Presented at the National College Learning Center Association (NCLCA) 2010 Institute in Napperville, Illinois @ North Central College. Best practices in learning center management are difficult to define. Learning centers are multifaceted and complex, varying according to student demographics, institutional structures, facilities, funding, programs/services, staff expertise/size, and a myriad of other factors. This presentation will introduce participants to some models of best practices in order to spark conversation, promote reflection, provide insight, and point participants to resources to be explored within their own institutional contexts.

1. Best Practices in Learning Center Management NCLCA Institute July 2010 Dr. Lisa D’Adamo–Weinstein Director, Academic Support SUNY Empire State College, Northeast Center

2. Best practices in learning center management are difficult to define. Learning centers are multifaceted and complex, varying according to student demographics, institutional structures, facilities, funding, programs/services, staff expertise/size, and a myriad of other factors. This presentation will introduce participants to some models of best practices in order to spark conversation, promote reflection, provide insight, and point participants to resources to be explored within their own institutional contexts. http://nclcainstitute2010.pbworks.com Dr. Lisa D'Adamo-Weinstein Director, Academic Support SUNY Empire State College, Northeast Center 21 British American Blvd. Latham, NY 12110 518-783-6203 ext 5939 lisa@docdw.com Lisa.D’Adamo-Weinstein@esc.edu

3. Definitions of “Best Practices” " Best practices refer to organizational, administrative, instructional, counseling, advising, and tutoring activities engaged in by highly successful developmental programs. These practices are typically validated by the research and the literature in developmental education." Boylan, H. R. (2002). What Works: Research-based Practices in Developmental Education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education, p. 3. "Best Practices are defined as elements and activities that the institution perceives as congruent with its mission and the concomitant mission of its academic support center aka learning support center." Christ, F. L. "Best Practices of Learning Support Centers," a presentation at the 2005 Winter Institute, Austin, Texas, January 4, 2005. Bibliography on Best Practices can be found at: http://www.lsche.net/resources/res_bibs_bestprac.htm

4. NCLCA defines a learning center as …a place wherestudentscan be taught to becomemore efficientandeffective learners. Learning Center services may include: tutoring, mentoring, supplemental instruction, academic and skill-building labs, computer aided instruction, success seminars/programs, advising and more. Source: http://www.nclca.org

5. Successful Academic Support & Learning Assistance Programs include… * Proactive interventions, * Supportive environments, * Personalized support systems, * Small group tutorials, * Development of students’ basic learning skills, * Teaching of study skills and learning strategies in the context of academic content courses, * Opportunities to interact in informal settings and develop personal relationships with faculty, and * Opportunities to experience success. Adapted from: Maxwell, M. (1997). Improving Student Learning Skills. Clearwater, FL: H&H Publishing. Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass.

6. Learning Center Management … Learning assistance program administrators must: exercise authority over resources for which they are responsible to achieve their respective missions; articulate a vision for their organization; establish the program mission, policies, and procedures; set goals and objectives; prescribe and practice ethical behavior; recruit, select, supervise and develop others in the learning assistance program; manage, plan, budget and evaluate; communicate effectively; and marshal cooperative action from colleagues, employees, other institutional constituencies, and persons outside the organization. Program administrators must address individual, organizational, or environmental conditions that inhibit goal achievement. Program administrators must improve programs and services continuously in response to changing needs of students and institutional priorities. SOURCE: http://www.nade.net/documents/Articles/CAS.Standards.pdf

7. Mission & Goals Staff Facilities SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] - http://www.lsche.net/resources/res_stand_bestpract.htm

8. SOURCE: Some Promising Practices for Learning Support Centers [F. L. Christ/NCLCA, 2005 ] - http://www.lsche.net/resources/res_stand_bestpract.htm

9. How to Best Grow a Learning Center... PROGRAMS & SERVICES ASSESSMENT & EVALUATION STAFFING & RESOURCES Institutional Support & Integration MISSION & GOALS STUDENTS’ NEEDS

10. “The particular characteristics and needs of each individual institution drive the organization of programs, the format of service delivery, the overall management and operation of the program and the methods of program evaluation.” - Casazza & Silverman (1996): p. 71 ESL Pre-College Programs TRIO/EOP General Study Skills Writing Reading 1st Year Programs Information Literacy Math Academic Reinstatement Content Area Tutoring Specialized Schools & Colleges Nursing, Business, Education, etc. Accessibility/Disability Services Developmental Education Critical Thinking Programs serving unique student populations such as – Latino/Hispanic, African-American, American Indian, Southeast Asian, Student-Athletes, International Students, Returning Adult Students, etc. STUDENTS’ NEEDS

