Kellogg 2005 FLC1 Learning Support Center Programs & Services Learning Support Center Programs & Services Supporting Every Student Supporting Every Student & Beyond & Beyond

Kellogg 2005 FLC2 Tuesday Workshop: Professional Challenges/Opportunities Network Learn Learn Research Research Present Present Publish Publish Consult Consult

Kellogg 2005 FLC3 Wednesday Workshop: The Newest Challenge for Learning Support Professionals Online Students Online Instructors Online Instructors Online Course Designers Online Course Designers Significant Others

Kellogg 2005 FLC4 Learning Support Center Programs & Services Learning Support Center Programs & Services Supporting Every Student Supporting Every Student & Beyond & Beyond

Kellogg 2005 FLC5 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

Kellogg 2005 FLC6 Workshop Overview Part One Learning Support Centers: A Brief History Definitions Programs & Services Delivery Modes

Kellogg 2005 FLC7 Workshop Overview (continued) Part Two Program Management Public Relations & Publicity Program Evaluation Benchmarking & Best/Promising Practices Next Steps Unfinished Business

Kellogg 2005 FLC8 Workshop Collegial Groups

Kellogg 2005 FLC9 Time Out...

Kellogg 2005 FLC10 LSC: A Brief History 1875 First Psychological Laboratory founded by William James at Harvard University 1875 First Psychological Laboratory founded by William James at Harvard University 1936 Reading Laboratory established at NYU 1936 Reading Laboratory established at NYU 1946 Bureau of Study Counsel at Harvard with William G. Perry as its first director 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 1963 First published article using the term, “learning center,” in higher education

Kellogg 2005 FLC11 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.” 19 th Yearbook of National Reading Conference First published use of the term, “learning assistance” 1972 First comprehensive LAC (LASS) founded at CSU Long Beach

Kellogg 2005 FLC12 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 First annual institute for learning center directors and staff founded by Martha Maxwell at UC Berkeley

Kellogg 2005 FLC13 LSC: A Brief History 1977 First published article on learning center management (Christ, F. L. “Management of a learning assistance center” 10 th annual Proceedings of WCRLA) 1977 First published article on learning center management (Christ, F. L. “Management of a learning assistance center” 10 th 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 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 1978 First annual National Conference on College Learning Centers sponsored by Long Island U

Kellogg 2005 FLC14 LSC: A Brief History 1978 First issue of JD&RE with opening article on ACPA Commission XVI by Hunter Boylan and Robbie Nayman 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 1979 Publication of Improving Student Learning Skills by Martha Maxwell 1980 First Kellogg Institute at Appalachian State University 1980 First Kellogg Institute at Appalachian State University 1983 CRLA institutes its LC Management SIG with Patti Dozen as its leader CRLA institutes its LC Management SIG with Patti Dozen as its leader.

Kellogg 2005 FLC15 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 LRNASST began with Guillermo Uribe, UA, as its manager. Moved to USF in 2001with Winnie Cooke as the new manager

Kellogg 2005 FLC16 LSC: A Brief History 1996 LSCHE began as collaborative arrangement with Maricopa CCD (Lindex 1965) 2001 CRLA published learning center monograph First annual LSCHE award for learning center websites and Beyond You and I are the writers of learning assistance history

Kellogg 2005 FLC17 Time Out...

Kellogg 2005 FLC18 Some DefinitionsSome Definitions (HO) Some Definitions

Kellogg 2005 FLC19 Time Out...

Kellogg 2005 FLC20 Programs & Services Tutoring Tutoring Supplemental Instruction Supplemental Instruction Writing Writing Math Math Study Strategies Study Strategies Special Populations Special Populations Other? Other?

