance.
  29. 29. To deliver individualized & group academic support in face-to-face, telephonic & online formats.
  30. 30. To provide a comprehensive array of academic support resources and services designed to assist adult learners to successfully accomplish their many & varied academic tasks. </li></ul>STUDENT OUTCOMES<br /><ul><li>Become more independent learners
  31. 31. Achieve their academic goals
  32. 32. Achieve/exceed their potential
  33. 33. Become better able to define and solve problems
  34. 34. Develop their academic success and study skills
  35. 35. Increase their knowledge of how to adapt learning strategies for different learning engagements
  36. 36. Improve their academic performance, including basic academic skills development
  37. 37. Become more comfortable in using technology and web resources
  38. 38. Increase their self-confidence
  39. 39. Decrease stress levels
  40. 40. Complete assignments well & in a timely manner
  41. 41. Become more aware of how they learn best</li></li></ul><li>Mission<br />SUNY Empire State College’s dedicated faculty and staff use innovative, alternative and flexible approaches to higher education that transform people and communities by providing rigorous programs that connect individuals’ unique and diverse lives to their personal learning goals.<br />
  42. 42. Northeast Center Office of Academic Support<br />Mission<br />The staff of the Northeast Center Office of Academic Support operate as a collaborative team, striving to establish a friendly welcoming learning environment for all students. <br />We support students in becoming successful independent learners through a comprehensive array of services and resources tailored to students’ individual academic needs and goals. <br />We deliver these services and resources via individualized and group programming in face-to-face, telephonic and virtual formats. <br />Wework with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.<br />
  43. 43. Northeast Center Office of Academic Support<br />Student Outcomes <br />As a result of utilizing the services and resources of the NEC Office of Academic Support, students will be able to:<br /><ul><li> Identify and manage their learning strengths and challenges,
  44. 44. Incorporate traditional and technology-based resources in their learning,
  45. 45. Use effective strategies in different learning engagements,
  46. 46. Create positive learning environments for themselves,
  47. 47. Increase their self-confidence while decreasing stress, and
  48. 48. Improve their academic performance and development as a life-long learner.</li></li></ul><li>Support from <br />Upper Administration<br />Budget,<br />Staffing, <br />Professional <br />Development<br />Quality of Facilities<br />Space<br />Location<br />Technology<br />Access<br />Integration with <br />Key Campus Functions<br />Orientation<br />Student Services<br />& Advising<br />Departments<br />Faculty<br />Centers for Teaching & Learning<br />Library<br />Computing Services<br />Student Housing<br />Athletics<br />Other Special Student Populations<br />Institutional <br />Support<br />&<br />Integration<br />LC Reputation<br />On & Off Campus<br />Faculty<br />Administrators<br />Support Staff<br />Students<br />MISSION & GOALS <br />STUDENTS’ NEEDS<br />
  49. 49. SWOT: Institutional Support & Integration<br />STRENGTHS<br />WEAKNESSES<br />OPPORTUNITIES<br />THREATS<br />
  50. 50. Resources &<br />Advertising<br />Delivery Models <br />PROGRAMS <br />& <br />SERVICES<br />Onsite<br />Online<br />Synchronous<br />Asynchronous <br />Hardcopy<br />Electronic<br />Labs/Libraries<br />Awards/Recognition<br />Group <br />Services<br />Courses<br />Workshops<br />Study Groups<br />Supplemental Instruction<br />Tutoring<br />Individualized <br />Services<br />Academic <br />Counseling/Coaching<br />Tutoring<br />Mentoring<br />MISSION & GOALS <br />STUDENTS’ NEEDS<br />
  51. 51. Activity: TYPES of SERVICES <br />What types do you offer?<br />What would you like to offer?<br />
  52. 52. SWOT: Programs & Services - Existing<br />STRENGTHS<br />WEAKNESSES<br />OPPORTUNITIES<br />THREATS<br />
  53. 53. SWOT: Programs & Services - Desired<br />STRENGTHS<br />WEAKNESSES<br />OPPORTUNITIES<br />THREATS<br />
  54. 54.
