Skip repetitive navigational links
View: Next message | Previous More Hitsmessage
Next in topic | Previous More Hitsin topic
Next by same author | Previous More Hitsby same author
Previous page (August 2011) | Back to main LRNASST-L page
Join or leave LRNASST-L (or change settings)
Reply | Post a new message
Search
Log in
Options:   Chronologically | Most recent first
Proportional font | Non-proportional font

Subject:

Re: Learning Center Theory Was Doctoral Programs in Learning/Academic Support

From:

"Maher, Patricia" <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Sun, 7 Aug 2011 10:37:41 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (214 lines)

Nic,
I am also at a Research I level institution and as I read the beginning of
your post I was about to suggest that organizational theory, particularly
Peter Senge's learning organization theory, is the way to go, but you were
already on that path.  I am very interested in this discussion for two
reasons.  

First you mention that in our field, and in other areas of education, we
focus too much on pedagogy and teaching strategies.  I agree, we should be
the entity on campus that are viewed as the experts in learning, how
learning occurs, how knowledge grows, how information is structured and
how each mind might engage adapt in order to absorb and respond to build
knowledge.  Second, as a learning center administrator, particularly in
this level of institution, we need to  anchor ourselves deeply into the
"expertise" of the institutional fiber in support of the overall
institutional mission.  Otherwise in these precarious economic times we
could be considered "fluff" and be very vulnerable to the ax. Since I am
at a state institution, this is even more important right now.

For example, in proposing our Learning Commons model, our Library Director
and I went straight to the university strategic plan and identified the
areas where we thought we would have impact.  This involved not just
"student success"  issues of retention and persistence, but also the
development of critical thinkers, engaged learners, etc. We  pointed out
the benefits of a strong tutorial and front desk staff as opportunities
for student development, not just about how the students who come to
tutoring would be helped to "pass" their classes.  For years prior to our
Learning Commons learning support on this campus was decentralized and
severely undersupported by the administration.  Not any more.

So being advanced practitioners in learning support is critically
important, but not enough.   I agree that we must also build our centers
as significant structures organizationally.  I would welcome the
opportunity to develop these ideas further as I believe it will help our
field grow tremendously.


For those unfamiliar with Peter Senge's theory here is a link:

http://www.infed.org/thinkers/senge.htm

 
Pat
 
Patricia A. Maher, Ph. D.
Director, Tutoring and Learning Services
University of South Florida
4202 E. Fowler Ave.
Tampa, FL  33620
LIB 206
(813)974-5141
[log in to unmask] <mailto:[log in to unmask]>

 <mailto:[log in to unmask]>





On 8/4/11 6:03 PM, "Nic Voge" <[log in to unmask]> wrote:

