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Best Practices in Learning Center
Management
NCLCA InstituteJuly 2010
Dr. Lisa D’Adamo–WeinsteinDirector, Academic SupportSUNY Empire State College, Northeast Center
Dr. Lisa D'Adamo-WeinsteinDirector, Academic SupportSUNY Empire State College, Northeast Center21 British American Blvd. Latham, NY 12110
518-783-6203 ext 5939 [email protected]’[email protected]
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
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
NCLCA defines a learning center as …a place where students can be taught to become more efficient and effective 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
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.
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
SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] - http://www.lsche.net/resources/res_stand_bestpract.htm
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
MISSION & GOALS
STUDENTS’ NEEDS
PROGRAMS &
SERVICESSTAFFING &
RESOURCES
ASS
ESSM
ENT
&
EVA
LUAT
ION
Institutional Support
&Integration
STUDENTS’ NEEDS
TRIO/EOP
Programs serving unique student populations such as – Latino/Hispanic, African-American, American Indian,
Southeast Asian, Student-Athletes, International Students, Returning Adult Students, etc.
Information Literacy
Specialized Schools & CollegesNursing, Business, Education, etc.
Accessibility/Disability Services
ESL
Math
WritingReading
“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
1st Year Programs
General Study Skills
Content Area Tutoring
Developmental Education
Pre-College Programs
Critical Thinking
Academic Reinstatement
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
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.)?
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.)?
MISSION & GOALS
STUDENTS’ NEEDS
“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
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?
Alexander and Serafass’ (1999) planning model for educational
institutions.
Alexander, W.F., Serfass, R.W. (1999). Futuring Tools for Strategic Quality Planning in Education. Quality Press; Milwaukee.
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.
USMA MISSION
.
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 psychology and academic skills training.
We pursue this vision by teaching a unique combination of reading, study and applied performance psychology skills that assist
cadets in becoming self-directed learners. We empower cadets to actively pursue their
full academic, physical/athletic, and military potential.
AEP MissionWe are a team passionate about cadet success.As learning excellence professionals, we teach and model comprehensive academic success strategies focusing on all cadets.We live what we teach for our cadets and each other.
AEP Pedagogical EmphasisAEP programs and services focus on cadets’
• Academic success• Learning experiences• First-year transitional needs• Leadership development
AEP programs and services emphasize learning that is • Self-directed • Intentional• Life-long
Academic Excellence Program (AEP)
Empire State College
Mission& CommitmentsThe Mission of Empire State College• Empire State College enables motivated adults, regardless of geography or life
circumstance, to design a rigorous, individualized academic program and earn a college degree.
The Commitments of Empire State College• To support self-directed, intellectually curious learners who collaborate with faculty
mentors.
• To document, evaluate and award credit for an adult’s prior college-level life learning.
• To offer each student an array of learning experiences through independent study, seminars, short-term residencies, and online courses.
• To develop, implement and assess new approaches to learning that recognize the strengths and needs of adult learners.
• To provide access to degree programs at multiple locations in New York state and abroad, and through the World Wide Web.
• 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.
Vision, Values, & Mission StatementVision Supportive and Welcoming Environments… •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. Ethos of Interactions …•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.Commitment to Excellence…•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.Maintaining the Cutting Edge and Leading by Example•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. Values 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.
Academic Support @ NEC
STUDENT OUTCOMES•Become more independent learners•Achieve their academic goals•Achieve/exceed their potential •Become better able to define and solve problems •Develop their academic success and study skills •Increase their knowledge of how to adapt learning strategies for different learning engagements •Improve their academic performance, including basic academic skills development •Become more comfortable in using technology and web resources
MISSION•To support all students in becoming successful independent, self-directed, & life-long learners. •To establish physical & virtual learning environments fostering respect and access for all students.•To work with students, staff and faculty assuming that willing students can reach & even exceed their academic potential with appropriate resources & academic strategies assistance.•To deliver individualized & group academic support in face-to-face, telephonic & online formats.•To provide a comprehensive array of academic support resources and services designed to assist adult learners to successfully accomplish their many & varied academic tasks.
•Increase their self-confidence •Decrease stress levels •Complete assignments well & in a timely manner•Become more aware of how they learn best
Mission
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.
MissionThe 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.
We work with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.
Northeast Center Office of Academic Support
Northeast Center Office of Academic Support
Student Outcomes As a result of utilizing the services and resources of the NEC Office of Academic Support, students will be able to:
• Identify and manage their learning strengths and challenges,• Incorporate traditional and technology-based resources in their
learning,• Use effective strategies in different learning engagements, • Create positive learning environments for themselves, • Increase their self-confidence while decreasing stress, and • Improve their academic performance and development as a life-long
learner.