Kellogg 2005 FLC21 Tutoring CRLA Certification CRLA Certification CRLA Certification CRLA Certification Association for Tutoring Profession Association for Tutoring Profession Association for Tutoring Profession Association for Tutoring Profession National Tutoring Association National Tutoring Association National Tutoring Association National Tutoring Association

Kellogg 2005 FLC22 Supplemental Instruction

Kellogg 2005 FLC23 Writing Skills

Kellogg 2005 FLC24 Math Skills

Kellogg 2005 FLC25 Study Strategies: What are They? Goal Setting Goal Setting Time Management Time Management Task Organization Task Organization Study-reading Study-reading Listening/Notemaking Listening/Notemaking Test Taking Test Taking Memorization Memorization Writing a Research Paper Writing a Research Paper Other Other

Kellogg 2005 FLC26 Study Strategies Materials Diagnostic Surveys Diagnostic Surveys Diagnostic Surveys Diagnostic Surveys Skills Guides Skills Guides Skills Guides Skills Guides Writing Writing Writing Math Math Math

Kellogg 2005 FLC27 Study Strategies: Can We Justify at the College Level? References to Answer Questions Like the Following: References to Answer Questions Like the Following: References 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? 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?

Kellogg 2005 FLC28 Study Strategies: Who Needs Them? Study Strategies: Who Needs Them? Indeed, Indeed, Who Does Not? Who Does Not?

Kellogg 2005 FLC29 Learning Center Justification Books Books Books Articles Articles Articles Program Justification Program Justification Program Justification Program Justification Dissertations & Theses Dissertations & Theses Dissertations & Theses Dissertations & Theses Annual Reports Annual Reports

Kellogg 2005 FLC30 Time Out...

Kellogg 2005 FLC31 Delivery Modes Workshops Classroom Presentations Small Groups One-on-one and Paired Referral to Study Strategies Materials: Print and Internet

Kellogg 2005 FLC32 Delivery Modes Workshops Classroom Presentations Small Groups One-on-One Paired Referral to Print and/or Internnet Materials

Kellogg 2005 FLC33 Workshops Campus Wide (Open to All) Faculty Invited At Orientation Programs With Special Populations

Kellogg 2005 FLC34 Special Populations Workshops Clubs and Associations Fraternities and Sororities Athletes Online Students

Kellogg 2005 FLC35 Non Student Populations Clerical and Administrative Staffers Faculty Deans, Vice-presidents, and the President

Kellogg 2005 FLC36 Outreach Alumni Secondary Schools Business & Industry Non Institution Online Students

Kellogg 2005 FLC37 Delivery Modes Workshops Classroom Presentations Small Groups One-on-One Paired Independent Activities: Print and/or Internet

Kellogg 2005 FLC38 Survey Protocol Diagnose Prescribe Follow-up

Kellogg 2005 FLC39 Time Out...

Kellogg 2005 FLC40 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 FLC41 Next Steps Phase 1: Quiet Time Phase 1: Quiet Time Phase 2: Paired Sharing Phase 2: Paired Sharing Phase 3: Table Group Sharing Phase 3: Table Group Sharing Phase 4: Group Show and Tell Phase 4: Group Show and Tell Phase 5: Sum is Greater Than Its Parts Phase 5: Sum is Greater Than Its Parts

Kellogg 2005 FLC42 TO KNOW IS NOT TO DO!

Kellogg 2005 FLC43 Be Proactive NOT Reactive

Kellogg 2005 FLC44 Time Out...

Kellogg 2005 FLC45

Kellogg 2005 FLC46 Learning Support Center Programs & Services: Part Two Learning Support Center Programs & Services: Part Two Supporting Every Student Supporting Every Student Accountably, Effectively, Efficiently Accountably, Effectively, Efficiently

Kellogg 2005 FLC47 LSC Program Management Accountable Management Public Relations & Publicity Program Evaluation Benchmarking & Best Practices Next Steps Unfinished Business (etc)

Kellogg 2005 FLC48 Some Types of Program Managers Has Prior Effective Performance Requires New Knowledge and Skills Learns to Manage by Managing Has a Management Mentor

Kellogg 2005 FLC49 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

Kellogg 2005 FLC50 Accountable Management MBO: The Manager’s Tool Box

Kellogg 2005 FLC51 Some Management Models Total Quality Management Continuous Quality Management Re-engineering MBO: A Systems Approach

Kellogg 2005 FLC52 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

Kellogg 2005 FLC53 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."

Kellogg 2005 FLC54 Is MBO Outdated?

Kellogg 2005 FLC55 Why Use MBO? Participative Management Accountability Results Oriented Cost-effectiveness Institutionally Acceptable

Kellogg 2005 FLC56 Steps in Implementing MBO Ownership Mission, Goals, Objectives,Tasks and Responsiblitity Monitoring Evaluating Revising

Kellogg 2005 FLC57 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

Kellogg 2005 FLC58 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

Kellogg 2005 FLC59 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

Kellogg 2005 FLC60 MBO & the CSULB LASS 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 Tucson, AZ: University Learning Center, University of Arizona.

