No. 1. Examining
the Scope of Learning Centers. Kurt V. Lauridsen, ed.
1980.
Articles
by LeRoy L Sullivan, Edward Clark, Ambrose Garner, Cassandra
Bolyard Whyte, Frank L. Christ, Carolyn Walker, Deanna
Coleman Martin, and Margaret Devirian Coda-Messerle.
Traces the growth of learning centers and illustrates
their
overall impact on higher education. Presents examples
from diverse institutions,two and four-year colleges,
universities, and professional schools, to explain how
learning centers can be adapted to meet particular needs.
No. 2. New
Roles for Learning Assistance. Oscar T. Lenning, Robbie
L. Nayman, eds. 1980.
Discusses
new ways for learning centers to assist students, faculty,
and administrators
in furthering individual and institutional goals. Shows
learning assistance specialists how to involve faculty,
promote reforms
in teaching and curriculum, help in the effort to retain
students, and evaluate their own services.
No. 3. Improving
Writing Skills. Hawkins, T. & Brooks, P. eds. December,
1981.
Reveals
how learning centers are responding to the national decline
in writing ability.
Describes the various kinds of students who need help
and the ways that different types of centers are serving
them such as
through writing labs (which feature self-paced instruction)nd
writing centers (where students work with tutors).
No. 4. Staff
Development for Learning Support Systems. Frank L. Christ
& Margaret Coda-Messerle, ed., 1981
Describes
the skills, attitudes,
and training required of learning skills
practitioners.
Assesses current training programs; analyzes pilot programs
designed to provide this training; and proposes practical
methods of improving staff performance for greater effectiveness.
No. 5. Assessment
of Learning Assistance Services. Carol Walvekar, ed.,
1981
Presents
sophisticated techniques for evaluating staff, students,
and
curriculums
in learning assistance programs. Shows how evaluation
results
can help in identifying problem areas, determining need
changes,
measuring success, and justifying continued funding.
No. 6. Improving
Mathematics Skills. Geoffrey Akst, ed., 1981
Investigates
why so many college students have difficulty with
mathematics
and reports on a wide variety of approaches to remedial
instruction.
Explains how to analyze students' mistakes, assess
individual
weakness, overcome negative learning habits, and teach
and reinforce positive study habits.
No. 7. Helping
Special Student Groups. Lester Wilson, ed. March, 1982.
Weighs
the contributions of learning assistance to the academic
progress of students
with traditionally limited access to higher education
- including the physically handicapped, the learning disabled,
the economically disadvantaged, the underprepared, and
those for whom English is a second language.
No.
8. Improving Reading and Study Skills. Algier, A.S., &
Algier, K.W. eds. June, 1982
Focuses
on practical ways of helping students develop better study
skills,including reading, writing, listening, note taking,
test preparation, time management, and work organization.
Assesses the particular
skills required in different disciplines and by different
types of students and suggests how to teach needed skills
as part of regular
coursework or in adjunct workshops.
No. 9. Forging
New Partnerships in Learning Assistance. Hunter R. Boylan,
ed., September,1982.
Provides
guidelines for extending learning assistance services
through new partnerships with businesses, communities,
campus groups,and professional organizations. Shows how
such programs can generate new funds and clientele for
learning assistance centers, create new sources
of supplemental education and skills training, and facilitate
resource sharing.
No. 10. Summer
Programs for Underprepared Freshmen. Lauridsen, K. V.
& Myers, C. eds. December, 1982.
Examines
summer programs for helping uderprepared freshmen adapt
to the campus
environment and build basic skills essential to academic
achievement.
Analyzes diverse program models to determine the best
methods of planning,
staff and resource use, student recruitment and testing,
evaluating program outcomes, and more.
No. 11. A New
Look at Successful Programs. John E. Rouche, ed 1983.
Identifies
key features of a successful learning assistance program
by analyzing
specific programs in diverse colleges and universities.Shows
how the effectiveness of these programs (based on costs
in time and money
as well as increased levels of student retention and achievement)
was documented in national studies. Discusses the implications
of those studies for future program management.
No.
12 Improving Speaking and Listening Skills. Rebecca Rubin,
ed. June, 1983.
Outlines
techniques for fostering students' abilities to speak
and listen effectively.
Details learning exercises designed to strengthen interpersonal
skills, aural concentration, and verbal competence.Describes
how institutions are using peer tutoring, core communication
courses, and instruction across the curriculum to develop
students' communication skills. Includes advice on measuring
speaking
and listening abilities and lists useful teaching aids.