>[First, I should warn anyone reading that this email truncates the
>previous conversation and that this post is long and a bit abstract.
>Read on it your peril!!!!!!]
>Diana,
>I think you are probably right that people are using  theories of
>pedagogy and perhaps
>development to guide their thinking about the services their centers
>provide. But, I think I am asking
>a somewhat different set of questions (e.g.  What does a learning
>center (as a bureaucratic unit) do?
>What is its function;  what could it be?).
>
>I am not sure that pedagogical and developmental theories are the best
>theories
>to apply to thinking about the function of learning centers--which are
>themselves organizations which are part of
>institutions and not pedagogues. In other words, "centers" don't
>literally teach, so I want to
>put in question the appropriateness of pedagogical theories to
>conceptualize the function of the center.
>When I was a learning specialist and instructor I used  many of the
>kinds of theories you associate with the thinkers/practitioners below.
>But now that I am
>a learning center administrator, I find that I need additional tools
>to think about the center
>as a whole in relation to  the institution and its constituencies.
>
>So, I have begun to think about  our learning (and teaching) center as
>a "knowledge-creating
>organization" and am using organizational theory to explore new ways
>of thinking about what we
>do and actually doing what we do. For instance, if you imagine a
>learning center as a knowledge creating
>organization, what do we do with the knowledge we create?
>Additionally, how would we organize
>tutoring and train tutors differently if we described their role as
>knowledge creators rather than aids
>to student learning? Thinking of a learning center as a knowledge-
>creating organization is particularly
>appealing to me in my position because I work at a research university
>and knowledge creation and dissemination
>(not teaching) is, arguably, the core of its mission. Does it make
>sense to explicitly align the mission of the center with the core
>mission
>of the institution which houses us? I think so; but what would that
>look like? This theory is opening up whole new
>ways of thinking about my center and it makes me wonder what theories
>(if any) undergird more
>conventional conceptualizations of learning centers.
>
>Let me give you one concrete example of the line of thinking I'm
>developing. If we think of tutors as knowledge-creators in a
>knowledge-creating organization who create knowledge of their own and
>with  student(s) about the discipline, about the discipline,
>about learning and about tutoring, then it makes sense to try to
>capture that knowledge. It follows that we might seek to collect the
>knowledge
>they are creating, combine it with the knowledge other tutors (and
>students, for that matter) are creating, and then circulate this
>combined knowledge
>within the organization and the institution as a whole. That's a
>pretty different way of thinking than what appears to be the tacit
>conception of learning centers which is as places where students come
>to receive or develop their knowledge. Organizational theory
>focuses on the knowledge in or of the organization and ways to utilize
>it, whereas pedagogical theories focus on how students
>can receive, develop, acquire (etc.) knowledge. As a result of this
>shift in focus, I'm thinking about new ways for tutors to communicate
>with one another and capture their often tacit and ephemeral knowledge
>for use by the center and the university. That can be as  simple as
>creating a blog or wiki in which tutors
>report their observations (knowledge) to one another and then
>analyzing those entries as artifacts or data sources that tell us
>something about,
>for instance, the learning demands of the courses we're tutoring. No
>one else on campus is creating this kind of knowledge in any
>systematic way,
>but the center creates it individually, if  haphazardly. Would
>advisors and academic departments benefit from having more specific
>knowledge about
>the learning demands of particular courses? Administrators and
>professors? Students? I think so.
>
>
>Hope that clarifies some things.
>Nic
>On Aug 4, 2011, at 11:33 AM, Diana Bell wrote:
>
>> Eric and others--Oh No--please don't feel as if I'm marginalizing
>> DE--quite
>> the contrary; it is a significant and important field of study. AND,
>> the
>> programs I've looked at do address important learning center issues
>> such as
>> learning styles, multiple intelligences, etc. I just wanted to
>> emphasize
>> that DE is only part of learning center pedagogy and that instead of