  55. 55. ACADEMIC SUPPORT<br />Individual Academic & Study Skills Training<br />RS101: Student Success Course<br />RS102: Reading Efficiency Course<br />RS103: Information Literacy & Critical Thinking Course<br />MA100 Inclusion Support<br />Company Tutor Program<br />Academic Planner<br />SQ3R Interactive Program<br />CBT Study Skills Assessment<br />Term End TEE Prep Sessions<br />Web Site- CEP Skills<br />Plebe Course Directors Group<br />Summer Briefings IAW/TOEP/<br />FDW/NIT<br />PHYSICAL SUPPORT<br />Individual Mental Skills Training<br /><ul><li>Cognitive Foundations, Goal Setting, Imagery,Attention/Concentration and Stress Management</li></ul>Team Building for Corps Squad/Club/Intramural<br /> Team Goal Setting for Corps Squad/Club/Intramural<br />Recruiting Visits<br />PIAD<br />DPE<br /><ul><li>Fitness Foundations, APFT/IOCT , </li></ul>6-meter Platform Challenges,<br />& Individual DPE Courses<br />WCAP<br />MILITARY SUPPORT<br />CBT Support/Briefs<br /><ul><li>Teambuilding and Goal Setting</li></ul>CFT Support<br /><ul><li>Water Obstacle Course and </li></ul>Marksmanship Training<br />Sandhurst Teams<br />Combat Divers Qualification Course<br />Airborne & Air Assault Schools<br />Marksmanship Training<br />USAREC Support<br />Values Education Team Members<br />
  56. 56. Academic Excellence Program<br />Overview of Services<br />COURSES<br /><ul><li>RS101: Student Success Course
  57. 57. RS102: Reading Efficiency Course
  58. 58. RS103: Information Literacy & Critical Thinking</li></ul>TRAIN THE TRAINER/PEER-SUPPORT<br /><ul><li>Company Tutor Program
  59. 59. Prepster Time Management Seminars
  60. 60. TEE Prep - Resources & Cadet-led Study Sessions</li></ul>INDIVIDUALIZED SUPPORT<br /><ul><li>Individual Cadet Appointments to provide </li></ul> Academic Skills Training<br />
  61. 61.
  62. 62. Academic Support @ NEC<br />Helping You Connect the Pieces for Academic Success<br />Services & Resources<br />Learning Coaches & Content Tutors<br /><ul><li>One-to-one appointments in person or via phone, e-mail, Internet, etc.
  63. 63. Workshops (online & onsite)
  64. 64. Small group assistance (online & onsite)
  65. 65. Online Content Area Tutoring – Smarthinking (</li></ul> Online Support <br /><ul><li>ANGEL Community Group - NEC Academic Support
  66. 66. Log in with your MyESC Username & Password
  67. 67. A self-paced or credit-bearing study & resources -
  68. 68. On Facebook - NEC Academic Support & Student Services</li></li></ul><li>Academic Support @ NEC<br />Peers<br />Engagingas<br />Energizing<br />Resources<br />Helping You Connect the Pieces for Academic Success<br />Apeer coach is a current undergraduate or graduate student trained to guide and encourage other students in improving their academic performance and development as a life-long learner, focusing on general study skills, specific content-areas, navigating college resources, and developing within their Areas of Study.<br />They work in both face-to-face and virtual environments.<br />Peer coaches are trained under College Reading & Learning Association (CRLA) international standards for peer tutors and are either volunteers, work-study, or practicum students.<br />Center-based &<br />0nline<br />Academic<br />Collaborative<br />Helpers<br />Enhancing <br />Success<br />
