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 lisa@docdw.comLisa.D’Adamo-Weinstein@esc.edu

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/

 

http://www.hhpublishing.com/

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…