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 (May 1995) | 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:

Fifth of Thirteen Sections of CAS Standards Learning Assistance Programs (fwd)

From:

Georgine Materniak <[log in to unmask]>

Reply-To:

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

Date:

Tue, 30 May 1995 09:09:26 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (263 lines)

Dear colleagues:
 
It appears that there may have been a transmission problem with three
messages I sent on Friday, May 26th.  Although I received confirmation
that they had been successfully distributed, I found messages from the
mail daemon that there was a transmission problem.  Please excuse me if
this is a duplication of a message you already received.
 
---------- Forwarded message ----------
Date: Fri, 26 May 1995 12:30:54 -0400 (EDT)
From: Georgine Materniak <[log in to unmask]>
To: Open Forum for Learning Assistance Professionals
     <[log in to unmask]>
Subject: Fifth of Thirteen Sections of CAS Standards Learning Assistance Programs
 
 
Below is the fifth of thirteen sections of the CAS Standards and
Guidelines for Learning Assistance Programs.  Background information
about the document can be found in a previous message dated 5-18-95.
 
This section, HUMAN RESOURCES, differs from the first two sections in
that the general standards are incorporated into the text instead of
appearing separately at the beginning of the document.  Instead, the
general standards appear in CAPS.
 
We invite you to comment on any or all of the thirteen sections that will
eventually appear on learnasst.  We ask that you e-mail your responses
within the next few weeks.  If you prefer to send hard copy, you may do
that also.
 
Sincerely,
 
 
Martha Maxwell and Georgine Materniak
 
respond to [log in to unmask] or mail to
Georgine Materniak
University of Pittsburgh
Learning Skills Center
311 William Pitt Union
Pittsburgh, PA   15260
 
 
 
BEGIN SECTION FIVE: HUMAN RESOURCES
 
V.      HUMAN RESOURCES FOR LEARNING ASSISTANCE PROGRAMS
 
EACH Learning Assistance PROGRAM MUST BE STAFFED ADEQUATELY BY
INDIVIDUALS QUALIFIED TO ACCOMPLISH ITS MISSION AND GOALS.
The size, scope, and role of the staff are determined by the mission of
the Learning Assistance Program and the student population it serves.
Staff-to-student ratios, therefore, must be based on factors such as:
 
- the types and extent of programs and service offered;
- the range of learning needs of the student population served;
- institutional commitment to special populations of students, such as
culturally and ethnically diverse students,  international and
English-as-a Second language students, student athletes, returning
students, and students with physical and learning disabilities;
- institutional priorities and requirement for specific academic
disciplines; and
- the number of contact and instructional hours necessary to properly
assist students.
 
Learning Assistance PROGRAMS AND SERVICES MUST ESTABLISH PROCEDURES FOR
STAFF SELECTION, TRAINING, AND EVALUATION; SET EXPECTATIONS FOR
SUPERVISION, AND PROVIDE APPROPRIATE PROFESSIONAL DEVELOPMENT
OPPORTUNITIES.  If joint appointments are employed to supplement staff,
the individuals must be committed to the mission, philosophy, goals, and
priorities of the Learning Assistance Program as well as possess the
necessary expertise for assigned responsibilities.
 
Adequate time and financial support should be allocated for professional
development activities.  Staff are encouraged to conduct research and to
publish professional papers to contribute to the knowledge and practice
of the profession.  Staff are also encouraged to attend, present
conference programs, and to participate in committees at professional
conferences and workshops.
 
PROFESSIONAL STAFF MEMBERS MUST HOLD AN EARNED GRADUATE DEGREE IN A FIELD
RELEVANT TO THE Learning Assistance POSITION DESCRIPTION OR MUST POSSESS
AN APPROPRIATE COMBINATION OF EDUCATION AND EXPERIENCE.
 
The director should have an earned graduate degree in a relevant
discipline and professional experience in Learning Assistance Program
design, instruction, and administration.
 
Professional staff should have earned degrees from relevant disciplines
such as reading, English, mathematics, student personnel/development,
guidance and counseling, psychology, or education.  Learning assistance
professionals must possess knowledge and expertise in learning theory and
in teaching and assessing the particular strategies and content for which
they are responsible.  In addition, they must be aware of the unique
characteristics and needs of the various populations they assist.
 
The functions and roles of Learning Assistance Program professional staff
are multi-disciplinary and combine expertise and knowledge from various
fields.   Expertise to instruct a variety of learning strategies and to
employ a variety of pedagogical styles enriches opportunities for
collaboration and adjunct programming within the Learning Assistance
Program and with faculty across the curriculum.
 
Courses of study and internship experiences applicable to this
multi-disciplinary profession include but are not limited to:
 
        - content-specific coursework that includes theories, strategies,
          and assessment of reading,writing, and mathematics
        - applying learning strategies across the curriculum
        - learning disabilities and special education
        - design and implementation of workshops in areas such as time
          management, stress management, and anxiety reduction
        - English as a second language
        - adult development and adult learning
        - history and philosophy of learning assistance
        - cognitive psychology including cognitive processes, memory,
          critical thinking and problem solving
        - testing, measurement, and evaluation
        - research methodology
        - organization, administration, and management in higher education
        - instructional technology and computer-assisted instruction
        - instructional design, development, methodologies
        - curriculum design and development
        - counseling, guidance, and advising
        - group leadership, dynamics, and processes
        - human relations training
        - state and federal regulations applicable to programs, services,
          and clients of Learning Assistance Programs.
 