>> enrolling in a program that a student would have to "make fit," it
>> would be
>> nice to have a program that specifically addresses all of the issues
>> in
>> learning center pedagogy and administration.
>>
>> As for learning center theory--like writing center theory, I would
>> expect
>> that practitioners use theories of pedagogy. I use, for example, Lev
>> Vygotski (zone of proximal development, sociocultural education,
>> scaffolding, cognitive development); Bell Hooks (critical pedagogy,
>> feminism, marginalization); Paulo Freire (critical pedagogy, informal
>> education, banking model of education); Mina Shaughnessy (critical
>> pedagogy,
>> student-centered learning), Mike Rose (critical pedagogy, cognition,
>> student-centered learning);  and Mihaly Czikzentmihaly (Flow theory,
>> creativity, psychology of discovery and invention) just to name a few.
>>
>> Have a great day everyone!
>> Diana
>>
>>>
>>> I think it¹s worthwhile remembering that many of us view
>>> developmental
>>> education broadly and holistically, not narrowly; NADE¹s
>>> perspective, for
>>> example is that developmental education ³promotes the cognitive and
>>> affective growth of all postsecondary learners, at all levels of the
>>> learning continuum² (http://www.nade.net/AboutDevEd.html ). At any
>>> rate, I
>>> think the point folks were making when they responded with info
>>> about Texas
>>> State¹s new program was that one of our three concentrations is
>>> Learning
>>> Support.  It seemed to be related to the question about
>>> specializations in
>>> doctoral programs that was posed earlier.
>>> Eric Paulson
>>>
>>>
>
>
>~~~~~~~~~~~~~~~
>To access the LRNASST-L archives or User Guide, or to change your
>subscription options (including subscribe/unsubscribe), point your web
>browser to
>http://www.lists.ufl.edu/archives/lrnasst-l.html
>
>To contact the LRNASST-L owner, email [log in to unmask]

~~~~~~~~~~~~~~~
To access the LRNASST-L archives or User Guide, or to change your
subscription options (including subscribe/unsubscribe), point your web browser to
http://www.lists.ufl.edu/archives/lrnasst-l.html

To contact the LRNASST-L owner, email [log in to unmask]

Advanced Options


Options

Log In

Log In

Get Password

Get Password


Search Archives

Search Archives


Subscribe or Unsubscribe

Subscribe or Unsubscribe


Archives

September 2020
August 2020
July 2020
June 2020
May 2020
April 2020
March 2020
February 2020
January 2020
December 2019
November 2019
October 2019
September 2019
August 2019
July 2019
June 2019
May 2019
April 2019
March 2019
February 2019
January 2019
December 2018
November 2018
October 2018
September 2018
August 2018
July 2018
June 2018
May 2018
April 2018
March 2018
February 2018
January 2018
December 2017
November 2017
October 2017
September 2017
August 2017
July 2017
June 2017
May 2017
April 2017
March 2017
February 2017
January 2017
December 2016
November 2016
October 2016
September 2016
August 2016
July 2016
June 2016
May 2016
April 2016
March 2016
February 2016
January 2016
December 2015
November 2015
October 2015
September 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
February 2015
January 2015
December 2014
November 2014
October 2014
September 2014
August 2014
July 2014
June 2014
May 2014
April 2014
March 2014
February 2014
January 2014
December 2013
November 2013
October 2013
September 2013
August 2013
July 2013
June 2013
May 2013
April 2013
March 2013
February 2013
January 2013
December 2012
November 2012
October 2012
September 2012
August 2012
July 2012
June 2012
May 2012
April 2012
March 2012
February 2012
January 2012
December 2011
November 2011
October 2011
September 2011
August 2011
July 2011
June 2011
May 2011
April 2011
March 2011
February 2011
January 2011, Week 3
January 2011, Week 2
January 2011, Week 1
January 2011
December 2010, Week 5
December 2010, Week 4
December 2010, Week 3
December 2010, Week 2
December 2010, Week 1
November 2010, Week 5
November 2010, Week 4
November 2010, Week 3
November 2010, Week 2
November 2010, Week 1
October 2010, Week 5
October 2010, Week 4
October 2010, Week 3
October 2010, Week 2
October 2010, Week 1
September 2010, Week 5
September 2010, Week 4
September 2010, Week 3
September 2010, Week 2
September 2010, Week 1
August 2010, Week 5
August 2010, Week 4
August 2010, Week 3
August 2010, Week 2
August 2010, Week 1
July 2010, Week 5
July 2010, Week 4
July 2010, Week 3
July 2010, Week 2
July 2010, Week 1
June 2010, Week 5
June 2010, Week 4
June 2010, Week 3
June 2010, Week 2
June 2010, Week 1
May 2010, Week 4
May 2010, Week 3
May 2010, Week 2
May 2010, Week 1
April 2010, Week 5
April 2010, Week 4
April 2010, Week 3
April 2010, Week 2
