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A Study to
Formulate a Learning Assistance Model for the California
Community College
Dr. Marie-Elaine Burns,
Hartnell College
Futurists have suggested that there be a change in curriculum
to develop more self-directed learners who will be able
to adapt to their own personal futures as well as to the
future needs of the world. Small, in her paper "Systemic
and Global Learning," discussed the systemic approach
to learning. This approach included the French author de
Rosnay's guidelines for a new systemic education. De Rosnay's
guidelines included learning skills such as integration
and synthesis of information found in some time management
and study-reading programs taught in a comprehensive learning
assistance center environment.
Learning to learn skills are an international as well as
national concern. These skills are necessary to all human
beings adjusting to a changing futuristic world, enabling
learners to become academically successful. Universities
from as far away as Japan, Nigeria, Canada, Australia, and
Switzerland have sent representatives to California State
University, Long Beach for learning assistance management
and practitioner training, to mention a few of the more
than 300 administrators, counselors, and skills practitioners
from 130 post-secondary institutions (Christ,
1980).
Forrest promoted the notion that learning to learn skills
are not only significant to "remedial" learners
when he recom mended:
Systematic placement into general education courses should
apply to all students. Many entering freshmen, even at elite
institutions, need to improve their academic survival skills...special
remedial courses should be provided to them...(Noel,
1985).
Based on significant demographic changes in California,
the open door policy, and charges made to the California
community college as recommended by the Commission for the
Review of the Master Plan for Higher Education and Assembly
Bill 1725, the necessity for a learning assistance program
model is apparent. Therefore, the purpose of this study
was to formulate a learning assistance program model in
a California community college.
The Study
Based on the literature reviewed, key components and characteristics
of learning assistance were identified. A feasibility study
was conducted to assess the readiness of the California
community college for the proposed learning assistance model.
The proposed model was implemented at a California community
college. Finally, appropriate recommendations for implementation
of the model in other community colleges were formulated.
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The Proposed Model
The proposed learning assistance model for the community college
will be discussed and displayed in figures 1 and 2. Figure
1 describes the proposed learning assistance model and the
relationships between its key components and characteristics.
Figure 2 describes how the learning assistance program model
works.
The proposed model consists of eleven components: (1) Testing
(Placement and Diagnostic); (2) Staff Training (Tutor Training,
Learning Skills Specialist Training, Faculty Training, and
Instructional Assistant Training); (3) Developmental Laboratories
(English, math, reading, and international conversation laboratory;
(4) Developmental Courses (English, math, reading, and English
as a Second Language); (5) Study Skills; (6) Computer-Assisted
Instruction; (7) Multi-media Systems for Learning (audio and
video technologies); (8) Printed Instructional Programs and
Materials; (9) Tutoring; (10) Ongoing Publicity and Public
Relations; and (11) Supplemental Instruction.
The proposed model also possess twelve key characteristics:
(1) Individualized and Self-paced Learning; (2) Learner-centered
Environment; (3) Centralized Resources; (4) Diagnostic Testing;
(5) Prescriptive Recommendations; (6) Administratively Supported;
(7) Faculty Supported (8) Readily Accessible to Learners;
(9) Visible to the Campus Community; (10) Effective Interrelationships
with other Programs, Departments, and Services; (11) Cybernetic;
and (12) Open to All Students.
As seen in figure 1, successful implementation of the learning
assistance program model requires simultaneous implementation
of all key components. When this is done the proposed model
will reflect all of the key characteristics. The key components
represent the integral operational elements of the learning
assistance model. The key characteristics of the proposed
model, on the other hand suggests the model's unique qualities,
setting the proposed learning assistance model apart from
most existing learning assistance programs.
Figure 2 describes the operation of the proposed learning
assistance model (how it works). Implementation of the model
begins with the Staff Training component (shown at the top
center of the model). For the model to be effective, all staff
members must be trained not only with respect to their immediate
job responsibilities, but also with respect to how their role
effects the operation of the total learning assistance program.
All professional staff need to be aware of the "why's"
and "how to's" of the following: (1) making the
learning assistance program learner-centered; (2) maintaining
centralized resources; (3) the importance of diagnostic testing
and prescriptive recommendations; (4) gaining administrative
and faculty support; (5) maintaining easy access to students;
(6) developing effective interrelationships with other programs,
departments, and services; (7) keeping the learning assistance
program cybernetic (self-correcting through evaluation); and
finally, (8) emphasizing that the learning assistance program
is for all students. Staff Training, displayed in the central
portion of the model, also ensures the effectiveness of the
key components and characteristics and produces the four key
characteristics at the bottom center of the model.