Learning Assistance Program professional staff should be competent and
experienced in:
 
        - written and oral communication skills;
        - working with college and adult learners, faculty, and administrators;
        - working in a culturally and academically diverse setting
        - collaborating with academic and student affairs units;
        - college teaching;
        - designing and implementing instructional strategies including
          collaborative learning, cooperative learning, and reciprocal teaching;
        - training, supervising, and mentoring paraprofessionals and
          preprofessionals; and
        - identifying and establishing lines of communication for student
          referral to other institutional units.
 
Other abilities and expertise that are valuable in the execution of the
duties of professional staff include: counseling and advising techniques
to respond appropriately and holistically to the needs student report;
experience in training, supervising, and mentoring paraprofessionals and
preprofessionals;  and consultation and negotiation skills for
interacting and collaborating with colleagues throughout the campus
community.
 
DEGREE OR CREDENTIAL SEEKING INTERNS OR OTHERS IN TRAINING MUST BE
QUALIFIED BY ENROLLMENT IN AN APPROPRIATE FIELD OF STUDY AND RELEVANT
EXPERIENCE.  THESE INDIVIDUALS MUST BE TRAINED AND SUPERVISED ADEQUATELY
BY PROFESSIONAL STAFF MEMBERS.
 
The Learning Assistance Program must be informed of the policies and
procedures to be followed for internships and practica as required by the
student's academic department.  The roles and responsibilities of the
Learning Assistance Center and those of the academic department are
clearly defined and understood by participating staff, faculty, and the
student.
 
Learning Assistance Program STUDENT EMPLOYEES AND VOLUNTEERS MUST BE
CAREFULLY SELECTED, TRAINED, SUPERVISED, AND EVALUATED.  WHEN THEIR
KNOWLEDGE AND SKILLS ARE NOT ADEQUATE FOR PARTICULAR SITUATIONS, THEY
MUST REFER STUDENTS AND OTHERS IN NEED OF ASSISTANCE TO QUALIFIED
PROFESSIONAL STAFF.
 
Learning Assistance Program paraprofessional staff can be undergraduate
or graduate students.  Adequate training and supervision are essential
and required.  Paraprofessional staff or graduate students may perform
professional duties if properly trained and supervised by professional staff.
 
Professional organizations are valuable resources for information for
creating and implementing successful paraprofessional programs within
Learning Assistance Programs.  The National Association of Developmental
Education (NADE) Self-Evaluation Guides can serve as a framework for
developing all components of a tutorial program.  The tutor training
criteria recommended in the Tutor Certification Program Guidelines of the
College Reading and Learning Association (CRLA) is a comprehensive list
of training topics and agendas that need to be addressed.
 
EACH ORGANIZATIONAL UNIT MUST HAVE SECRETARIAL AND TECHNICAL STAFF
ADEQUATE TO ACCOMPLISH ITS MISSION.  SUCH STAFF MUST BE TECHNOLOGICALLY
PROFICIENT TO PERFORM ACTIVITIES INCLUDING RECEPTION DUTIES, OFFICE
EQUIPMENT OPERATION, RECORDS MAINTENANCE, AND MAIL HANDLING.
 
The secretarial and technical staff of Learning Assistance Programs must
be knowledgeable of and sensitive to the concerns, needs, and
characteristics of the program's clients. Secretarial and technical staff
are updated on changes in programs, services, policies and procedures in
order to expedite smooth and efficient assistance to clients. Staff
development workshops in assertiveness, effective communication, conflict
resolution, and in handling confidential information is beneficial.
 
APPROPRIATE SALARY LEVELS AND FRINGE BENEFITS FOR ALL STAFF MEMBERS MUST
BE COMMENSURATE WITH THOSE FOR COMPARABLE POSITIONS WITHIN THE
INSTITUTION, IN SIMILAR INSTITUTIONS, AND IN THE RELEVANT GEOGRAPHIC AREA.
 
TO REFLECT THE DIVERSITY OF THE STUDENT POPULATION, TO ENSURE THE
EXISTENCE OF READILY IDENTIFIABLE ROLE MODELS FOR STUDENTS AND TO ENRICH
THE CAMPUS COMMUNITY, the Learning Assistance Program MUST INTENTIONALLY
EMPLOY A DIVERSE STAFF.
 
AFFIRMATIVE ACTION MUST OCCUR IN HIRING AND PROMOTION PRACTICES AS
REQUIRED TO ENSURE DIVERSE STAFFING PROFILES.
 
 
END HUMAN RESOURCES SECTION.
 
 
 
 
CAS LEARNING ASSISTANCE PROGRAM STANDARDS AND GUIDELINES
HUMAN RESOURCES SECTION
 
RATING OF REVISION DRAFT
 
Using a scale from 1 (do not agree) to 5 (agree), please rank the Human
Resources 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 of HUMAN RESOURCES for a learning assistance 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 add your specific  comments, suggestions, ideas.
 
Thank you for your participation.
 
        E-MAIL RESPONSE TO:     [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

December 2020
November 2020
October 2020
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