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.
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Region20 Library Resources Roundup: Library CentersCari Young
Do you want to engage your learners during every minute of their time in the library? Learn how to create simple work stations to teach library skills or curriculum objectives. The centers allow for choice and movement while reducing off-task behaviors. Your students will be involved in active learning, will create displays that can be shown off on your walls and bulletin boards, and will demonstrate to your campus that you are a valuable educator.
Presented by:
Dr. Lisa D’Adamo-Weinstein, Director of Academic Support , SUNY Empire State College
Dr. Tacy Holliday, Governance Coordinator, Montgomery College, NCLCA Learning Center Leadership Level
Description: Measuring and evaluating student success is crucial to retention efforts and program development. Join us as we talk about the key elements necessary to measure student success in your tutoring and learning centers. We will assist you in developing an assessment plan for your own center.
Translated presentation of "Session 3: Principles of Reliability and Validity (EN)" from UNESCO Bangkok's Capacity Development Workshop: Test and Item Development and Design in Vientiane, Lao PDR 27-30 September 2016
Translated presentation of "Session 2: Introduction to Modern Assessment Theory (continued)" from UNESCO Bangkok's Capacity Development Workshop: Test and Item Development and Design in Vientiane, Lao PDR 27-30 September 2016
Translated presentation of "Session 1: Introduction to Modern Assessment Theory" from UNESCO Bangkok's Capacity Development Workshop: Test and Item Development and Design in Vientiane, Lao PDR 27-30 September 2016
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
Navigating Through Education: The Vital Role of Support Programs in Student A...abdulshaikh5253
Education is a journey filled with challenges and opportunities, and support programs serve as guiding lights for students as they navigate through this complex landscape. This article explores the indispensable role of support programs in fostering student achievement across various educational contexts.
Final Early Identification for Prior Learning Assessment (IITG Panel) Present...Lisa D'Adamo-Weinstein
Empire State University has a long and robust commitment for including college-level learning for courses offered at the institution, transfer credits, and Prior Learning Assessment (PLA) credits. For this grant project initiatives developed include early interventions for relatable student personas to illustrate the potential for using PLA and a preliminary prior learning intake form and professional development.
Integrating Open Educational Resources (OERs) into your learning center offerings is not only cost effective for students, but OERs can also positively impact student success and retention. Attendees will learn about the benefits and pitfalls of using OERs, gain access to a curated list of student success oriented OERs, consider ways to partner with faculty, and be presented with guides for development/evaluation of OERs.
A presentation I gave to the students involved in the Arts in Our Communities Residency I co-coordinated with Dr. Cynthia Bates and taught in the Spring 2022 term at SUNY Empire State University.
https://www.sunyempire.edu/residencies/arts-in-our-communities/
The Virtual Arts in Our Communities Residency celebrates the arts of New York State. Our inaugural 2022 residency focuses on the arts in the Capital District region with an emphasis on the Empire State Plaza and the New York State Museum in Albany, N.Y. During the spring term, students can register for one of five courses related to the practice, performance, support, and creation of the arts. The courses use a blended model that combines online learning with 3 virtual meetings. At these virtual meetings, students will have the opportunity to meet with their instructor and classmates, interact with students in other courses, explore virtual exhibits of historical sites, public arts displays, museum collections, and performing arts spaces.
“[W]omen's letters rarely just exchange information. Instead, they tell stories; they tell secrets; they shout and scold, bitch and soothe, whisper and worry, console and advise, gossip and argue, compete and compare. And along the way, they - usually without meaning to - write history"
(Grunwald and Adler, p.1).
