Establishing the Learning Center as the Nucleus in a Learner Centered Institution

1. Establishing the Learning Center as the Nucleusin a Learner Centered Institution Saundra Yancy McGuire, Ph.D. Asst. Vice Chancellor for Learning, Teaching, & Retention Professor, Department of Chemistry Past Director, Center for Academic Success Louisiana State University

2. Learning Outcomes • Discuss the “best case scenario” position of the learning center, and describe the actions necessary to take it from its current position to the “best case scenario” position • Identify the departments, administrative units and individuals that will be allies in your quest for campus leadership • Describe the local and national initiatives necessary to improve campus influence • Discuss specific strategies that will successfully move the learning center to a leadership position • Write an action plan that you can begin implementing in Fall 2012

3. Reflection Questions • What are the major drivers for making the learning center the nucleus of a learner centered institution? • What are the major barriers to making the learning center a leader on your campus?

4. Learning Center Partners • Faculty • Student Organizations • Departments • Colleges • University Centers • Others?

5. Think/Pair/Share What are three important characteristics of departments that are campus leaders?

6. The Role of Learning Support Centers in Academic Improvement • Provide faculty and TA’s with information on the learning process, characteristics of their students, and learning strategies they can teach students • Assist faculty in advising students about effective study skills (Absent Professor Program) • Help students identify the problem with their performance (e.g. memorizing vs understanding) • Help the institution improve retention and graduation rates

7. Scientific and Theoretical Bases Supporting the Learning Center Programs • Cognitive Science Principles • Metacognition • Constructivist Learning Theory

8. Learning Centers Can Significantly ImpactRetention and Graduation Rates… but we must overcome some significant barriers

9. Center for Academic Success presents IMPACT

10. Conducted in Spring for all First Year Students • Intro Session – High School vs. College • Breakout Sessions (Pick 2 topics) • Ace My Tests/How I Learn • Get Organized/Reduce My Stress • Follow-up Component • College Coaches Pilot for (1.6 – 1.999) Spring 2010 IMPACT Program Format

11. Results from Spring 2010 Amount of GPA increase from Fall to Spring Difference in average spring semester GPA

12. Results from Spring 2010 Retention from Spring 2010 to Fall 2010 20% Difference!

13. Student Feedback from Spring 2010 I had fallen below the GPA requirement my scholarship demands, and I was sure there was no hope for me and maybe I just wasn’t cut out for it. However, after IMPACT I really utilized all the tools I was given … With all these tools, I was able to discover that I do have time for other fun and important things, such as a social life and most importantly, sleep… I can now proudly say that after beginning college with a 2.79 GPA, I have just recently finished midterms week with a solid 4.0!! Thank you so much, and please continue with programs like IMPACT and CAS!!

15. Five Barriers to LC Recognition Mindset that we’re only for remedial students Teaching and Learning Centers that focus only on faculty development Attitude that any good, student friendly faculty or student can effectively tutor Learning centers that are not connected to the community of scholars in this field The absence of a clear academic pathway to working in this area

16. Ten Habits of Highly Effective LC Professionals How many have you adopted?

17. Present workshops at accreditation body meetings (SACS, WASC, NEASC) Publish in learning center and discipline specific journals Get our NCLCA leadership certification; certify our tutors; apply the CAS standards; etc Present our work at meetings outside of the learning center community (POD, NISOD, discipline specific meetings) Offer to help the daughter, son, or other relative of an influential administrator

18. Develop a message that is NOT threatening to faculty, and present faculty development workshops Get recognition for ourselves and our learning centers Work with all students – first year through graduate school, Greeks, Honor Societies, etc. Partner with other units on campus to secure funding (e.g. Student Success & Retention) Stake our claim to the center of the institution!

19. Becoming the Nucleus… • What are the characteristics of your institution and learning center (or services) • Who will be involved in moving to the center? • What actions need to be taken? • What human and financial resources will be needed? • How will you go about getting them? • What will success look like?

20. We can significantly increase the influence of the learning center! • We must teach our institution the value of what we do for ALL students • We must partner with other units • We must continue to be data driven, and present the data to others • We must continue to improve our services • We must increase our presence on the national stage and pursue national recognition

21. Acknowledgements • Colleagues at LSU, especially the Center for Academic Success, the Division of Student Life and Enrollment Services, and the Department of Chemistry • Sarah Baird, former CAS learning strategist • National College Learning Center Association (NCLCA) • College Reading and Learning Association (CRLA) • Dr. Frank Christ • Innovative Educators • The Teaching, Learning, and Technology Group (TLT) • Our many students who have proven to us that metacognitive strategies really do work!

22. Useful Websites • http://lsche.net/ • www.howtostudy.org • www.vark-learn.com/english/index.asp • www.drearlbloch.com • www.pvc.maricopa.edu/~lsche/ • www.lists.ufl.edu/archives/lrnasst-l.html • www.cas.lsu.edu • www.oncourseworkshop.com

23. References • Bruer, John T. , 2000. Schools For Thought: A Science of Learning in the Classroom. MIT Press. • Burns, James MacGregor, 1978. Leadership. New York: Harper and Row. • Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. • Christ, F. L., 1997. Seven Steps to Better Management of Your Study Time*. Clearwater, FL: H & H Publishing • Cooper, Morton., 1990. Winning With Your Voice. Los Angeles, CA: Voice and Speech Company of America. • Halpern, D.F and Hakel, M.D. (Eds.), 2002. Applying the Science of Learning to University Teaching and Beyond. New York, NY: John Wiley and Sons, Inc. • Nilson, Linda, 2004. Teaching at It’s Best: A Research-Based Resource for College Instructors. Bolton, MA: Anker Publishing Company. • Murray, M. and Owen, M.(1991). Beyond the Myths of Mentoring. San Francisco, CA: Josey-Bass. • Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning, 30(1), 34ff. Retrieved November 9, 2002, from Expanded Academic Index ASAP. • http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm • Zull, James (2004). The Art of Changing the Brain. Sterling, VA: Stylus Publishing.