Learning Support Center
Programs & Services
Supporting Every Student
& Beyond
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Tuesday Workshop: Professional
Challenges/Opportunities
Network
Learn
Research
Present
Publish
Consult
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Wednesday Workshop: The Newest Challenge
for Learning Support Professionals
Online Students
Online Instructors
Online Course Designers
Significant Others
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Learning Support Center
Programs & Services
Supporting Every Student
& Beyond
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Workshop Abstract
This workshop will include definitions, interface with
developmental education programs and services, tutoring,
traditional and online; reading and study skill, one-on-one, small
group, invited classroom presentations, and campus-wide
workshops; writing and math services ,and ESL services
(Conversation LABS).
In addition, program and center management, record keeping, and
publicity and public relations. Research on effectiveness of
services, and integration into mainstream of institution
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Workshop Overview
Part One
Learning Support Centers: A Brief History
Definitions
Programs & Services
Delivery Modes
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Workshop Overview (continued)
Part Two
Program Management
Public Relations & Publicity
Program Evaluation
Benchmarking & Best/Promising Practices
Next Steps
Unfinished Business
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Workshop Collegial Groups
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Time Out . . .
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LSC: A Brief History
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1875 First Psychological Laboratory founded by
William James at Harvard University
1936 Reading Laboratory established at NYU
1946 Bureau of Study Counsel at Harvard with
William G. Perry as its first director
1963 First published article using the term, “learning
center,” in higher education
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LSC: A Brief History
•1965 First published article on a community college
learning center (Brown, E. T. Wilson Library Bulletin)
•1966 WCRLA began at San Bernardino College
•1970 First article on the learning center as change agent.
(Hultgren, D. “The role of the individual learning center in
effecting educational change.” 19th Yearbook of National
Reading Conference.
•1971 First published use of the term, “learning assistance”
•1972 First comprehensive LAC (LASS) founded at CSU
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Long Beach
LSC: A Brief History
1973 First article published on LAC data collection by
Margaret Devirian
1975 First major book on learning centers in higher
education (Peterson, G. T. The learning center: A sphere
for nontraditional education. Hamden, CT: Shoestring
Press)
1975 ACPA appointed a task force on learning centers
becoming Commission XVI in 1977.
1977 First annual institute for learning center directors and
staff founded by Martha Maxwell at UC Berkeley
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LSC: A Brief History
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1977 First published article on learning center
management (Christ, F. L. “Management of a
learning assistance center” 10th annual Proceedings of
WCRLA)
1978 First and only national survey of learning
centers (Sullivan, L. A guide to higher education
learning centers in the US and Canada. Entelek)
1978 First annual National Conference on College
Learning Centers sponsored by Long Island U
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LSC: A Brief History
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1978 First issue of JD&RE with opening article on
ACPA Commission XVI by Hunter Boylan and
Robbie Nayman
1979 Publication of Improving Student Learning
Skills by Martha Maxwell
1980 First Kellogg Institute at Appalachian State
University
1983 CRLA institutes its LC Management SIG with
Patti Dozen as its leader.
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LSC: A Brief History
1980 First volume of 12 in New Directions Series for
Learning Assistance
1983 First recipient of the John Champaign Memorial
Award to the LAC at CSU Long Beach
1985 MCLCA founded. Becomes NCLCA in 1999.
1994 LRNASST began with Guillermo Uribe, UA, as
its manager. Moved to USF in 2001with Winnie Cooke
as the new manager
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LSC: A Brief History
1996 LSCHE began as collaborative arrangement
with Maricopa CCD (Lindex 1965)
2001 CRLA published learning center monograph.
2001 First annual LSCHE award for learning center
websites.
2005 and Beyond You and I are the writers of
learning assistance history
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Time Out . . .
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Some Definitions
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(HO)
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Time Out . . .
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Programs & Services
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Tutoring
Supplemental Instruction
Writing
Math
Study Strategies
Special Populations
Other?
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Tutoring
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CRLA Certification
Association for Tutoring Profession
National Tutoring Association
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Supplemental Instruction
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Writing Skills
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Math Skills
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Study Strategies: What are They?