Leading With Authenticity, Vulnerability, Inclusivity, Trust, and ReflectionLisa D'Adamo-Weinstein
Presented at the Spring 2022 SUNY Empire State College Student Conference in Sartatoga Springs, NY - There are innumerable theories and strategies related to the topic of leadership that people can become overwhelmed by trying to find the right “fit.”. Drawing on the works of Brene Brown, Angie Morgan, Courtney Lynch, John Maxwell, Simon Sinek, Angela Duckworth, Susan Cain, Kim Scott, and others, this workshop will focus on a presentation of leadership and the ideas of authenticity, vulnerability, inclusivity, trust, and reflection. Participants will be asked to reflect upon their own leadership in formal and informal contexts as well and create a leadership and life mission statement for themselves.
My creative nonfiction course, Narratives We Think We Know: American Women's Stories through Letters, is now offered with only Open Educational Resources (OERs). I actively sought out two professional development opportunities (IMTL and a Lumen Fellowship) to continue OER development work and design an open forum to allow for students and the public to write their own creative nonfiction responses to the letters we explore in the course. For this presentation, I will share course materials, samples of student work, as well as lessons learned from the OER design process and other research on women’s letter writing.
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
Forging Successful Learning Centers: Critical Considerations and Evidence-Based Practices for New LC Directors
Presented at NCLCA 2021 Annual Conference
Stepping into an LC leadership role and feeling overwhelmed about how to focus your efforts? Join members of the NCLCA Past Presidents Council for an in-depth exploration of evidence-based best practices that will help you improve the infrastructure and operations of your center.
Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
Co-presented with NCLCA Past President's Council members Geoff Bailey, Lindy Coleman, Lisa D'Adamo-Weinstein, Jenny Haley, and Laura Sanders as part of the National College Learning Center Association (NCLCA) 47th Annual Conference. Birmingham, AL and online.
Capturing Creativity in Times of COVID: A Weekly Virtual Live ShowLisa D'Adamo-Weinstein
Capturing Creativity in Times of COVID: A Weekly Virtual Live Show
Lisa D'Adamo-Weinstein - SUNY Empire State College
Creative Expressions was a weekly virtual arts and culture series conceived of during the COVID-19 pandemic. In an attempt to recreate the in-person sharing of art, music, poetry, and other forms of creative works typically experienced at an annual college event, the series began as an experiment led by the faculty of the School of Arts and Humanities. That first session was so well received, that I continued to host and organize the show every Thursday for 30 weeks.
There were a total of 89 individuals - 34 staff/faculty presenters and 56 student/alumni/guest presenters - who shared their creative talents at least once as part of the series.
Approximately 790 attendees came to the Zoom platform across all 30 sessions. You can find the recordings, materials, and all biographical information about the presenters at the Creative Expressions website.
For this presentation, I will talk about the lessons learned and possibilities for educators to use Zoom and Google Sites to create a shared space for their students and school communities to celebrate the arts and other topic areas to build community, celebrate creativity, and develop an OER resource.
Conference Strand: How to/Integration
Target Audience: Grades K-12, Post-Secondary
Description: We and our students are faced with varying degrees of health, financial, and emotional changes as we all navigate the impact of the pandemic. In this session, we will (1) provide some concrete examples of how to engage in self-care for ourselves, (2) share some ideas about how to encourage our students to engage in self-care activities during these unprecedented and uncertain times, and (3) encourage you to share your own methods and examples.
Hosted By: Annie Crossland, Kristin Spencer, & Lisa D'Adamo-Weinstein (Associate Professor, Department of Arts & Media, SUNY Empire State College)
Presented as part of our ESC Connects Webinar series.
Communicating effectively is not always easy. Communicating well during highly emotional, high stakes situations is extremely difficult. Drawing from Kerry Patterson's book Crucial Conversations: Tools for Talking When Stakes Are High, this session will focus on strategies and tools for managing effect communication skills and crucial conversations within all aspects of our lives - family/friends, community, and workplace.
Co-presentation on March 26, 2020 with Dr. REbecca Eliseo-Arras and Mentor/Instructor JoAnn Kingsley as part of ESC Connects series in response to the COVID-19 crisis. Presentation was for the students, staff and faculty in the SUNY Empire State College community. The link to the Self-Care presentation recording is - https://vimeo.com/400687251.
