COUNCIL FOR THE ADVANCEMENT OF STANDARDS
REVISION DRAFT: PROGRAM
STANDARDS AND GUIDELINES FOR LEARNING ASSISTANCE PROGRAMS
Revision Version 5-17-95
Below is the first of thirteen sections of the CAS Standards and
Guidelines for Learning Assistance Centers. Bahground information about
this document appears on a previous message dated 5-18-95.
Please read the revision draft and give us your comments, suggestions,
and criticisms by e-mailing Georgine Materniak at [log in to unmask]
In addition, we ask that you complete the survey questions that appear at
the end of the document.
Please send your responses to the PROGRAM section by 5-26-95. Thank you.
II. PROGRAM
GENERAL STANDARDS
THE FORMAL EDUCATION OF STUDENTS IS PURPOSEFUL, HOLISTIC, AND CONSISTS OF
THE CURRICULUM AND CO-CURRICULUM.
CO-CURRICULAR PROGRAMS AND SERVICES 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.
PROGRAMS AND SERVICES MUST PROMOTE LEARNING AND DEVELOPMENT IN STUDENTS
BY ENCOURAGING OUTCOMES SUCH AS INTELLECTUAL GROWTH, ABILITY TO
COMMUNICATE EFFECTIVELY, REALISTIC SELF-APPRAISAL, ENHANCED SELF-ESTEEM,
CLARIFICATION OF VALUES, APPROPRIATE CAREER CHOICES, LEADERSHIP
DEVELOPMENT, PHYSICAL FITNESS, MEANINGFUL INTERPERSONAL RELATIONS,
ABILITY TO WORK INDEPENDENTLY AND COLLABORATIVELY, SOCIAL RESPONSIBILITY,
SATISFYING AND PRODUCTIVE LIFESTYLES, APPRECIATION OF AESTHETIC AND
CULTURAL DIVERSITY, AND ACHIEVEMENT OF PERSONAL GOALS.
STANDARDS AND GUIDELINES FOR LEARNING ASSISTANCE PROGRAMS
A learning assistance program must provide programs and services to help
students build cognitive and affective skills, strategies, and processes
that are necessary for effective and efficient classroom learning and for
achieving personal learning goals. These programs and services must include:
- diagnosis of cognitive and affective skills, strategies, and processes;
The program should use formal diagnostic procedures to determine
the cognitive and affective skills, strategies, and processes of
students and to identify gaps that exist between the skills,
strategies, and processes of students and those required by the
institution.
- instruction and assistance which address the cognitive and affective
needs of students to enable them to become independent, successful, and
confident learners;
The scope of the learning assistance program's instruction and
services is determined by its mission and goals which are based on
the needs of its student population and its institutional role.
Some programs teach basic skills courses for credit; others do not
give credit. Some offer voluntary classes; others require basic
skills classes. Some focus on assisting specific student populations;
others serve the entire student population.
In general, the learning assistance program should provide
instruction and services for the development of reading,
mathematics, writing, critical thinking, problem solving, and
study skills. The program should foster student metacognitive
awareness, self-monitoring strategies, and learning style preferences.
Subject matter tutoring, adjunct learning skills and Supplemental
Instruction groups, time management programs, freshman seminars,
and preparation for graduate and professional school admissions
tests and for relevant professional certification tests,may also
be offered. Math, reading and writing laboratories can also be part of
a learning assistance program.
The program should provide, either directly or by referral to
appropriate campus resources, assistance that addresses the
affective needs of students that influence learning. These often
include: stress management, and test anxiety reduction, assertiveness
training, values clarification, educational and cultural adjustment,
concentration improvement, motivation improvement, and other topics
that have a positive effect on a student's confidence, self-concept,
and ability to achieve.
The learning assistance program also modifies instruction and
services to accommodate the learning needs of students with physical
and learning disabilities. Support for students with disabilities
may be provided in collaboration with other programs and services of
the institution that are specifically responsible for general
accommodations for students with disabilities.
- support in applying appropriate cognitive and affective skills, strategies,
and processes to the student's formal academic environment;
The program should provide feedback to students concerning their
progress in reaching cognitive and affective goals. The feedback
system should also encourage students to use self-feedback methods
which apply the metacognitive and self- monitoring strategies students
are developing. Students should be assisted in practicing the transfer
and application of the skills that are learned in the program to
classroom learning tasks.
- referrals to needed programs and services not offered by the learning
assistance program.
The learning assistance program should make referrals to
appropriate campus offices for support with personal problems,
learning disabilities, financial difficulties and other areas of
need outside the purview of the learning assistance program.
The learning assistance program must promote an understanding of the
learning needs of the student population and the program's role in
supporting the academic mission of the institution. Staff must share
their knowledge with faculty, staff, and administrations about how to
help students develop appropriate learning skills, attitudes, and
behaviors.
The program should be a resource to other members of the campus
community who are interested in knowing and learning about the
skills needs of students and how to help students achieve their
learning goals. Some of the ways in which learning centers promote
this understanding include:
- establishing advisory boards consisting of members from key
segments of the campus community;
- holding periodic informational meetings with staff, faculty, and
administrators;
- extending consultation services to staff, faculty, and
administrators concerning the recognition of, understanding of, and
response to the learning needs of their students;
- participating in staff and faculty development and in-service
training programs on curriculum and instructional approaches that
address the development of learning skills, behaviors, and attitudes;
- encouraging the use of learning assistance program resources,
materials,instruction and services as integral or adjunct classroom
activities;
- training and supervising paraprofessionals and preprofessionals
to work in such capacities as tutors, peer mentors, and advisors;
- providing jobs, practica, courses, internships, and assistantships
for graduate students professionally interested learning assistance
and related careers; and
- disseminating information on the availability of services
through college publications (e.g., catalogs, student handbooks,
and brochures); through informational presentations to students,
staff and faculty members; and through campus and local media
announcements.
END OF PROGAM SECTION.
CAS LEARNING ASSISTANCE PROGRAM STANDARDS AND GUIDELINES
PROGRAM SECTION
RATING OF REVISION DRAFT
Using a scale from 1 (do not agree) to 5 (agree), please rank the PROGRAM
Section.
1. This section addresses the essential elements of the topic.
2. This section is comprehensive in addressing the topic.
3. Choice and usage of terminology is appropriate.
4. Language is easy to comprehend.
5. This section could be useful for the intended purposes of:
- Measuring of program and services effectiveness.
- Designs for program and service development and assessment.
- Criteria for institutional self-studies and preparation for accreditation.
- Opportunities for staff development.
- Directions for student learning and development.
- Frameworks for accountability.
6. This section of the document reflects the major concepts, beliefs, and
practices about the PROGRAMS of a learning asistance program.
7. Have you ever used the original version of the CAS Standards and
Guidelines for Learning Assistance Programs?
Yes or no?
If "yes", please let us know for what purpose you used it and if it was
useful for that purpose.
Please feel free to add your specific comments, suggestions, ideas.
Thank you for your participation.
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