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COUNCIL FOR THE ADVANCEMENT OF STANDARDS
REVISION DRAFT
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.  Background information about
this document appears in the previous message sent over learnasst.
Please read the document 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.  We would also like to collect and analyze
samples of mission statements so please considering sending a copy of
your program's mission statement.
 
Please send your responses to the MISSION section by 5-24-95.  Thank you.
 
 
 
 
I.  MISSION
 
GENERAL STANDARDS
 
EACH PROGRAM AND SERVICE IN HIGHER EDUCATION MUST DEVELOP, RECORD,
DISSEMINATE, IMPLEMENT AND REGULARLY REVIEW ITS MISSION AND GOALS.
MISSION STATEMENTS MUST BE CONSISTENT WITH THE MISSIONS AND GOALS OF THE
INSTITUTION AND WITH THE STANDARDS IN THIS DOCUMENT.
 
 
Standards and Guidelines for Learning Assistance Programs
 
The mission of a learning assistance program must be to provide
instruction and services that support the development of skills that are
necessary for students to make a positive adjustment to the college
classroom and to become confident, independent, and successful learners.
The instruction and services of the learning assistance program must also
support the academic standards of its parent institution by helping
students to achieve the level of skills required to meet those standards.
The learning assistance program must share its understanding and
knowledge of the learning needs of the student population with faculty,
staff, and administrators as a collaborative partner in the improvement
of the learning environment. The learning assistance program must have a
written mission and goals statement.
 
 
Models of learning assistance programs vary significantly.  This variance
is a positive reflection of programs that are customized according to
such factors as the mission and goals of the institution, the role it is
intended to serve on its campus, the administrative or academic division
under which it is organized, and the demographics of the student
population.  Although there are many models and forms of learning
assistance programs, collectively the learning assistance programs should
share the following goals in common.  The goals of a learning assistance
program should be:
 
 
        1. to assure that learners are the central focus of the learning
        assistance program and  that learners can be any member of the campus
        community who desires to maximize his/her personal potential for
        learning;
 
        2. to provide instruction and services that acknowledge learning
        as consisting of cognitive, affective, and psychomotor domains
        and, thus, involves attention to the whole person;
 
        3. to teach skills which maximize the learning potential,
        academic performance, and adjustment of students;
 
        4. to provide the opportunity for students to transfer the skills
        they are developing to actual classroom learning situations;
 
        5. to offer a variety of instructional approaches;
 
        6. to help students develop positive attitudes and confidence in
        their ability to learn;
 
        7. to provide services and resources that can enhance and support
        classroom instruction; and
 
        8. to assist its parent institution in maintaining standards of
        academic excellence through its programs and services.
 
 
The learning assistance program mission and goal statement:
 
- is in written form and periodically disseminated;
 
- addresses the purpose of the program, its relationship to its
institutional mission and goals, the population it is intended to serve,
the extent of its instructional programs and services, and what it plans
to accomplish;
 
- indicates how the goals of the program compare with the goals of
similar programs at other institutions of the same type; and
 
- is reviewed annually and revised accordingly.
 
 
 
 
 
 
END OF MISSION SECTION
 
 
 
 
CAS LEARNING ASSISTANCE PROGRAM STANDARDS AND GUIDELINES
MISSION SECTION RATING OF REVISION DRAFT
 
 
Using a scale from 1 (do not agree) to 5 (agree), please rank the Mission
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 the mission of 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 feel free to add your specific  comments, suggestions, ideas.
Thank you for your participation.
 
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