Presentation for the SUNY Empire State College Student Leadership Institute (SLI) 2018 - Presentation on identifying personal leadership styles & drawing from the book Lead Yourself First.
Being a leader can be both a rewarding and challenging experience in any organization or group.
Leadership is hard work and includes understanding yourself, communicating effectively, managing conflict making tough decisions, and setting vision and tone.
Presentation at the Fall 2018 Student Conference
In this session, you will learn how to identify your leadership style and how to navigate these aspects of leadership with grace and tact.
This is Part 2 of the workshop pair
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning.
Part 1 - Identifying Immediate Needs
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term
How do we reflect, assess, resource for sustainability, and plan for future change?
Presentation as part of the SUNY Remote Teaching Clinic - The Remote Teaching Clinic is designed to help you temporarily deliver your face-to-face instructional materials at a distance. The free webinars in this clinic will provide you with the information and skills you need to teach anywhere.
Presentation given for the National College Learning Center Association
In these unprecedented times, the face of higher education is rapidly changing, and our learning centers must adapt to find ways to help our students (the privileged and underprivileged) engage effectively with technology. The realities of how we support students and the services we offer them must adapt to the current shifts to online learning in their content courses. We must expand upon existing online services and/or develop new ones. We must also support/train our staff members to manage the new ways in which our learning centers must operate.
Learning centers professionals are going to have to think of ways to deliver services 100% online. We need to think about our staff (students and professionals) and how we train them as well as the ways in which we engage our students who might be struggling with the demands of shifting to new modes of learning. Join this evolving conversation in one or both webinars:
Part 1 - Identifying Immediate Needs - this week (3/20/2020)
How we can triage and respond in real time to a rapidly evolving change to our operations?
Part 2 - Planning for the Long-term - next week (3/27/2020)
How do we reflect, assess, resource for sustainability, and plan for future change?
Communication strategies and tools for managing difficult conversationsLisa D'Adamo-Weinstein
Communicating well during highly emotional, high stakes situations is extremely difficult. Drawing from Kerry Patterson’s book, Crucial Conversations Tools for Talking When Stakes Are High, this session will focus on strategies and tools for managing what Patterson defines a crucial conversation: “A discussion between two or more people where the stakes are high, opinions vary, and emotions run strong”( p.3). We will explore key concepts and tools to help us manage crucial conversation situations with our family, friends, and in the workplace.
Presentation at the 2017 SUNY CIT Conference discussing the integration of Academic and Instructional Services at SUNY Empire State College into the college's learning envornoment.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Best Practices in Managing your Learning Center effectively
1. Best Practices in Learning Center Management NCLCA Institute July 2010 Dr. Lisa D’Adamo–Weinstein Director, Academic Support SUNY Empire State College, Northeast Center
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. http://nclcainstitute2010.pbworks.com Dr. Lisa D'Adamo-Weinstein Director, Academic Support SUNY Empire State College, Northeast Center 21 British American Blvd. Latham, NY 12110 518-783-6203 ext 5939 lisa@docdw.com Lisa.D’Adamo-Weinstein@esc.edu
3. Definitions of “Best Practices” " 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." 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. "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." Christ, F. L. "Best Practices of Learning Support Centers," a presentation at the 2005 Winter Institute, Austin, Texas, January 4, 2005. Bibliography on Best Practices can be found at: http://www.lsche.net/resources/res_bibs_bestprac.htm
4. NCLCA defines a learning center as …a place wherestudentscan be taught to becomemore efficientandeffective learners. Learning Center services may include: tutoring, mentoring, supplemental instruction, academic and skill-building labs, computer aided instruction, success seminars/programs, advising and more. Source: http://www.nclca.org
5. Successful Academic Support & Learning Assistance Programs include… * Proactive interventions, * Supportive environments, * Personalized support systems, * Small group tutorials, * Development of students’ basic learning skills, * Teaching of study skills and learning strategies in the context of academic content courses, * Opportunities to interact in informal settings and develop personal relationships with faculty, and * Opportunities to experience success. Adapted from: Maxwell, M. (1997). Improving Student Learning Skills. Clearwater, FL: H&H Publishing. Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass.
