Best Practices in
Learning Center
Management
NCLCA Institute
July 2010
Dr. Lisa D’Adamo–Weinstein
Director, Academic Support
SUNY Empire State College, Northeast Center
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
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
SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] - http://www.lsche.net/resources/res_stand_bestpract.htm
PROGRAMS
&
SERVICES
Institutional
Support
&
Integration
MISSION & GOALS
STUDENTS’ NEEDS
“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
Pre-College Programs
ESL
TRIO/EOP
General Study Skills
Writing
1st Year Programs
Reading
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
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:
General
Adult Re-entry
Athletes
Commuters
Developmental/Underprepared/At Risk
Distance/On-Line
International/ESL
Nursing
Pre-college
Pre-professional: GRE/MCAT/LSAT/DAT
Special Needs
USA Minorities
Veterans
Women
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.)?
“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
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.
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.
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.
Academic Excellence Program (AEP)
AEP Mission
We 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 Emphasis
AEP 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
Empire State College
Mission& Commitments
The 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 Statement
Vision
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
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.
STUDENT OUTCOMES
•Increase their self-confidence
•Become more independent learners
•Decrease stress levels
•Achieve their academic goals
•Complete assignments well & in a timely manner
•Achieve/exceed their potential
•Become more aware of how they learn best
•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
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.
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.
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
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 lifelong learner.
Support from
Upper Administration
Integration with
Key Campus Functions
Orientation
Student Services
& Advising
Departments
Faculty
Centers for Teaching & Learning
Budget,
Staffing,
Professional
Development
Institutional
Support
&
Integration
Quality of Facilities
Space
Location
Technology
Access
LC Reputation
On & Off Campus
Library
Faculty
Computing Services
Administrators
Student Housing
Support Staff
Athletics
Other Special Student Populations
Students
MISSION & GOALS
STUDENTS’ NEEDS
SWOT: Institutional Support & Integration
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
Resources &
Advertising
Hardcopy
Electronic
Labs/Libraries
Awards/Recognition
Delivery Models
PROGRAMS
&
SERVICES
Onsite
Online
Synchronous
Asynchronous
Group
Services
Courses
Individualized
Services
Workshops
Study Groups
MISSION & GOALS
Academic
Counseling/Coaching
Tutoring
Supplemental Instruction
Mentoring
Tutoring
STUDENTS’ NEEDS
Activity: TYPES of SERVICES
• What types do you offer?
• What would you like to offer?
SWOT: Programs & Services - Existing
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
SWOT: Programs & Services - Desired
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
ACADEMIC SUPPORT
PHYSICAL SUPPORT
Individual Academic & Study Skills Training
RS101: Student Success Course
RS102: Reading Efficiency Course
RS103: Information Literacy & Critical Thinking Course
MA100 Inclusion Support
Company Tutor Program
Academic Planner
SQ3R Interactive Program
CBT Study Skills Assessment
Term End TEE Prep Sessions
Web Site- CEP Skills
Plebe Course Directors Group
Summer Briefings IAW/TOEP/
FDW/NIT
Individual 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 Visits
PIAD
DPE
• Fitness Foundations, APFT/IOCT ,
6-meter Platform Challenges,
& Individual DPE Courses
WCAP
MILITARY SUPPORT
CBT Support/Briefs
•Teambuilding and Goal Setting
CFT Support
•Water Obstacle Course and
Marksmanship Training
Sandhurst Teams
Combat Divers Qualification Course
Airborne & Air Assault Schools
Marksmanship Training
USAREC Support
Values Education Team Members
Academic Excellence Program
Overview 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
Academic Support
@ NEC
Helping You Connect the Pieces for Academic Success
Services & Resources
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
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.
Awards/
Professional Recognition
Recruiting
Networking
STAFFING
&
RESOURCES
Interviewing &
Hiring
Training
Mission & Goals
Budgeting
Internal & External Grants
STUDENTS’ NEEDS
Staff/Faculty
Development
Professional
Presentations/Publications
SWOT: Staffing & Resources - Existing
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
SWOT: Staffing & Resources - Desired
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
Meet the
NEC Academic Support Team
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
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/
Annual/Quarterly
Reports
Demographic/
Use Statistics
Faculty/Staff
Performance
PROGRAMS
& SERVICES
Outcomes
Cost/Benefit
Analysis
ASSESSMENT
&
EVALUATION
Course End
Surveys
Qualitative
& Quantitative
Persistence/
Graduation Rates
Impact/
Effectiveness
Program
Design
Case
Studies
NADE
Self-Evaluation Guides
MISSION & GOALS
Focus
Groups
Summative
& Formative
Existing
Research
Cassazza
& Silverman
STUDENTS’ NEEDS
Institutional
Research
Benchmarking
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
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.
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.
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.
Part 12. ETHICS
All persons involved in the delivery of the learning assistance program to students must
adhere to the highest standards of ethical behavior. The program must develop or adopt
and implement statements of ethical practice addressing the issues unique to each
program and service. The program and services must publish these statements and
ensure their periodic review by all concerned.
Part 13. ASSESSMENT and EVALUATION
The learning assistance program must undergo regular and systematic qualitative and
quantitative evaluations to determine to what degree the stated mission and goals are
being met. The learning assistance program should have the ability to collect and
analyze data through its own resources and through access to appropriate data generated
by the institution. Periodic evaluations of the learning assistance program and services
may be performed by on campus experts and outside consultants and disseminated to
appropriate administrators.
SOURCE - http://www.nade.net/documents/Articles/CAS.Standards.pdf
© Copyright 1997 Council for the Advancement of Standards in Higher Education
A separate document called the Self-Assessment Guides (SAGs), along with directions for
documenting, enhancing strengths, and recommending change and improvement, are operational
versions 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
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)
P re WP M
COURSES
486 - RS101
Student Success
P o st WP M
P re Co mp
P o st Co mp
874
900
800
761
745
737
729
700
112 - RS102
Reading Efficiency
Average reading gain
497 wpm
Comphrension constant
600
500
400
@ 88%
300
87 - RS103
Information Literacy
& Critical Thinking
282
278
277
270
250
200
90
100
91
88
88
87
89
86
89
82
0
99-00
00-01
01-02
02-03
03-04
86
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%
USMA Institutional Assessment System
ARMY
NEEDS
ACADEMIC
PROGRAM
GOALS
ARTICULATE
LEARNING
MODELS
ASSESS
LEARNING
MODELS
DESIGN
PROGRAM &
COURSES
IMPLEMENT
PROGRAM
ASSESS
PROGRAM
DESIGN
ASSESS
PROGRAM
IN ACTION
ASSESS
GOAL
ACHIEVEMENT
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