Kellogg 2005 FLC61 Visible Accountability

Kellogg 2005 FLC62 Public Relations & Publicity

Kellogg 2005 FLC63 Public Relations

Kellogg 2005 FLC64 Publicity

Kellogg 2005 FLC65 Program Evaluation Collecting Data Evaluating Data Reporting Data Disseminating Data

Kellogg 2005 FLC66 Program Evaluation Benchmarking Best & Promising Practices

Kellogg 2005 FLC67 Benchmarking (HO)

Kellogg 2005 FLC68 LSC Best/Promising Practices

Kellogg 2005 FLC69 Best and Promising Practices of Learning Support Centers: A Preliminary List [HO]

Kellogg 2005 FLC70 Best and Promising Practices An LSC has a mission congruent with its division and institutional mission An LSC has a mission congruent with its division and institutional mission An LSC has the support of central administration An LSC has the support of central administration An LSC has an adequate budget to support its mission, goals, and objectives An LSC has an adequate budget to support its mission, goals, and objectives

Kellogg 2005 FLC71 Best and Promising Practices 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

Kellogg 2005 FLC72 Best & Promising Practices : An LSC has an Advisory Board An LSC has an Advisory Board An LSC has learning materials for student use that allows for learning style choices An LSC has learning materials for student use that allows for learning style choices An LSC serves the total campus community: students, faculty, administration, staff, alumni An LSC serves the total campus community: students, faculty, administration, staff, alumni

Kellogg 2005 FLC73 Best & Promising Practices : 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 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 managerAn 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 leadershipLSC staff is recognized by administration and faculty for its academic publications, research, consulting, and leadership

Kellogg 2005 FLC74 Best & Promising Practices : An LSC is visible as an institutional support service in institutional publications 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 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 An LSC is listed and/or described in institutional publications such as its catalog, web site, and recruitment literature

Kellogg 2005 FLC75 Best Practices in Learning Support Centers: An LSC is centrally located and is accessible at convenient times An LSC is centrally located and is accessible at convenient times An LSC facility is visible through campus signage An LSC facility is visible through campus signage An LSC has adequate equipment and furnishings to implement programs & services An LSC has adequate equipment and furnishings to implement programs & services

Kellogg 2005 FLC76 Best & Promising Practices : An LSC has a virtual presence through its web siteAn LSC has a virtual presence through its web site An LSC has developed and follows a systematic plan based on feedback and program monitoring An LSC has developed and follows a systematic plan based on feedback and program monitoring An LSC has developed a Five Year Plan that is shared with administrationAn LSC has developed a Five Year Plan that is shared with administration An LSC is involved in the institutional student orientation program An LSC is involved in the institutional student orientation program

Kellogg 2005 FLC77 Best & Promising Practices:23-25 An LSC is involved in the institutional new faculty orientation program 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 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 An LSC offers, upon faculty invitation, classroom presentations on learning and study strategies appropriate to a course

Kellogg 2005 FLC78 Best & Promising Practices : An LSC offers or partners online tutoring with academic departments 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 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. An LSC partners with the campus bookstore to display learning and study skills materials used in the center’s programs and services.

Kellogg 2005 FLC79 Best Practices in Learning Support Centers: An LSC has program descriptive bookmarks that it disseminates to faculty, students, An LSC has program descriptive bookmarks that it disseminates to faculty, students, An LAC’s tutorial training program is accredited by CRLAAn LAC’s tutorial training program is accredited by CRLA An LSC has received campus, district, and/or national recognitionAn LSC has received campus, district, and/or national recognition

Kellogg 2005 FLC80 Integration into Institution Partnering Services Partnering Services Being on Learning Assistance Related Campus Committees Being on Learning Assistance Related Campus Committees

Kellogg 2005 FLC81 LSC Resources LSCHELSCHE (HO) LRNASST CRLA Monograph Improving Student Learning Skills Handbook of College Reading and Study Strategy Research

Kellogg 2005 FLC82 Unfinished Business You can me at with your questions and comments. Collegial dialogue never ends…………..