6. Learning Center Management … Learning assistance program administrators must: exercise authority over resources for which they are responsible to achieve their respective missions; articulate a vision for their organization; establish the program mission, policies, and procedures; set goals and objectives; prescribe and practice ethical behavior; recruit, select, supervise and develop others in the learning assistance program; manage, plan, budget and evaluate; communicate effectively; and marshal cooperative action from colleagues, employees, other institutional constituencies, and persons outside the organization. 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. SOURCE: http://www.nade.net/documents/Articles/CAS.Standards.pdf
7. Mission & Goals Staff Facilities SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] - http://www.lsche.net/resources/res_stand_bestpract.htm
8. SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] - http://www.lsche.net/resources/res_stand_bestpract.htm
9. How to Best Grow a Learning Center... PROGRAMS & SERVICES ASSESSMENT & EVALUATION STAFFING & RESOURCES Institutional Support & Integration MISSION & GOALS STUDENTS’ NEEDS
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.” - Casazza & Silverman (1996): p. 71 ESL Pre-College Programs TRIO/EOP General Study Skills Writing Reading 1st Year Programs Information Literacy Math Academic Reinstatement Content Area Tutoring Specialized Schools & Colleges Nursing, Business, Education, etc. Accessibility/Disability Services Developmental Education Critical Thinking Programs serving unique student populations such as – Latino/Hispanic, African-American, American Indian, Southeast Asian, Student-Athletes, International Students, Returning Adult Students, etc. STUDENTS’ NEEDS
11. http://www.pvc.maricopa.edu/~lsche/resources/learners.htm 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: Learner Categories: GeneralAdult Re-entryAthletesCommutersDevelopmental/Underprepared/At RiskDistance/On-LineInternational/ESLNursingPre-collegePre-professional: GRE/MCAT/LSAT/DATSpecial NeedsUSA MinoritiesVeteransWomen
12. Your Students: Defining Who, What, & How Who are the students you serve in your LC? What kinds of resources, programs, & services do they use? How do you interact with them (F-2-F, Online, Paper, E-mail, etc.)?
13. Your “Clients”: Refining Who, What, & How Are there other students (staff, faculty, etc) you could serve in your LC? What other kinds of resources, programs, & services do you wish you could offer? How might you expand how you interact with students(F-2-F, Online, Paper, E-mail, etc.)?
14. “Successful programs begin with a well-defined mission statement and a set of program goals addressing specific areas”… “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”… “The goals of a learning assistance program are a natural outgrowth of the mission statement.” Source: Casazza & Silverman (1996): pp.7-73 MISSION & GOALS STUDENTS’ NEEDS
15. Activity: Mission & Goals 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? If you don’t have one, what are some ideas, elements, etc. that you would want to include?
16. Alexander and Serafass’ (1999) planning model for educational institutions. Alexander, W.F., Serfass, R.W. (1999). FuturingTools for Strategic Quality Planning in Education. Quality Press; Milwaukee.
17. USMA MISSION 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.
18. We contribute to the purpose and mission of the United States Military Academy by committing ourselves to developing the full potential of the United States Corps of Cadets through comprehensive performance psychologyandacademic skills training. We pursue this vision by teaching a unique combination of reading, studyandapplied performance psychology skills that assist cadets in becoming self-directed learners. We empower cadets to actively pursue their full academic, physical/athletic, andmilitary potential. .
27. To establish physical & virtual learning environments fostering respect and access for all students.
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.
42. Northeast Center Office of Academic Support Mission 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. We support students in becoming successful independent learners through a comprehensive array of services and resources tailored to students’ individual academic needs and goals. We deliver these services and resources via individualized and group programming in face-to-face, telephonic and virtual formats. Wework with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.
