T IGHTENING THE S TUDENT L EARNING S HOESTRING AT Y OUR I NSTITUTION Gregory Farrell – Director, Learning Resource Center Borough of Manhattan Community College City University of New York
T ABLE OF C ONTENTS Learning Resource Center (LRC) Data Collection and Assessment in the LRC College-wide Learning Assistance Committee Tightening the Student Learning Shoestring Academic Support Services/Learning Assistant Programs Academic Departments – Faculty Support Council for the Advancement of Standards (CAS) Q&A
T HE L EARNING R ESOURCE C ENTER (LRC) Overview of Services Small group/SI tutoring Online tutoring Computer lab services Instructional media Study skills workshops Academic coaching (new) Supplemental instruction (in-class)
LRC S TUDENT U TILIZATION S UPPLEMENTAL I NSTRUCTION /T UTORING P ROGRAM I NSTRUCTIONAL C OMPUTER L ABS
C OLLABORATIVE A SSESSMENT Student evaluation of tutorial program services Students complete online evaluation surveys during evaluation periods Supervisor evaluation of learning assistants and tutors Coordinators and SI Supervisors evaluate learning assistants each semester Instructional computer lab user surveys Computer lab users complete surveys during evaluation periods Learning Assistance Committee Members include academic support services program directors, coordinators, SI supervisors, and faculty liaisons who provide ongoing assessment, training, and professional development opportunities for SI leaders and tutors.
Tightening The Student Learning Shoestring At Your Institution
A CADEMIC S UPPORT S ERVICES Learning Assistance Programs LRC Math Lab ESL Lab Reading Lab Basic Skills English Lab Writing Center Nursing Skills Lab College Discovery (CD) tutoring
L EARNING A SSISTANCE P ROGRAM (LAP) S TUDENT U TILIZATION
D ATA A NALYSIS Final grade analysis Learning Assistance Committee members review final grades at the end of each semester Student retention analysis Students enrolled in SI courses will be retained the following semester at a 5% higher rate than non-participants
Tightening The Student Learning Shoestring At Your Institution
A CADEMIC D EPARTMENTS • Accounting • Science • Mathematics • English • CIS/MMP • Academic Literacy & Linguistics
A CADEMIC D EPARTMENTS Faculty Liaison Tutor Recruitment Tutor/Supplemental Instruction Leader Certification Learning Assistance Committee Member Promote and Advertise Tutorial Services Tutor/SI Leader Trainings Textbooks and Syllabi
Tightening The Student Learning Shoestring At Your Institution
O VERVIEW OF CAS S TANDARDS Why? Provides a standard to guide practice(s) Provides a basic guide for where to start from planning to use of results for improvement Engages others at the institution – opportunity to get a different perspective and see yourself through others’ lenses.
C OUNCIL FOR THE A DVANCEMENT OF S TANDARDS (CAS) IN HIGHER EDUCATION Learning Assistance Program Standards (2014) 1. Mission 2. Program 3. Leadership 4. Human Resources 5. Ethics 6. Law, Policy, and Governance 7. Diversity, Equity, and Access 8. Institutional and External Relations 9. Financial Resources 10. Technology 11. Facilities and Equipment 12. Assessment and Evaluation
LEARNING ASSISTANCE PROGRAMS CAS Standards and Guidelines Part 1. MISSION LAP must collaborate with faculty members, staff, and administrators in addressing the learning needs, academic performance, and retention of students. Part 2. PROGRAM LAP must collaborate with colleagues and departments across the institution to promote student learning and development, persistence, and success.
LEARNING ASSISTANCE PROGRAMS CAS Standards and Guidelines Part 3. ORGANIZATION AND LEADERSHIP Regardless of where LAP is positioned within the organization structure, it must communicate and collaborate with a network of key units across the institution to ensure coordination of related functions, programs, services, policies, and procedures, and to expedite student referrals. LAP should have a broadly constituted advisory board to share information and make suggestions to strengthen the program. LAP must hold regularly scheduled meetings to share information; coordinate the planning, scheduling, and delivery of programs and services; identify and discuss potential and actual problems and concerns; and collaborate on making decisions and solving problems.
LEARNING ASSISTANCE PROGRAMS CAS Standards and Guidelines Part 4. HUMAN RESOURCES Faculty members assigned to LAP must be informed about the implications for tenure and promotion. Part 8. INTERNAL AND EXTERNAL RELATIONS LAP should collaborate with appropriate academic departments and faculty members when providing course-based learning assistance collaborate on programs and services that efficiently and effectively address student needs
LEARNING ASSISTANCE PROGRAMS CAS Standards and Guidelines Part 12. Assessment specify programmatic goals and intended outcomes identify student learning and development outcomes develop manageable processes for gathering, interpreting, and evaluating data document progress toward achievement of goals and outcomes report aggregated results to respondent groups and stakeholders use assessment results to inform planning and decision-making assess effectiveness of implemented changes provide evidence of improvement of programs and services
C ONCLUSION Things to consider: Benefits of developing a College-wide Learning Assistance Committee Implications of NOT developing a Learning Assistance Committee Continuity of useful data collection and effective ongoing assessment.
Q UESTIONS ?
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