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Below is the sixth 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, FINANCIAL RESOURCES, differs from the first two sections
placed on learnasst in that the general standards are incorporated into
the learning assistance 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 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, you can also print the section
on hard copy, write your comments, and mail your responses.
 
 
Sincerely,
 
 
Martha Maxwell and Georgine Materniak
 
e-mail responses to [log in to unmask] or send to :
 
Georgine Materniak
University of Pittsburgh
Learning Skills Center
311 William Pitt Union
Pittsburgh, PA  15260
 
 
 
 
 
BEGIN FINANCIAL RESOURCES SECTION.
 
VI.     FINANCIAL RESOURCES
 
The Learning Assistance PROGRAM MUST HAVE ADEQUATE FUNDING TO ACCOMPLISH
ITS MISSION AND GOALS.  PRIORITIES, WHETHER SET PERIODICALLY OR AS A
RESULT OF EXTRAORDINARY CONDITIONS, MUST BE DETERMINED WITHIN THE CONTEXT
OF THE STATED MISSION, GOALS, AND RESOURCES.
 
Adequate budget allocations should be provided from regular institutional
funds for:
 
- professional and clerical staff salaries, and where applicable,
  paraprofessional and preprofessional staff salaries which are
  commensurate with salaries of equal positions across the institution;
 
- purchase and maintenance of office and instructional furnishings,
  supplies, materials and equipment;
 
- printing and media expenses;
 
- phone and postage costs;
 
- institutional memberships in professional organizations;
 
- subscriptions to professional publications;
 
- attendance at conferences, workshops, and other activities that
  contribute to the professional development of Learning Assistance Program
  staff;
 
- library of professional materials for staff and tutors;
 
- on-campus technical support for computer hardware and software
  maintenance, trouble-shooting, and repair;
 
- on-site training of learning assistance center personnel in the use and
  operation of all existing and new equipment, computer hardware and
  software;
 
- training to meet newly mandated requirements for services;
 
When substantial changes occur in the mission, goals, and programs of the
Learning Assistance Program resulting in program and service expansion or
substantial changes, budget adjustments must occur in the salary and
operational financial resources to sustain the program growth or alterations.
 
        Prior to implementing new program additions or expansion, a financial
        analysis should be performed to determine the financial resources that
        will be necessary to support salaries and operation costs.
 
        If a program is successful in obtaining non-institutional funding,
        these funds should not replace regular institutional funding to support
        salaries and operational budgets of existing core programs and
        services.
 
If institutional financial support is decreased resulting in diminished
salary and operational budgets, the mission and goals of the Learning
Assistance Program must be revised to reflect resulting program alterations.
 
        Decisions on program and service reductions should reflect an analysis
         of actions that will have the least detrimental impact on altering the
        mission and goals of the Learning Assistance Center.
 
 
END OF FINANCIAL RESOURCES SECTION.
 
 
 
 
 
CAS LEARNING ASSISTANCE PROGRAM STANDARDS AND GUIDELINES
FINANCIAL RESOURCES SECTION
 
RATING OF REVISION DRAFT
Using a scale from 1 (do not agree) to 5 (agree), please rank the
Financial 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 related to FINANCIAL RESOURCES of a learning assistance
program.
 
7. Have you ever used the original version of the CAS Standards and
Guidelines forLearning 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]