Next, effective ongoing publicity and public relations (left,
middle of the model) is emphasized in Staff Training and produces
the following six key characteristics:
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(1) Administratively
Supported; (2) Faculty Supported; (3) Readily Accessible
to Learners; (4) Visible to the Campus Community; (5) Effective
Interrelationships with Other Programs, Departments, and
Services; and (6) Open to All Students. Once awareness has
been established, student referrals (to the right of Ongoing
Publicity and Public Relations) to the learning assistance
program, are more readily made. Students then may be referred
to any or all of four key components: (1) Developmental
Laboratories; (2) Developmental Courses; (3) Study Skills;
(4) Tutoring. Student referrals may also be made between
and among the four components.
Once students have been referred, and tested for placement
based on level of ability (exclusive of Study Skills and
Tutoring) and diagnosed for skills improvement (exclusive
of Tutoring), within their respective levels of ability,
specific prescriptive recommendations are made for skills
improvement. Prescriptive recommendations are then carried
out through individualized and self-paced learning. Individualized
and Self- paced Learning may be in the form of Computer-Assisted
Instruction, any one of the Multi-media Delivery Systems
for Learning, or through Printed Instructional Programs
and Materials.
At this point, the learning assistance program employs its
final component, cybernetic (self-correcting through evaluation)
which should be ongoing throughout the year. The outcomes
of the learning assistance program are evaluated in the
following ways: (1) by providing follow-up to prescriptive
recommendations and assessing student progress; (2) by eliciting
student, staff and faculty feedback with regard to the effectiveness
of programs and services; (3) by tracking student and faculty
usage of courses, programs, equipment, and materials; and
(4) by reviewing the learning assistance programs's goals
and objectives for accountability, each term.
Conclusions and Recommendations
Based on the findings of the study, several conclusions
were drawn regarding the formulation of a learning assistance
model for the California community college. However, this
article will list only those conclusions and recommendations
relative to a broader, national audience.
1. There is a need for innovative approaches to learning,
such as the learning assistance program model established
in this study.
2. The existence of the learning assistance model established
in this model works for all students, faculty, staff, and
administrators and adds to the effectiveness of inter- relationships
among departments, classes, student organizations, and offices
on campus.
3. The current status of learning assistance-type programs
on community college campuses will not effectively meet
the needs of students, business and industry, colleges or
universities, and the community as we move into the twenty-first
century.
4. If community college administrators and faculty work
cooperatively with the learning assistance program, as established
in this study, there should be a reduction in attrition
and an increase in retention, transfer, and graduation rates.
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5. The philosophy that learning assistance program services
are provided solely to the underprepared, remedial, basic
skills, or categorical program student will decrease the
effectiveness of the model formulated in this study.
6. The Staff Development Office should work with the Learning
Assistance Program Director to develop faculty training
around the issues of diversity and innovative teaching techniques
and strategies.
7. Without institutional commitment the model will not be
effective.
The significant recommendations of this study are as follows:
1. The model should be used for revising existing learning
assistance-type programs as well as for planning new ones.
2. There should be at least one full-time Learning Skills
Specialist in each learning assistance program to provide
intake services, diagnosis, prescription, and follow-up
with students who are not enrolled in a Developmental Course.
3. Students not enrolled in Developmental Courses should
be allowed to walk into a Developmental Laboratory and have
access to staff, materials, programs, and Multi-media Delivery
Systems for Learning. In other words, Developmental Laboratories
should be available to all students.
4. The Board of Trustees and the Chief Executive Officer
of the community college should provide full institutional
support to the learning assistance program through adequate
funding, staffing, and physical space and fully support
the characteristic, Open to All Students.
5. A formal field test and evaluation of the established
model should be conducted.
The model established in this study is adaptable not only
to any community college in this country, but to any four-year
institution as well.
References
Christ,
F. L. (1980). Learning assistance at a state university: A
cybernetic model. In K. Lauridsen (Ed.), New directions
for college learning assistance: Examining the scope of
learning centers. San Francisco: Jossey-Bass Inc., Publishers.
Noel,
L. & Levitz, R. (1985). Student developers partners
in students success. In J. S. Keyser (Ed.), Toward the
future vitality of student development services. Iowa
City: ACT.
Small,
M. G. Systemic and global learning. Ashland, WI:
Northland College ERIC, ED 222 971.
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