11. http://www.pvc.maricopa.edu/~lsche/resources/learners.htm The Learning Support Center exists primarily to assist students to optimize their learning potential so that they can succeed academically. In this resource, you will find books and articles, divided into learner categories, that can be useful for learning support administrators and practitioners as they develop programs and services and as they work with a diverse student population: Learner Categories: GeneralAdult Re-entryAthletesCommutersDevelopmental/Underprepared/At RiskDistance/On-LineInternational/ESLNursingPre-collegePre-professional: GRE/MCAT/LSAT/DATSpecial NeedsUSA MinoritiesVeteransWomen

12. Your Students: Defining Who, What, & How Who are the students you serve in your LC? What kinds of resources, programs, & services do they use? How do you interact with them (F-2-F, Online, Paper, E-mail, etc.)?

13. Your “Clients”: Refining Who, What, & How Are there other students (staff, faculty, etc) you could serve in your LC? What other kinds of resources, programs, & services do you wish you could offer? How might you expand how you interact with students(F-2-F, Online, Paper, E-mail, etc.)?

14. “Successful programs begin with a well-defined mission statement and a set of program goals addressing specific areas”… “The mission statement of a learning assistance program should fit with the institutional mission so that it serves to promote and advance the purpose of the larger organization”… “The goals of a learning assistance program are a natural outgrowth of the mission statement.” Source: Casazza & Silverman (1996): pp.7-73 MISSION & GOALS STUDENTS’ NEEDS

15. Activity: Mission & Goals Do you have a mission statement for your learning center? If so, is it tied closely to your institutional mission? When is the last time you reviewed/renewed it? If you don’t have one, what are some ideas, elements, etc. that you would want to include?

16. Alexander and Serafass’ (1999) planning model for educational institutions. Alexander, W.F., Serfass, R.W. (1999). FuturingTools for Strategic Quality Planning in Education. Quality Press; Milwaukee.

17. USMA MISSION To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the Nation.

18. We contribute to the purpose and mission of the United States Military Academy by committing ourselves to developing the full potential of the United States Corps of Cadets through comprehensive performance psychologyandacademic skills training. We pursue this vision by teaching a unique combination of reading, studyandapplied performance psychology skills that assist cadets in becoming self-directed learners. We empower cadets to actively pursue their full academic, physical/athletic, andmilitary potential. .

20. Learning experiences

21. First-year transitional needs

23. Intentional

27. To establish physical & virtual learning environments fostering respect and access for all students.

28. To work with students, staff and faculty assuming that willing students can reach & even exceed their academic potential with appropriate resources & academic strategies assistance.

29. To deliver individualized & group academic support in face-to-face, telephonic & online formats.

31. Achieve their academic goals

32. Achieve/exceed their potential

33. Become better able to define and solve problems

34. Develop their academic success and study skills

35. Increase their knowledge of how to adapt learning strategies for different learning engagements

36. Improve their academic performance, including basic academic skills development

37. Become more comfortable in using technology and web resources

38. Increase their self-confidence

39. Decrease stress levels

40. Complete assignments well & in a timely manner

42. Northeast Center Office of Academic Support Mission The staff of the Northeast Center Office of Academic Support operate as a collaborative team, striving to establish a friendly welcoming learning environment for all students. We support students in becoming successful independent learners through a comprehensive array of services and resources tailored to students’ individual academic needs and goals. We deliver these services and resources via individualized and group programming in face-to-face, telephonic and virtual formats. Wework with students, staff and faculty with the expectation that willing students can reach and exceed their academic potential with appropriate assistance.

44. Incorporate traditional and technology-based resources in their learning,

45. Use effective strategies in different learning engagements,

46. Create positive learning environments for themselves,

47. Increase their self-confidence while decreasing stress, and

49. SWOT: Institutional Support & Integration STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

50. Resources & Advertising Delivery Models PROGRAMS & SERVICES Onsite Online Synchronous Asynchronous Hardcopy Electronic Labs/Libraries Awards/Recognition Group Services Courses Workshops Study Groups Supplemental Instruction Tutoring Individualized Services Academic Counseling/Coaching Tutoring Mentoring MISSION & GOALS STUDENTS’ NEEDS

51. Activity: TYPES of SERVICES What types do you offer? What would you like to offer?

52. SWOT: Programs & Services - Existing STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

53. SWOT: Programs & Services - Desired STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

57. RS102: Reading Efficiency Course

59. Prepster Time Management Seminars

63. Workshops (online & onsite)

64. Small group assistance (online & onsite)

66. Log in with your MyESC Username & Password

67. A self-paced or credit-bearing study & resources - http://AcademicEye.pbworks.com

69. Awards/ Professional Recognition Recruiting PROGRAMS & SERVICES Networking STAFFING & RESOURCES Interviewing & Hiring Training Staff/Faculty Development Mission & Goals Budgeting Professional Presentations/Publications Internal & External Grants STUDENTS’ NEEDS

