Learning Assistance Programs

Learning Assistance Programs

Current Issues and Trends

Primary function and purpose

Relevant Skills

Historical Foundations and Evolution

By: Luz Andujar

Primary Function and Purpose

LAPs may provide

Learning Assistance Programs (LAPs) facilitate student learning, development, and academic success by offering a combination of student support programs, tutoring, and developmental courses. LAPs are also devoted to maintaining consistent, high-quality practices through guidelines, accreditations, certifications, and regular assessments.

• Individualized instruction
• Supplemental Instruction (SI)
• Structured Learning Assistance (SLA)
• Peer-Led Team Learning (PLTL)
• Peer Mentoring
• Courses and workshops

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with the purpose of

• Helping students master content
• Providing study strategies.
• Addressing students' particular needs.

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Historical Foundations of LAPs

- Enrollment of veterans in college after World War II. - The Civil Rights Movement. - The Dean of Men and its focus on mentoring. - The establishment of Educational Opportunity Centers (EOCs) and the Educational Opportunity Program (EOP) in the 1960s -Shift to the Student Learning Era in the 1990s. Student affairs professionals and faculty were expected to collaborate.

Evolution of LAPs

Click on the time period for more information

Tutoring, a fundamental element of many learning assistance programs, has been part of higher education since Harvard first opened its doors in 1636.

1989

1900s-1940s

From Informal Tutoring to Systematic Programs

Standardization and certification initiatives

1970s

Advancement in the area

1990s

2010s

Holistic learning assistance

Expansion, Technological Integration, and Standardization

Comprehensive Support: Integrating Counseling, Tutoring, and Specialized Programs

New trends and challenges in the 21st century

1950s-1960s

1980s

2000s

Current Issues and Trends

It's been challenging to design appropriate learning programs due to rapid demographic shifts.To serve students in a wider variety of settings to be consistent with institutional missions and educational best practices. Partnerships with credit and non-credit courses, faculty, staff, administrators, and external organizations. To provide student support from a (social) distance. Professional organizations recommend the implementation of advisory boards in learning centers and programs (although some institutions don't see it as necessary) Professional organizations demand increased funding for learning assistance programs.

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Relevant Skills in Learning Assistance Programs

- Diversity - Collaboration - Decision-Making - Problem-Solving - Time Management - Organization

-Knowledge about standards, trends, and issues. -Learning theory, instruction, assessment -Intercultural Communication -Adapting to Learning Styles/needs -Able to identify emotional factors that may influence learning. -Training, supervision and mentoring

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Job Posting Examples

Supplemental Instruction (SI) Coordinator

Coordinator of Tutoring services and programs

Professional tutor

Master's degree in College Student Personnel or other related fields. Teaching or tutoring experience General knowledge of the principles, practices, and trends in the area of tutoring and student success. Ability to work with a diverse population of students, faculty, and staff. Background in training/supervision Flexibility and creativity Time management/organizational skills Strong communication skills

College-level coursework in the subject matter. tutoring or teaching experienceCollaborative skills Proficiency in Microsoft Office applications verbal and written communication skills Ability to adapt tutoring tools and methods to cater to diverse learning styles. Reliable and well-organized Experience working with a diverse population of students with varying backgrounds.

Bachelor’s degree and one year experience working as a program coordinator in higher education. Teaching or tutoring experience Knowledge of tutoring and mentoring programs strong written and oral communication skills Problem solving skills.

References:

Agee, K. S., & Hodges, R. (Eds.). (2012). Handbook for training peer tutors and mentors. Cengage Learning. Clark-Thayer, S., & Putnam Cole, L. (Eds.). (2009). NADE Self-Evaluation Guides: Best Practice in Academic Support Programs (2nd ed.). Clearwater, FL: H&H. College Reading Learning Association. (n.d.). CRLA Certifications. https://www.crla.net/index.php/certifications/about-crla-certifications. Craig, A., Richardson, E., & Harris, J. (2018). Learning center advisory boards: Results of an online exploratory survey. The Learning Assistance Review, 23(2), 87-114. Council of Learning Assistance and Developmental Education Associations (n.d.) Policy on Learning Assistance. https://cladea.info/resources/CLADEA_policy_LA.pdf

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References:

Frizell, M. (Ed.). (2020). Rising to the Challenge: Navigating COVID-19 as Higher Education Learning Center Leaders. Learning Assistance Review, 25(special issue). Learning Support Centers in Higher Education (n.d.). Learning Support Center Management. https://www.lsche.net/lsc_management/ Learning Support Centers in Higher Education (n.d.). History and Background of Learning Support Centers: A Chronology oF Learning Support Center Events and Publications. https://www.lsche.net/about/history/ Mowreader, A. (2023, August 4). Student employees support active learning in college classes. Inside Higher Ed. https://www.insidehighered.com/news/student-success/academic-life/2023/08/04/student-employees-support-active-learning-college Wells, J. B. (2015). CAS professional standards for higher education: Vol. Ninth edition. Council for the Advancement of Standards in Higher Education.

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1950s - Counseling services initiated in remedial programs. self-help programs, programmed instruction, and tutoring services for specific student groups such as low family incomes, women students, and students of color are facilitated. Learning assistance philosophy develops with focus on diagnosis, individualization, developmental approach and student-centered instruction. 1960s - Development of compensatory education programs such as TRiO and other Equal Opportunity Programs.

Other Learning Programs and Services

Academic CoachingDedicated Computer Lab Academic Recovery Student-Athlete Support First-Year Seminar/Study Skills Disability Services

Placement/Assessment Testing Academic Advising Student Veteran Support Grant-Funded Services (TRIO, etc) Writing Center/Math Center

In 2010, CAS recognizes the need for academic support and appropriate tutor training. In 2012, the CRLA creates the Handbook for Training Peer Tutors and Mentors. Focus on research, innovation, inclusion and professionalization.

Academic success programs continue to grow. 1983 - First hands-on computer workshop at a learning support conference. 1986 - CAS releases first set of standards and guidelines for learning assistance programs 1989- CRLA initiated the International Tutor Training Program Certification to ensure minimum standards for tutor training.

Holistic learning assistance due to demographic shifts and recognizing college's essential role. 1971 - First published use of the term, learning assistance center 1972 - First published Learning Assistance Center staff training article 1972 First M.A. and Ed.S. graduate programs in developmental education offered at Appalachian State University

Academic support becomes a standard thanks to the Americans with Disabilities Act.In 1995, NADE created the Self-Evaluation Guides to facilitate self-study for Learning Assistance Programs, covering developmental coursework, tutoring services, course-based learning assistance, and teaching processes. 1995 First online tutoring program at Mount St. Mary’s College In 1998, the CRLA developed the International Mentor Training Program Certification.

Learning assistance addresses new trends and challenges such as the 2008 ADAAA, demographic shifts, global recruitment, and scientific and technological advances.

Professional organizations concerned with Learning assistance Programs in Higher Education: CLADEA CRLA ACTP NCLCA NOSS (Formerly NADE)

Tutoring was usually an informal service, often volunteered and privately arranged. Harvard offered a remedial-level reading course beginning in the early 1900s. 1909- “How to study” courses were offered by more than 350 colleges. 1913 - Approximately 80% of postsecondary institutions offered college preparatory programs with a wide variety of services, including tutoring and remedial-level courses. 1930s-1940s, reading, intensive writing, and study methods laboratories were established in different colleges.