  69. 69. Awards/<br />Professional Recognition<br />Recruiting<br />PROGRAMS <br />& SERVICES<br />Networking<br />STAFFING <br />& <br />RESOURCES<br />Interviewing &<br />Hiring<br />Training<br />Staff/Faculty<br />Development<br />Mission & Goals <br />Budgeting<br />Professional <br />Presentations/Publications<br />Internal & External Grants<br />STUDENTS’ NEEDS<br />
  70. 70. SWOT: Staffing & Resources - Existing<br />STRENGTHS<br />WEAKNESSES<br />OPPORTUNITIES<br />THREATS<br />
  71. 71. SWOT: Staffing & Resources - Desired<br />STRENGTHS<br />WEAKNESSES<br />OPPORTUNITIES<br />THREATS<br />
  72. 72. Meet the NEC Academic Support Team<br />
  73. 73. Professional Development & Training<br />PROFESSIONAL DEVELOPMENT<br />Learning Center Leadership Certification -<br />NCLCA Institute –<br />Professional Organizations & Conferences<br /> CRLA, NCLCA, NADE, ATP, etc. -<br />Winter Institute -<br />Kellogg-<br />TIDE -<br />TUTOR PROGRAM/TUTOR/TUTOR TRAINER CERTIFICATION<br />Association for the Tutoring Profession<br /><br />College Reading & Learning Association<br />TUTOR -<br />MENTOR -<br />
  74. 74. References & Additional Resources<br />Overview Reference Book<br />Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass.<br />Professional Associations & Professional Development Resources<br />National College Learning Center Association (NCLCA)<br /><br /> (Learning Center Leadership Certification) <br />Learning Support Centers in Higher Education (LSCHE)<br /><br /> (Bibliography of Articles, Books & Presentations)<br /> (Bibliography of LSC Management)<br />LRNASST Listserv<br /><br />Council of Learning Assistance and Developmental Education Associations (CLADEA) <br /><br />Association for the Tutoring Profession (ATP)<br /><br />College Reading & Learning Association (CRLA)<br /><br />National Association for Developmental Education (NADE)<br /><br />National Center for Developmental Education (NCDE)<br /><br />
  75. 75. Faculty/Staff <br />Performance<br />Annual/Quarterly<br />Reports<br />Outcomes<br />PROGRAMS <br />& SERVICES<br />Cost/Benefit <br />Analysis<br />Demographic/<br />Use Statistics<br />ASSESSMENT<br />& <br />EVALUATION<br />STAFFING & <br />RESOURCES<br />Course End <br />Surveys<br />Qualitative<br />& Quantitative<br />Summative<br />& Formative<br />Persistence/<br />Graduation Rates<br />MISSION & GOALS <br />NADE <br />Self-Evaluation Guides<br />Impact/<br />Effectiveness<br />Existing <br />Research<br />Focus<br />Groups<br />Program <br />Design<br />Institutional<br />Research<br />Cassazza <br />& Silverman<br />Case <br />Studies<br />STUDENTS’ NEEDS<br />Benchmarking<br />
  76. 76. Activity: Assessment & Evaluation<br />Do you have assessment and evaluation plans/practices for your learning center? If so, where does that data go? How is it used & by whom?<br />If you don’t engage in assessment and evaluation, what are some ideas, elements, etc. that you would want to begin to assess/evaluate? To whom/for whom do you think this would be useful?<br />
  77. 77. Database with Existing Technology<br />EXCEL<br />
  78. 78.