70. SWOT: Staffing & Resources - Existing STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

71. SWOT: Staffing & Resources - Desired STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

72. Meet the NEC Academic Support Team

73. Professional Development & Training PROFESSIONAL DEVELOPMENT Learning Center Leadership Certification - http://www.nclca.org/certification.htm NCLCA Institute – http://www.nclca.org/nclcains.htm Professional Organizations & Conferences CRLA, NCLCA, NADE, ATP, etc. - http://www.lsche.net/calendar.htm Winter Institute - http://www.utexas.edu/student/utlc/winter_institute/index.php Kellogg- http://www.ncde.appstate.edu/kellogg.htm TIDE - http://www.ci.txstate.edu/TIDE/TIDEhome.htm TUTOR PROGRAM/TUTOR/TUTOR TRAINER CERTIFICATION Association for the Tutoring Profession http://www.jsu.edu/depart/edprof/atp/cert.htm College Reading & Learning Association TUTOR - http://www.crla.net/tutorcert.htm MENTOR - http://www.crla.net/mentorcert.htm

74. References & Additional Resources Overview Reference Book Casazza, M. E. & Silverman, S. (1996). Learning Assistance and Developmental Education. San Francisco: Jossey-Bass. Professional Associations & Professional Development Resources National College Learning Center Association (NCLCA) http://www.nclca.org http://www.nclca.org/certification.htm (Learning Center Leadership Certification) Learning Support Centers in Higher Education (LSCHE) http://www.lsche.net http://www.lsche.net/resources/articles.htm (Bibliography of Articles, Books & Presentations) http://www.lsche.net/resources/lsc_mngmnt/leadershipbib.htm (Bibliography of LSC Management) LRNASST Listserv http://www.lists.ufl.edu/archives/lrnasst-l.html Council of Learning Assistance and Developmental Education Associations (CLADEA) http://www.cladea.net/ Association for the Tutoring Profession (ATP) http://www.jsu.edu/depart/edprof/atp/ College Reading & Learning Association (CRLA) http://www.crla.net National Association for Developmental Education (NADE) http://www.nade.net/ National Center for Developmental Education (NCDE) http://www.ncde.appstate.edu/

75. Faculty/Staff Performance Annual/Quarterly Reports Outcomes PROGRAMS & SERVICES Cost/Benefit Analysis Demographic/ Use Statistics ASSESSMENT & EVALUATION STAFFING & RESOURCES Course End Surveys Qualitative & Quantitative Summative & Formative Persistence/ Graduation Rates MISSION & GOALS NADE Self-Evaluation Guides Impact/ Effectiveness Existing Research Focus Groups Program Design Institutional Research Cassazza & Silverman Case Studies STUDENTS’ NEEDS Benchmarking

76. Activity: Assessment & Evaluation Do you have assessment and evaluation plans/practices for your learning center? If so, where does that data go? How is it used & by whom? If you don’t engage in assessment and evaluation, what are some ideas, elements, etc. that you would want to begin to assess/evaluate? To whom/for whom do you think this would be useful?

77. Database with Existing Technology EXCEL

79. First Annual Report @ In this report, you will find the following: Vision, Values, & Mission Statements Original Charge to DAS Group from Joyce Elliot Initial Performance Plan & Appraisal Significant Activities & Achievements -- January 2007 – February 2008 Budget requests for 2007-2008 and 2008-2009 Future Goals, Enhancements, & Initiatives Access copy of report by following the Best Practices Link on nclcainstitute2010.pbworks.com

80. CAS Standards for Learning Centers Part 1. MISSION The learning assistance program must develop, record, disseminate, implement and regularly review its mission and goals. The learning assistance mission statement must be consistent with the mission and goals of the institution and with the standards of this document. The mission statement must address the purpose of the learning assistance program, the population it serves, the programs and services it provides, and the goals the program is to accomplish. Part 2. PROGRAM The learning assistance program must be (a) intentional; (b) coherent; (c) based on theories and knowledge of learning and human development; (d) reflective of developmental and demographic profiles of the student population; and (e) responsive to the special needs of individuals. Part 3. LEADERSHIP Learning assistance program administrators must be selected on the basis of formal education and training, relevant work experience, personal attributes and other professional credentials. Institutions must determine expectations of accountability for learning assistance program administrators and fairly assess their performance.