MISSION & GOALS
STUDENTS’ NEEDS
Budget,Staffing,
Professional Development
LC ReputationOn & Off Campus
Faculty
Administrators
Support Staff
Students
Support from Upper Administration Quality of Facilities
Space
Location
Technology
AccessInstitutional
Support&
Integration
Integration with Key Campus Functions
Orientation
Student Services& Advising
DepartmentsFaculty
Centers for Teaching & Learning
Library
Computing Services
Student Housing
AthleticsOther Special Student Populations
SWOT: Institutional Support & IntegrationSTRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
MISSION & GOALS
STUDENTS’ NEEDS
PROGRAMS &
SERVICES
Courses
Workshops
Study Groups
Supplemental Instruction
Tutoring
Group Services
Individualized Services
Academic Counseling/Coaching
Tutoring
Mentoring
Resources &Advertising
Hardcopy
Electronic
Labs/Libraries
Awards/Recognition
Delivery Models
Onsite
Online
Synchronous
Asynchronous
Activity: TYPES of SERVICES •What types do you offer?
•What would you like to offer?
SWOT: Programs & Services - ExistingSTRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
SWOT: Programs & Services - DesiredSTRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
PHYSICAL SUPPORTIndividual Mental Skills Training
• Cognitive Foundations, Goal Setting, Imagery, Attention/Concentration and Stress Management
Team Building for Corps Squad/Club/Intramural
Team Goal Setting for Corps Squad/Club/Intramural
Recruiting VisitsPIADDPE
• Fitness Foundations, APFT/IOCT , 6-meter Platform Challenges,
& Individual DPE Courses
WCAP
MILITARY SUPPORTCBT Support/Briefs
• Teambuilding and Goal Setting
CFT Support• Water Obstacle Course and
Marksmanship Training
Sandhurst TeamsCombat Divers Qualification Course
Airborne & Air Assault SchoolsMarksmanship Training
USAREC SupportValues Education Team Members
ACADEMIC SUPPORTIndividual Academic & Study Skills Training
RS101: Student Success CourseRS102: Reading Efficiency Course
RS103: Information Literacy & Critical Thinking CourseMA100 Inclusion SupportCompany Tutor Program
Academic PlannerSQ3R Interactive Program
CBT Study Skills AssessmentTerm End TEE Prep Sessions
Web Site- CEP SkillsPlebe Course Directors GroupSummer Briefings IAW/TOEP/
FDW/NIT
Academic Excellence ProgramOverview of Services
COURSES• RS101: Student Success Course• RS102: Reading Efficiency Course• RS103: Information Literacy & Critical Thinking
TRAIN THE TRAINER/PEER-SUPPORT• Company Tutor Program• Prepster Time Management Seminars• TEE Prep - Resources & Cadet-led Study Sessions
INDIVIDUALIZED SUPPORT• Individual Cadet Appointments to provide
Academic Skills Training
Learning Coaches & Content Tutors• One-to-one appointments in person or via phone, e-mail, Internet, etc.
• Workshops (online & onsite)
• Small group assistance (online & onsite)
• Online Content Area Tutoring – Smarthinking (www.esc.edu/smarthinking)
Online Support • ANGEL Community Group - NEC Academic Support http://www.esc.edu/ole
• Log in with your MyESC Username & Password
• A self-paced or credit-bearing study & resources - http://AcademicEye.pbworks.com
• On Facebook - NEC Academic Support & Student Services
Academic Support @ NEC
Services & Resources
Helping You Connect the Pieces for Academic Success
Helping You Connect the Pieces for Academic Success
A peer 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.
They work in both face-to-face and virtual environments.
Peer coaches are trained under College Reading & Learning Association (CRLA) international standards for peer tutors and are either volunteers, work-study, or practicum students.
Peers
Engaging as
Energizi
ng
Resourc
es
Center-base
d &
0nline
Academic
Collaborativ
e
Helpers
Enhancing
Success
Academic Support @ NEC
Mission & Goals
STUDENTS’ NEEDS
PROGRAMS & SERVICESSTAFFING
& RESOURCES
Training
Interviewing &Hiring
Staff/FacultyDevelopment
Networking
BudgetingInternal & External Grants
Professional Presentations/Publications
Awards/Professional Recognition Recruiting
SWOT: Staffing & Resources - ExistingSTRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
SWOT: Staffing & Resources - DesiredSTRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
Meet the NEC Academic Support Team
PROFESSIONAL DEVELOPMENTLearning 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 Professionhttp://www.jsu.edu/depart/edprof/atp/cert.htm
College Reading & Learning AssociationTUTOR - http://www.crla.net/tutorcert.htmMENTOR - http://www.crla.net/mentorcert.htm
Professional Development & Training
References & Additional ResourcesOverview Reference Book
Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass.