73. Professional Development & Training PROFESSIONAL DEVELOPMENT Learning Center Leadership Certification - http://www.nclca.org/certification.htm NCLCA Institute – http://www.nclca.org/nclcains.htm Professional Organizations & Conferences CRLA, NCLCA, NADE, ATP, etc. - http://www.lsche.net/calendar.htm Winter Institute - http://www.utexas.edu/student/utlc/winter_institute/index.php Kellogg- http://www.ncde.appstate.edu/kellogg.htm TIDE - http://www.ci.txstate.edu/TIDE/TIDEhome.htm TUTOR PROGRAM/TUTOR/TUTOR TRAINER CERTIFICATION Association for the Tutoring Profession http://www.jsu.edu/depart/edprof/atp/cert.htm College Reading & Learning Association TUTOR - http://www.crla.net/tutorcert.htm MENTOR - http://www.crla.net/mentorcert.htm
74. References & Additional Resources Overview Reference Book Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass. Professional Associations & Professional Development Resources National College Learning Center Association (NCLCA) http://www.nclca.org http://www.nclca.org/certification.htm (Learning Center Leadership Certification) Learning Support Centers in Higher Education (LSCHE) http://www.lsche.net http://www.lsche.net/resources/articles.htm (Bibliography of Articles, Books & Presentations) http://www.lsche.net/resources/lsc_mngmnt/leadershipbib.htm (Bibliography of LSC Management) LRNASST Listserv http://www.lists.ufl.edu/archives/lrnasst-l.html Council of Learning Assistance and Developmental Education Associations (CLADEA) http://www.cladea.net/ Association for the Tutoring Profession (ATP) http://www.jsu.edu/depart/edprof/atp/ College Reading & Learning Association (CRLA) http://www.crla.net National Association for Developmental Education (NADE) http://www.nade.net/ National Center for Developmental Education (NCDE) http://www.ncde.appstate.edu/
75. Faculty/Staff Performance Annual/Quarterly Reports Outcomes PROGRAMS & SERVICES Cost/Benefit Analysis Demographic/ Use Statistics ASSESSMENT & EVALUATION STAFFING & RESOURCES Course End Surveys Qualitative & Quantitative Summative & Formative Persistence/ Graduation Rates MISSION & GOALS NADE Self-Evaluation Guides Impact/ Effectiveness Existing Research Focus Groups Program Design Institutional Research Cassazza & Silverman Case Studies STUDENTS’ NEEDS Benchmarking
76. Activity: Assessment & Evaluation 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? 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?
79. First Annual Report @ In this report, you will find the following: Vision, Values, & Mission Statements Original Charge to DAS Group from Joyce Elliot Initial Performance Plan & Appraisal Significant Activities & Achievements -- January 2007 – February 2008 Budget requests for 2007-2008 and 2008-2009 Future Goals, Enhancements, & Initiatives Access copy of report by following the Best Practices Link on nclcainstitute2010.pbworks.com
80. CAS Standards for Learning Centers Part 1. MISSION 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. Part 2. PROGRAM 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 individuals. Part 3. LEADERSHIP 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 program administrators and fairly assess their performance.
81. Part 4. ORGANIZATION and MANAGEMENT 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. Part 5. HUMAN RESOURCES 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 appropriate professional development opportunities. Part 6. FINANCIAL RESOURCES 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. Part 7. FACILITIES, TECHNOLOGY and EQUIPMENT 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.
