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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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