Professional Associations & Professional Development ResourcesNational College Learning Center Association (NCLCA)
http://www.nclca.orghttp://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 Listservhttp://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/
MISSION & GOALS
STUDENTS’ NEEDS
PROGRAMS & SERVICES
STAFFING &
RESOURCES
ASSESSMENT&
EVALUATION
Qualitative& Quantitative
Summative& Formative
Persistence/Graduation Rates
Annual/QuarterlyReports
InstitutionalResearch
NADE Self-Evaluation Guides
Cassazza & Silverman
Faculty/Staff Performance
Impact/Effectiveness
Demographic/Use Statistics
Case Studies Benchmarking
Cost/Benefit Analysis
Program Design
Outcomes
Existing Research
FocusGroups
Course End Surveys
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?
Database with Existing Technology
•EXCEL
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
Part 1. MISSIONThe 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. PROGRAMThe 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 ofindividuals.
Part 3. LEADERSHIPLearning 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 assistanceprogram administrators and fairly assess their performance.
CAS Standards for Learning Centers
Part 4. ORGANIZATION and MANAGEMENTThe 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 RESOURCESThe 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 provideappropriate professional development opportunities.
Part 6. FINANCIAL RESOURCESThe 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 EQUIPMENTThe 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.
Part 8. LEGAL RESPONSIBILITIESLearning assistance program staff members must be knowledgeable about and responsive to law and regulations that relate to their respective program or service. Sources for legalobligations 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 ACTIONLearning assistance program staff members must ensure that services and programs areprovided on a fair and equitable basis. Each learning assistance program and service must beaccessible. 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 equalopportunity laws.
Part 10. CAMPUS and COMMUNITY RELATIONSThe learning assistance program must establish, maintain, and promote effective relationswith relevant campus offices and external agencies.
Part 11. DIVERSITYWithin the context of each institution’s unique mission, multi-dimensional diversity enrichesthe community and enhances the collegiate experience for all; therefore,The learning assistance program must nurture environments where similarities anddifferences among people are recognized and honored.
Part 12. ETHICSAll persons involved in the delivery of the learning assistance program to students mustadhere 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.
Part 13. ASSESSMENT and EVALUATIONThe learning assistance program must undergo regular and systematic qualitative andquantitative 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.
SOURCE - http://www.nade.net/documents/Articles/CAS.Standards.pdf© Copyright 1997 Council for the Advancement of Standards in Higher EducationA separate document called the Self-Assessment Guides (SAGs), along with directions fordocumenting, enhancing strengths, and recommending change and improvement, are operationalversions of the CAS Standards and are formatted as worksheets for use as program and service"self-assessment tools." The SAGs are available for purchase from CAS, http://www.cas.edu/
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
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, explicitly stated purposes.
• Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.
• Assessment works best when it is ongoing not episodic.
• Assessment fosters wider improvement when representatives from across the educational community 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 larger set of conditions that promote change.
• Through assessment, educators meet responsibilities to 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
INDIVIDUAL SUPPORT2,037 voluntary cadet academic appointments
TUTORING645 Active Tutors 236 Trained at Fall Conference 51 CRLA Certified (6 New AY04)589 Cadets Tutored in TEE Prep Sessions (28 Subjects)
COURSES486 - RS101Student Success
112 - RS102 Reading Efficiency Average reading gain 497 wpm Comphrension constant
@ 88%
87 - RS103Information Literacy & Critical Thinking
AY 04 ParticipationAcademic Enhancement Program
282
745
90 91
278
729
88 87
277
761
88 86
250
874
89 82
270
737
89 86
0
100
200
300
400
500
600
700
800
900
99-00 00-01 01-02 02-03 03-04
P re WP M P ost WP M P re Comp P ost Comp
Impact on Academics
RS101: Student Success Course Performance Better than Predicted (based upon CEER scores)
- RS101 cadets outperform predicted APS by approx 0.1 on 4.0 scale- Non-RS101 cadets under perform predicted APS by approx. 0.05
(p=.0001)
Small but Statistically Significant Positive Effect on Graduation Rates
Increased Confidence in Ability to Apply Good Learner/Study Strategies- Class ’04 Pre/Post SBI Scores show increased confidence in routine
academic tasks (p=.002)
RS102: Reading Efficiency Increased Reading Rate with No Comprehension Loss
- Avg. 475 wpm increase, comprehension remains at 89-90%
ASSESSLEARNINGMODELS
ASSESSLEARNINGMODELS
ASSESSPROGRAM
DESIGN
ASSESSPROGRAM
DESIGN
ASSESSPROGRAMIN ACTION
ASSESSPROGRAMIN ACTION
ASSESSGOAL
ACHIEVEMENT
ASSESSGOAL
ACHIEVEMENT
ARTICULATELEARNING
MODELS
DESIGNPROGRAM &
COURSES
IMPLEMENTPROGRAM
ARMYNEEDS ACADEMIC
PROGRAMGOALS
USMA Institutional Assessment System
• 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 - Benchmarkshttp://www.brevard.edu/fyc/instofexcellence/data.htm
References & Additional Resources continued…