  79. 79. First Annual Report @ <br />In this report, you will find the following:<br />Vision, Values, & Mission Statements <br />Original Charge to DAS Group from Joyce Elliot<br />Initial Performance Plan & Appraisal<br />Significant Activities & Achievements -- January 2007 – February 2008<br />Budget requests for 2007-2008 and 2008-2009<br />Future Goals, Enhancements, & Initiatives<br />Access copy of report by following the Best Practices Link on<br />
  80. 80. CAS Standards for Learning Centers<br />Part 1. MISSION<br />The learning assistance program must develop, record, disseminate, implement and regularly review its mission and goals. The learning assistance mission statement must be consistent with the mission and goals of the institution and with the standards of this document. The mission statement must address the purpose of the learning assistance program, the population it serves, the programs and services it provides, and the goals the program is to accomplish.<br />Part 2. PROGRAM<br />The learning assistance program must be (a) intentional; (b) coherent; (c) based on theories and knowledge of learning and human development; (d) reflective of developmental and demographic profiles of the student population; and (e) responsive to the special needs of<br />individuals. <br />Part 3. LEADERSHIP<br />Learning assistance program administrators must be selected on the basis of formal education and training, relevant work experience, personal attributes and other professional credentials. Institutions must determine expectations of accountability for learning assistance<br />program administrators and fairly assess their performance.<br />
  81. 81. Part 4. ORGANIZATION and MANAGEMENT<br />The learning assistance program must be structured purposefully and managed effectively to achieve stated goals. Evidence of appropriate structure must include current and accessible policies and procedures, written job descriptions and performance expectations for all employees, functional work flow graphics or organizational charts, and service delivery expectations. <br />Part 5. HUMAN RESOURCES<br />The learning assistance program must be staffed adequately by individuals qualified to accomplish its mission and goals. The learning assistance program must establish procedures for staff selection, training, and evaluation; set expectations for supervision, and provide<br />appropriate professional development opportunities.<br />Part 6. FINANCIAL RESOURCES<br />The learning assistance program must have adequate funding to accomplish its mission and goals. Priorities, whether set periodically or as a result of extraordinary conditions, must be determined within the context of the stated mission, goals, and resources.<br />Part 7. FACILITIES, TECHNOLOGY and EQUIPMENT<br />The learning assistance program must have adequate, suitably located facilities, technology, and equipment to support its mission and goals. Facilities for the learning assistance program must be convenient and accessible to students, faculty, and other clients.<br />
  82. 82. Part 8. LEGAL RESPONSIBILITIES<br />Learning assistance program staff members must be knowledgeable about and responsive to law and regulations that relate to their respective program or service. Sources for legal<br />obligations and limitations include constitutional, statutory, regulatory, and case law;<br />mandatory laws and orders emanating from federal, state, provincial and local governments; and the institution through its policies.<br />Part 9. EQUAL OPPORTUNITY, ACCESS and AFFIRMATIVE ACTION<br />Learning assistance program staff members must ensure that services and programs are<br />provided on a fair and equitable basis. Each learning assistance program and service must be<br />accessible. Hours of operation must be responsive to the needs of all students.<br />Each learning assistance program and service must adhere to the spirit and intent of equal<br />opportunity laws.<br />Part 10. CAMPUS and COMMUNITY RELATIONS<br />The learning assistance program must establish, maintain, and promote effective relations<br />with relevant campus offices and external agencies.<br />Part 11. DIVERSITY<br />Within the context of each institution’s unique mission, multi-dimensional diversity enriches<br />the community and enhances the collegiate experience for all; therefore,<br />The learning assistance program must nurture environments where similarities and<br />differences among people are recognized and honored.<br />
  83. 83. Part 12. ETHICS<br />All persons involved in the delivery of the learning assistance program to students must<br />adhere to the highest standards of ethical behavior. The program must develop or adopt and implement statements of ethical practice addressing the issues unique to each program and service. The program and services must publish these statements and ensure their periodic review by all concerned.<br />Part 13. ASSESSMENT and EVALUATION<br />The learning assistance program must undergo regular and systematic qualitative and<br />quantitative evaluations to determine to what degree the stated mission and goals are being met. The learning assistance program should have the ability to collect and analyze data through its own resources and through access to appropriate data generated by the institution. Periodic evaluations of the learning assistance program and services may be performed by on campus experts and outside consultants and disseminated to appropriate administrators.<br />SOURCE -<br />© Copyright 1997 Council for the Advancement of Standards in Higher Education<br />A separate document called the Self-Assessment Guides (SAGs), along with directions for<br />documenting, enhancing strengths, and recommending change and improvement, are operational<br />versions of the CAS Standards and are formatted as worksheets for use as program and service<br />"self-assessment tools." The SAGs are available for purchase from CAS,<br /> <br />
  84. 84.