April 2010, Week 1
March 2010, Week 5
March 2010, Week 4
March 2010, Week 3
March 2010, Week 2
March 2010, Week 1
February 2010, Week 4
February 2010, Week 3
February 2010, Week 2
February 2010, Week 1
January 2010, Week 5
January 2010, Week 4
January 2010, Week 3
January 2010, Week 2
January 2010, Week 1
December 2009, Week 5
December 2009, Week 4
December 2009, Week 3
December 2009, Week 2
December 2009, Week 1
November 2009, Week 5
November 2009, Week 4
November 2009, Week 3
November 2009, Week 2
November 2009, Week 1
October 2009, Week 5
October 2009, Week 4
October 2009, Week 3
October 2009, Week 2
October 2009, Week 1
September 2009, Week 5
September 2009, Week 4
September 2009, Week 3
September 2009, Week 2
September 2009, Week 1
August 2009, Week 5
August 2009, Week 4
August 2009, Week 3
August 2009, Week 2
August 2009, Week 1
July 2009, Week 5
July 2009, Week 4
July 2009, Week 3
July 2009, Week 2
July 2009, Week 1
June 2009, Week 5
June 2009, Week 4
June 2009, Week 3
June 2009, Week 2
June 2009, Week 1
May 2009, Week 5
May 2009, Week 4
May 2009, Week 3
May 2009, Week 2
May 2009, Week 1
April 2009, Week 5
April 2009, Week 4
April 2009, Week 3
April 2009, Week 2
April 2009, Week 1
March 2009, Week 5
March 2009, Week 4
March 2009, Week 3
March 2009, Week 2
March 2009, Week 1
February 2009, Week 4
February 2009, Week 3
February 2009, Week 2
February 2009, Week 1
January 2009, Week 5
January 2009, Week 4
January 2009, Week 3
January 2009, Week 2
January 2009, Week 1
December 2008, Week 5
December 2008, Week 4
December 2008, Week 3
December 2008, Week 2
December 2008, Week 1
November 2008, Week 5
November 2008, Week 4
November 2008, Week 3
November 2008, Week 2
November 2008, Week 1
October 2008, Week 5
October 2008, Week 4
October 2008, Week 3
October 2008, Week 2
October 2008, Week 1
September 2008, Week 5
September 2008, Week 4
September 2008, Week 3
September 2008, Week 2
September 2008, Week 1
August 2008, Week 5
August 2008, Week 4
August 2008, Week 3
August 2008, Week 2
August 2008, Week 1
July 2008, Week 5
July 2008, Week 4
July 2008, Week 3
July 2008, Week 2
July 2008, Week 1
June 2008, Week 5
June 2008, Week 4
June 2008, Week 3
June 2008, Week 2
June 2008, Week 1
May 2008, Week 5
May 2008, Week 4
May 2008, Week 3
May 2008, Week 2
May 2008, Week 1
April 2008, Week 5
April 2008, Week 4
April 2008, Week 3
April 2008, Week 2
April 2008, Week 1
March 2008, Week 5
March 2008, Week 4
March 2008, Week 3
March 2008, Week 2
March 2008, Week 1
February 2008, Week 5
February 2008, Week 4
February 2008, Week 3
February 2008, Week 2
February 2008, Week 1
January 2008, Week 5
January 2008, Week 4
January 2008, Week 3
January 2008, Week 2
January 2008, Week 1
December 2007
November 2007
October 2007
September 2007
August 2007
July 2007
June 2007
May 2007
April 2007
March 2007
February 2007
January 2007
December 2006
November 2006
October 2006
September 2006
August 2006
July 2006
June 2006
May 2006
April 2006
March 2006
February 2006
January 2006
December 2005
November 2005
October 2005
September 2005
August 2005
July 2005
June 2005
May 2005
April 2005
March 2005
February 2005
January 2005
December 2004
November 2004
October 2004
September 2004
August 2004
July 2004
June 2004
May 2004
April 2004
March 2004
February 2004
January 2004
December 2003
November 2003
October 2003
September 2003
August 2003
July 2003
June 2003
May 2003
April 2003
March 2003
February 2003
January 2003
December 2002
November 2002
October 2002
September 2002
August 2002
July 2002
June 2002
May 2002
April 2002
March 2002
February 2002
January 2002
December 2001
November 2001
October 2001
September 2001
August 2001
July 2001
June 2001
May 2001
April 2001
March 2001
February 2001
January 2001
December 2000
November 2000
October 2000
September 2000
August 2000
July 2000
June 2000
May 2000
April 2000
March 2000
February 2000
January 2000
December 1999
November 1999
October 1999
September 1999
August 1999
July 1999
June 1999
May 1999
April 1999
March 1999
February 1999
January 1999
December 1998
November 1998
October 1998
September 1998
August 1998
July 1998
June 1998
May 1998
April 1998
March 1998
February 1998
January 1998
December 1997
November 1997
October 1997
September 1997
August 1997
July 1997
June 1997
May 1997
April 1997
March 1997
February 1997
January 1997
December 1996
November 1996
October 1996
September 1996
August 1996
July 1996
June 1996
May 1996
April 1996
March 1996
February 1996
January 1996
December 1995
November 1995
October 1995
September 1995
August 1995
July 1995
June 1995
May 1995
April 1995
March 1995
February 1995
January 1995

ATOM RSS1 RSS2



LISTS.UFL.EDU

CataList Email List Search Powered by the LISTSERV Email List Manager