Because learning support and learning assistance
centers are associated with the term "learning assistance,"
and because learning assistance is sometimes used as a synonym
for "developmental education," the following quotations
are offered to help make a distinction between a campus
center (by whatever name it is labeled) and developmental
education courses.
"What is the difference between the remedial approach
and a learning assistance support system? One, the learning
assistance support system views the entire campus as a
system. Through systems analysis all parts of the campus
are integrated on a planned basis fitting each part into
the program objective. Briefly, this is accomplished by
the following approach: 1) involving and orienting key
groups; 2) analyzing the institution, including resource
identification; 3) defining goals in operational terms;
4) developing and selecting a program to achieve goals;
5) preparing for and installing the program; 6) evaluating
and getting continuous feedback. This may appear to be
simple, but such planning is seldom done completely. It
is essential to a well-functioning program.
"Second, a counseling approach is vital to success. By
this is meant that the student is accepted as he is. He
is welcomed with warmth and he is not judged. He relates
to the learning assistance center staff in a collaborative
manner to establish reasonable goals. Again this appears
to be a simple approach, but it is frequently overlooked
and it takes constant monitoring to maintain this attitude.
"Third, this kind of a learning assistance center takes
all comers, not just those needing remedial help. For
example, a student with a 3.5 grade-point average who
desires to enter law school may like to have assistance
in improving his law [ p. 2] test score. An honor student
planning to visit Germany the following summer might want
help in getting a better grasp of conversational German.
A faculty member, a student, or even a local business
executive may want to increase his reading speed. All
of these would find the learning assistance center of
value. " Chandler, Everett M. (1974). Student development
through a learning assistance support system. THE MSU
ORIENT, (9: 4), 1-5 "What is the difference between the
Developmental approach and a learning assistance support
system?
The problem in placing Learning Assistance under the umbrella
of Developmental Education lies in the nature of both Learning
Assistance and Developmental Education. Learning Assistance
may function as a service to any and all campus personnel
who have an ID card. This includes all students from graduate
students to undergraduates irrespective of their GPA's.
It includes faculty, staff, both secretarial and administrative,
alumni, and even the president of the institution.
Learning Assistance, like the Library, Disabled Student
Services, and Counseling Services serves anyone who perceives
a need for the service. Learning Assistance does not seek
to be a curricular department; it is a service.
Learning Assistance, ideally, takes place at a location
that is identified as a Learning Assistance Center, Learning
Center, Student Learning Center, Academic Success Center,
Learning Assistance Resource Center, or a similarly titled
program. It may take place in a classroom but as a course,
workshop, or special class offered by departments such
as Educational Psychology, English, Minority Affairs,
Upward Bound, or Reading. It also may take place in dormitories,
fraternity and sorority houses, or in the Student Union
as a co-sponsored program of interested campus groups.
In addition, it is not uncommon for learning assistance
to help faculty and administrators to develop or improve
their reading, writing, and time management skills often
in partnership with faculty development programs or with
a Teaching/Learning Center.
Whenever learning assistance is recognized as program
specific on a campus serving only or primarily "at risk"
or provisionally admitted students in programs like TRIO,
it is then generally perceived by the campus as remedial.
It is my contention that not only all students but all
human beings need learning assistance at different times
in their lives to increase their personal and professional
effectiveness and efficiency in an information society
that places great demands on the acquisition and use of
new information.
William James, Herbert Otto, and Margaret Mead have all
stated that not any one of us is living up to more than
7 to 10% of our intellectual potential. We can increase
that potential by becoming more effective and efficient
in time management, task organization, reading as information
processing, listening, and critical thinking. Learning
Assistance programs and services can and are doing just
that in our colleges and universities. F. Christ (20 Mar
1995). Some thoughts on dev ed and lac's. LRNASST@LISTSERV.ARIZONA.EDU
(Open Forum for Learning Assistance Professionals).