81. Part 4. ORGANIZATION and MANAGEMENT The learning assistance program must be structured purposefully and managed effectively to achieve stated goals. Evidence of appropriate structure must include current and accessible policies and procedures, written job descriptions and performance expectations for all employees, functional work flow graphics or organizational charts, and service delivery expectations. Part 5. HUMAN RESOURCES The learning assistance program must be staffed adequately by individuals qualified to accomplish its mission and goals. The learning assistance program must establish procedures for staff selection, training, and evaluation; set expectations for supervision, and provide appropriate professional development opportunities. Part 6. FINANCIAL RESOURCES The learning assistance program must have adequate funding to accomplish its mission and goals. Priorities, whether set periodically or as a result of extraordinary conditions, must be determined within the context of the stated mission, goals, and resources. Part 7. FACILITIES, TECHNOLOGY and EQUIPMENT The learning assistance program must have adequate, suitably located facilities, technology, and equipment to support its mission and goals. Facilities for the learning assistance program must be convenient and accessible to students, faculty, and other clients.

82. Part 8. LEGAL RESPONSIBILITIES Learning assistance program staff members must be knowledgeable about and responsive to law and regulations that relate to their respective program or service. Sources for legal obligations and limitations include constitutional, statutory, regulatory, and case law; mandatory laws and orders emanating from federal, state, provincial and local governments; and the institution through its policies. Part 9. EQUAL OPPORTUNITY, ACCESS and AFFIRMATIVE ACTION Learning assistance program staff members must ensure that services and programs are provided on a fair and equitable basis. Each learning assistance program and service must be accessible. Hours of operation must be responsive to the needs of all students. Each learning assistance program and service must adhere to the spirit and intent of equal opportunity laws. Part 10. CAMPUS and COMMUNITY RELATIONS The learning assistance program must establish, maintain, and promote effective relations with relevant campus offices and external agencies. Part 11. DIVERSITY Within the context of each institution’s unique mission, multi-dimensional diversity enriches the community and enhances the collegiate experience for all; therefore, The learning assistance program must nurture environments where similarities and differences among people are recognized and honored.

83. 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/

85. Evaluation Model Mission Goals & Objectives Programs & Services Outcomes Evaluation Tools Best Practices Existing or New Campus Data Cost Effectiveness Benchmarks – Campus/Local/System/State/National Research SOURCE: Jane Neuburger, CRLA 2000 Presentation, “Hot Sauce on the Enchilada: Evaluating Services

86. 9 Principles of Good Practice for Assessing Student Learning The assessment of student learning begins with educational values. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Assessment works best when the programs it seeks to improve have clear, explicitlystatedpurposes. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. Assessment worksbestwhen it is ongoing not episodic. Assessment fosters wider improvement when representatives from across the educationalcommunity are involved. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment is most likely to lead to improvement when it is part of a largerset of conditions that promote change. Through assessment, educators meet responsibilitiesto students and to the public. SOURCE: http://www.aahe.org/assessment/principl.htm Authors: Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M. McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright

87. Academic Enhancement Program AY 04 Participation INDIVIDUAL SUPPORT 2,037 voluntary cadet academic appointments TUTORING 645 Active Tutors 236 Trained at Fall Conference 51 CRLA Certified (6 New AY04) 589 Cadets Tutored in TEE Prep Sessions (28 Subjects) COURSES 486 - RS101 Student Success 112 - RS102 Reading Efficiency Average reading gain 497 wpm Comphrension constant @ 88% 87 - RS103 Information Literacy & Critical Thinking

89. RS101 cadets outperform predicted APS by approx 0.1 on 4.0 scale

90. Non-RS101 cadets under perform predicted APS by approx. 0.05 (p=.0001)

91. Small but Statistically Significant Positive Effect on Graduation Rates

92. Increased Confidence in Ability to Apply Good Learner/Study Strategies

95. References & Additional Resources continued… Websites – Evaluation, Assessment, Standards, Awards & Recognitions American Association for Higher Education – Online Assessment Resources http://www.aahe.org/assessment/assess_links.htm http://www.aahe.org/assessment/principl.htm Western Michigan University's Evaluation Center http://www.wmich.edu/evalctr/checklists/ National College Learning Center Association (NCLCA) – Awards http://www.nclca.org/grantsawards.htm Learning Support Centers in Higher Education (LSCHE) Awards & Recognitions Link http://www.lsche.net/resources/lc_awards.htm CAS Standards for Learning Assistance http://www.nade.net/documents/Articles/CAS.Standards.pdf Policy Center on the First Year of College – Institutions of Excellence - Benchmarks http://www.brevard.edu/fyc/instofexcellence/data.htm