  85. 85. Evaluation Model<br />Mission<br />Goals & Objectives<br />Programs & Services<br />Outcomes<br />Evaluation Tools<br />Best Practices<br />Existing or New Campus Data<br />Cost Effectiveness<br />Benchmarks – Campus/Local/System/State/National<br />Research<br />SOURCE: Jane Neuburger, CRLA 2000 Presentation, <br />“Hot Sauce on the Enchilada: Evaluating Services<br />
  86. 86. 9 Principles of Good Practice for Assessing Student Learning <br />The assessment of student learning begins with educational values.<br />Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. <br />Assessment works best when the programs it seeks to improve have clear, explicitlystatedpurposes. <br />Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. <br />Assessment worksbestwhen it is ongoing not episodic. <br />Assessment fosters wider improvement when representatives from across the educationalcommunity are involved. <br />Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. <br />Assessment is most likely to lead to improvement when it is part of a largerset of conditions that promote change. <br />Through assessment, educators meet responsibilitiesto students and to the public. <br />SOURCE:<br />Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; <br />Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright<br />
  87. 87. Academic Enhancement Program<br />AY 04 Participation<br />INDIVIDUAL SUPPORT<br />2,037 voluntary cadet academic appointments<br />TUTORING<br />645 Active Tutors <br />236 Trained at Fall Conference<br /> 51 CRLA Certified (6 New AY04)<br />589 Cadets Tutored in TEE Prep Sessions (28 Subjects)<br />COURSES<br />486 - RS101<br />Student Success<br />112 - RS102 <br />Reading Efficiency <br /> Average reading gain <br /> 497 wpm<br /> Comphrension constant <br /> @ 88%<br /> 87 - RS103<br />Information Literacy <br />& Critical Thinking<br />
  88. 88. Impact on Academics<br />RS101: Student Success Course<br /><ul><li>Performance Better than Predicted(based upon CEER scores)
  89. 89. RS101 cadets outperform predicted APS by approx 0.1 on 4.0 scale
  90. 90. Non-RS101 cadets under perform predicted APS by approx. 0.05 (p=.0001)
  91. 91. Small but Statistically Significant Positive Effect on Graduation Rates
  92. 92. Increased Confidence in Ability to Apply Good Learner/Study Strategies
  93. 93. Class ’04 Pre/Post SBI Scores show increased confidence in routine academic tasks (p=.002)</li></ul>RS102: Reading Efficiency <br /><ul><li> Increased Reading Rate with No Comprehension Loss
  94. 94. Avg. 475 wpm increase, comprehension remains at 89-90%</li></li></ul><li> USMA InstitutionalAssessment System<br />ARMY<br />NEEDS<br />ACADEMIC<br />PROGRAM<br />GOALS<br />ARTICULATE<br />LEARNING<br />MODELS<br />DESIGN<br />PROGRAM &<br />COURSES<br />IMPLEMENT<br />PROGRAM<br />ASSESS<br />LEARNING<br />MODELS<br />ASSESS<br />PROGRAM<br />DESIGN<br />ASSESS<br />PROGRAM<br />IN ACTION<br />ASSESS<br />GOAL<br />ACHIEVEMENT<br />
  95. 95. References & Additional Resources continued…<br />Websites – Evaluation, Assessment, Standards, Awards & Recognitions<br />American Association for Higher Education – Online Assessment Resources<br /><br /><br />Western Michigan University's Evaluation Center <br /><br />National College Learning Center Association (NCLCA) – Awards<br /><br />Learning Support Centers in Higher Education (LSCHE) <br />Awards & Recognitions Link<br /><br />CAS Standards for Learning Assistance<br /><br />Policy Center on the First Year of College – Institutions of Excellence - Benchmarks<br /><br />