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Goal Setting
Time Management
Task Organization
Study-reading
Listening/Notemaking
Test Taking
Memorization
Writing a Research Paper
Other
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Study Strategies Materials
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Diagnostic Surveys
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Skills Guides
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Writing
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Math
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Study Strategies: Can We Justify at
the College Level?
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References to Answer Questions Like the Following:
Do students need such programs? Do such programs
work? Are programs cost-effective? Do they help to
retain students? Are learning skills important for
academic success? Why should we develop a learning
assistance support program?
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Study Strategies: Who Needs Them?
Indeed,
Who Does Not?
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Learning Center Justification
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Books
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Articles
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Program Justification
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Dissertations & Theses
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Annual Reports
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Time Out . . .
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Delivery Modes
Workshops
Classroom Presentations
Small Groups
One-on-one and Paired
Referral to Study Strategies Materials: Print and
Internet
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Delivery Modes
Workshops
Classroom Presentations
Small Groups
One-on-One
Paired
Referral to Print and/or Internnet Materials
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Workshops
Campus Wide (Open to All)
Faculty Invited
At Orientation Programs
With Special Populations
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Special Populations Workshops
Clubs and Associations
Fraternities and Sororities
Athletes
Online Students
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Non Student Populations
Clerical and Administrative Staffers
Faculty
Deans, Vice-presidents, and the
President
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Outreach
Alumni
Secondary Schools
Business & Industry
Non Institution Online Students
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Delivery Modes
Workshops
Classroom Presentations
Small Groups
One-on-One
Paired
Independent Activities: Print and/or Internet
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Survey Protocol
Diagnose
Prescribe
Follow-up
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Time Out . . .
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Next Steps
So, what have I learned in this workshop?
With whom can I share what I have learned?
What practical use can I make of what I have
learned?
What can I do with what I have learned when
I get back to my institution?
How can I insure that I follow through
with my next steps? Kellogg 2005 FLC
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Next Steps
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Phase 1: Quiet Time
Phase 2: Paired Sharing
Phase 3: Table Group Sharing
Phase 4: Group Show and Tell
Phase 5: Sum is Greater Than Its Parts
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TO KNOW
IS NOT
TO DO!
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Be Proactive
NOT
Reactive
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Time Out . . .
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Learning Support Center
Programs & Services: Part Two
Supporting Every Student
Accountably,
Effectively, Efficiently
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LSC Program Management
Accountable Management
Public Relations & Publicity
Program Evaluation
Benchmarking & Best Practices
Next Steps
Unfinished Business (etc)
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Some Types of Program Managers
Has Prior Effective Performance
Requires New Knowledge and Skills
Learns to Manage by Managing
Has a Management Mentor
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Management Styles
Seat of the Pants Manager
Trial and Error Managers
Crisis to Crisis Managers
Do It All Myself Managers
Apathetic and Unmotivated Managers
Management Approach Managers
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Accountable Management
MBO:
The Manager’s Tool Box
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Some Management Models
Total Quality Management
Continuous Quality Management
Re-engineering
MBO: A Systems Approach
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MBO
•What is MBO?
•IS MBO Outdated?
•Why Use MBO?
•Steps in Implementing MBO
•Advantages of MBO
•Disadvantages of MBO
•MBO and the CSU Long Beach LASS
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What is MBO?
A systems approach.
A planning tool.
A dynamic process.
A participative system.
A broad concept.
Deegan and Fritz defines it as "a total system of
management, an attempt to incorporate all the things a
manager ought to be doing into an organized effort." They
go on to say that MBO "... is not any one of the many tools a
manager will find helpful from one situation to the next; it is
the whole toolbox."
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Is MBO Outdated?
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Why Use MBO?
