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Hensley, Lauren C. – Learning Assistance Review, 2020
As learning center professionals, we have much to gain by conducting assessment to understand how our services help college students develop their academic strategies. The type of data we collect makes a difference in the interpretations we can draw, however. An initial step in becoming a scholarly practitioner is to consider the strengths and…
Descriptors: Educational Strategies, Learning Strategies, Academic Support Services, Program Effectiveness
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Cofer, Rebecca – Learning Assistance Review, 2020
Although the research on the effects of peer tutoring is not in short supply, there is limited research on the effects of this experience for the peer tutor. Using a researcher-created survey based on themes in the literature, this study explored the perceived gains of peer tutors through their tutoring experience. Participants were recruited from…
Descriptors: Peer Teaching, Student Attitudes, College Students, Skill Development
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Just, Renee; Bruner, Daryl – Learning Assistance Review, 2020
When academic success professionals work collaboratively with faculty, we can better connect the dots between how students present in the classroom and what services are most needed to support student success. If high school students believe academic records are irrelevant, it undermines the need (incentive) to exert effort in studies and academic…
Descriptors: Academic Achievement, Academic Support Services, College Bound Students, Study Habits
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Diehl, Tara E.; Hamman, Karen J.; Rivera, Serina – Learning Assistance Review, 2020
Students taking developmental mathematics often struggle with dedicating adequate time to engage with material outside of class. The institution in this study requires participation in out-of-class support and has utilized a variety of models of support. The goal of these support programs is to increase the pass rates for students and aid in the…
Descriptors: Study, Group Activities, Communities of Practice, Remedial Mathematics
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Hallstead, Tracy; Nash, Erin – Learning Assistance Review, 2020
We do not learn through experiences alone; we learn by thinking about our experiences. But after disappointing exam results, students can reflect on their performance in unproductive ways, circulating scripted beliefs about why they did poorly: "The professor talks too fast," "The test didn't cover the lectures in class,"…
Descriptors: Metacognition, Reflection, Student Experience, College Faculty
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Yao, Richard; Cogliano, Megan; Ramirez, Hiram; Osiris, Charles; Ball, Isaiah; Valencia, Miriam; Herrera, Jennifer – Learning Assistance Review, 2020
While most research has focused on the benefits of peer leadership programs, there is limited research examining potential risks for peer leaders. This study examined stress in academic support peer leaders. Findings indicated that peer leaders experienced less depression, vulnerability and perceived stress, while reporting higher levels of…
Descriptors: Peer Relationship, Leadership Role, Academic Support Services, Social Support Groups
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Lloyd, Courtney A.; Manigo, Jocelyn A.; Jones, Tiffany E.; Crouse-Machcinski, Kaitlyn M. – Learning Assistance Review, 2020
Peer tutors at West Chester University's Learning Assistance and Resource Center have the opportunity to advance in their professional roles by becoming Peer Tutor Coordinators (PTCs). PTCs supervise peer tutors within the learning center and are instrumental to its overall success. PTCs acquire time management, communication, problem-solving,…
Descriptors: Peer Teaching, Coordinators, Supervision, Learning Resources Centers
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Croft, Paul J.; Lozada, Neva – Learning Assistance Review, 2020
This study engages readers in a dialogue on redesigning retention strategies from reactive to proactive, a conceptualization of interdependencies of retention intervention metrics and student behaviors, and identifies the actions needed to achieve them in practice through real-time collaborative campus partnerships. Best practices for data…
Descriptors: School Holding Power, Academic Persistence, Educational Strategies, Early Intervention
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Gibson, Terry O., Jr.; Morrow, Jennifer Ann; Skolits, Gary J.; Rocconi, Louis M. – Learning Assistance Review, 2020
The purpose of this paper is to capture and analyze students' experiences learning within an Emporium Model (E-Model) of both learning support and introductory college-level mathematics courses. Participants (n =163) were asked their perceptions regarding the E-model approach. Contextual analysis was used to code participants' responses.…
Descriptors: College Students, College Mathematics, Introductory Courses, Mathematics Instruction
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Lehan, Tara J.; Babcock, Ashley – Learning Assistance Review, 2020
With the proliferation of online course and program offerings at institutions of all types, there is significant competition for students. To remain viable, many institutions are launching programs to attract new students, such as those of non-normative ages (e.g., working adults), enrolling less qualified students, and/or creating distance…
Descriptors: Early Intervention, At Risk Students, Graduate Students, Online Courses
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Frizell, Michael, Ed. – Learning Assistance Review, 2020
The National College Learning Center Association defines a learning center at institutions of higher education as interactive academic spaces which exist to reinforce and extend student learning in physical and/or virtual environments. A variety of comprehensive support services and programs are offered in these environments to enhance student…
Descriptors: COVID-19, Pandemics, Higher Education, Learning Resources Centers
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Deshler, Jessica; Fuller, Edgar; Darrah, Marjorie – Learning Assistance Review, 2019
Students taking developmental mathematics often need academic support to succeed in their courses, but also benefit from support in adapting to university life. In this paper we describe our experience in developing, implementing, and evaluating a peer mentoring program for developmental mathematics students at a large research university that…
Descriptors: Remedial Mathematics, Developmental Studies Programs, Student Needs, Mentors
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Osborne, Jessica D.; Parlier, Richard; Adams, Talisha – Learning Assistance Review, 2019
In Fall 2016, the Student Success Center at the University of Tennessee, Knoxville began a two-year study to assess participant impacts of three key academic success programs: academic coaching, tutoring, and Supplemental Instruction (SI). Survey results revealed that participants perceived academic impacts in all three programs and that students…
Descriptors: Academic Achievement, Coaching (Performance), Tutoring, Supplementary Education
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Babcock, Ashley; Lehan, Tara; Hussey, Heather D. – Learning Assistance Review, 2019
A needs assessment was conducted at a learning center at one completely online institution to understand administrator, faculty, and student perceptions of the center's services and resources to uncover gaps between the current state and intended outcomes (personalized support, clarity of services, and shared accountability for student success).…
Descriptors: Learning Centers (Classroom), Online Courses, Electronic Learning, Needs Assessment
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Caton, Amy – Learning Assistance Review, 2019
Learning centers and academic support programs are often idealized entities campuses look to for student success, retention, and engagement. By untethering our thinking about program boundaries, identities, and alliances and radically reforming, we can generate interest, passion, and opportunities across campus. The force of redistributing…
Descriptors: Communities of Practice, Universities, Program Development, Academic Support Services
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