82. Part 8. LEGAL RESPONSIBILITIES 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 obligations and limitations include constitutional, statutory, regulatory, and case law; mandatory laws and orders emanating from federal, state, provincial and local governments; and the institution through its policies. Part 9. EQUAL OPPORTUNITY, ACCESS and AFFIRMATIVE ACTION Learning assistance program staff members must ensure that services and programs are provided on a fair and equitable basis. Each learning assistance program and service must be accessible. Hours of operation must be responsive to the needs of all students. Each learning assistance program and service must adhere to the spirit and intent of equal opportunity laws. Part 10. CAMPUS and COMMUNITY RELATIONS The learning assistance program must establish, maintain, and promote effective relations with relevant campus offices and external agencies. Part 11. DIVERSITY Within the context of each institution’s unique mission, multi-dimensional diversity enriches the community and enhances the collegiate experience for all; therefore, The learning assistance program must nurture environments where similarities and differences among people are recognized and honored.
85. Evaluation Model Mission Goals & Objectives Programs & Services Outcomes Evaluation Tools Best Practices Existing or New Campus Data Cost Effectiveness Benchmarks – Campus/Local/System/State/National Research SOURCE: Jane Neuburger, CRLA 2000 Presentation, “Hot Sauce on the Enchilada: Evaluating Services
86. 9 Principles of Good Practice for Assessing Student Learning The assessment of student learning begins with educational values. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Assessment works best when the programs it seeks to improve have clear, explicitlystatedpurposes. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. Assessment worksbestwhen it is ongoing not episodic. Assessment fosters wider improvement when representatives from across the educationalcommunity are involved. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment is most likely to lead to improvement when it is part of a largerset of conditions that promote change. Through assessment, educators meet responsibilitiesto students and to the public. SOURCE: http://www.aahe.org/assessment/principl.htm Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright
87. Academic Enhancement Program AY 04 Participation INDIVIDUAL SUPPORT 2,037 voluntary cadet academic appointments TUTORING 645 Active Tutors 236 Trained at Fall Conference 51 CRLA Certified (6 New AY04) 589 Cadets Tutored in TEE Prep Sessions (28 Subjects) COURSES 486 - RS101 Student Success 112 - RS102 Reading Efficiency Average reading gain 497 wpm Comphrension constant @ 88% 87 - RS103 Information Literacy & Critical Thinking
88.
89. RS101 cadets outperform predicted APS by approx 0.1 on 4.0 scale
90. Non-RS101 cadets under perform predicted APS by approx. 0.05 (p=.0001)
91. Small but Statistically Significant Positive Effect on Graduation Rates
95. References & Additional Resources continued… Websites – Evaluation, Assessment, Standards, Awards & Recognitions American Association for Higher Education – Online Assessment Resources http://www.aahe.org/assessment/assess_links.htm http://www.aahe.org/assessment/principl.htm Western Michigan University's Evaluation Center http://www.wmich.edu/evalctr/checklists/ National College Learning Center Association (NCLCA) – Awards http://www.nclca.org/grantsawards.htm Learning Support Centers in Higher Education (LSCHE) Awards & Recognitions Link http://www.lsche.net/resources/lc_awards.htm CAS Standards for Learning Assistance http://www.nade.net/documents/Articles/CAS.Standards.pdf Policy Center on the First Year of College – Institutions of Excellence - Benchmarks http://www.brevard.edu/fyc/instofexcellence/data.htm
Editor's Notes
One of the first pieces we need to address are the vision, mission and strategic plan of SUNY Empire State College. The Northeast Center of Academic Support contributes to these by offering a comprehensive array of academic support services and resources tailored to students’ individual academic needs and goals. We are collaborative, innovative and flexible in our use of methodologies utilizing both face-to-face and virtual environments as modes of delivery, primarily serving the students, faculty, and staff of the Northeast Center but also making our services and resources available to the ESC community at large through websites and online collaborative tools.
Welcome to the Office of Academic Support at the Northeast Center of SUNY Empire State College. We are expanding and enhancing the services and resources we provide to students and are excited to share this brief video outlining our philosophy and mission and previewing what will be available to students, instructors, and mentors starting in the Fall 2010 semester. Our goal is to help students, staff and faculty connect the pieces for academic success at all stages of a student’s educational journey at Empire State College.