•Participative Management
Accountability
Results Oriented
Cost-effectiveness
Institutionally Acceptable
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Steps in Implementing MBO
Ownership
Mission, Goals, Objectives, Tasks and
Responsiblitity
Monitoring
Evaluating
Revising
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MBO Advantages
Program Congruence with Institution Mission
Participative Planning
Identification and Solution to Problems
Basis for Setting Budget and Staffing Priorities
Clarification of Job Responsibilities
Less Supervision of Subordinates
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More MBO Advantages
Increased Communication Among Staff
Increased Staff Morale
More Fair Appraisal of Staff
Satisfaction with Observable Results
Managerial Efficiency and Effectiveness
Increased Accountability to Students and Upper
Management
Visible Accountability for Upper Management
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MBO Disadvantages
Start-up Time
Difficulty in Quantifying Objectives
Potential to Become a Verbal & Paper Shuffling Exercise
Lack of Rewards from Upper Administration
Institutional Reaction
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MBO & the CSULB LASS
Christ, F. L. (1998). . Using MBO to create, develop,
improve, and sustain learning assistance programs. In
Mioduski, S. and G. Enright (Eds.). Proceedings of the
17th and 18th annual institutes for learning assistance
professionals: 1996 AND 1997. Tucson, AZ: University
Learning Center, University of Arizona.
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Visible Accountability
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Public Relations & Publicity
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Public Relations
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Publicity
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Program Evaluation
Collecting Data
Evaluating Data
Reporting Data
Disseminating Data
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Program Evaluation
Benchmarking
Best & Promising Practices
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Benchmarking
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LSC Best/Promising Practices
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Best and Promising Practices
of
Learning Support Centers:
A Preliminary List
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[HO]
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Best and Promising Practices 1 - 3
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An LSC has a mission congruent with its
division and institutional mission
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An LSC has the support of central
administration
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An LSC has an adequate budget to support its
mission, goals, and objectives
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Best and Promising Practices 4 - 6
An LSC has an adequate clerical staff to
support its mission
An LSC has an adequate professional staff to
support its mission
An LSC uses volunteers to support its mission
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Best & Promising Practices : 7 - 9
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An LSC has an Advisory Board
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An LSC has learning materials for student use
that allows for learning style choices
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An LSC serves the total campus community:
students, faculty, administration, staff, alumni
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Best & Promising Practices : 10-12
An LSC serves academic departments and their
faculty through orientations to the center’s
programs and services, faculty invited course
presentations and/or workshops, student referral
and feedback service
• An LSC chief administrator has recognized status
as a program manager
• LSC staff is recognized by administration and
faculty for its academic publications, research,
consulting, and leadership
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Best & Promising Practices : 13-15
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An LSC is visible as an institutional support
service in institutional publications
LSC staff are represented on relevant campus
committees and task forces such as retention,
distance education, faculty development,
TLTRT
An LSC is listed and/or described in
institutional publications such as its catalog,
web site, and recruitment literature
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Best Practices in Learning Support Centers: 16-18
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An LSC is centrally located and is accessible
at convenient times
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An LSC facility is visible through campus
signage
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An LSC has adequate equipment and
furnishings to implement programs & services
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Best & Promising Practices : 19-22
•An LSC has a virtual presence through its web site
An LSC has developed and follows a systematic
plan based on feedback and program monitoring
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•An LSC has developed a Five Year Plan that is
shared with administration
An LSC is involved in the institutional student
orientation program
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Best & Promising Practices:23-25
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An LSC is involved in the institutional new
faculty orientation program
An LSC is involved in supporting the learning
needs of online students
An LSC offers, upon faculty invitation,
classroom presentations on learning and study
strategies appropriate to a course
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Best & Promising Practices : 26-28
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An LSC offers or partners online tutoring with
academic departments
An LSC partners with academic departments
that have high risk courses to develop and
manage Supplemental Instruction
An LSC partners with the campus bookstore to
display learning and study skills materials
used in the center’s programs and services.
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Best Practices in Learning Support Centers: 29-31
• An LSC has program descriptive bookmarks
that it disseminates to faculty, students,
•An LAC’s tutorial training program is
accredited by CRLA
•An LSC has received campus, district, and/or
national recognition
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Integration into Institution
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Partnering Services
Being on Learning Assistance Related Campus
Committees
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LSC Resources
LSCHE
(HO)
LRNASST
CRLA Monograph
Improving Student Learning Skills
Handbook of College Reading and Study Strategy
Research
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Unfinished Business
You can email me at
Frank.christ@lsche.net
with your questions and
comments.
Collegial dialogue
never
ends…………..
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