past resource directories

The 1989 Resource Directory

The results of those surveyed in 1989, indicated:

Institutions Represented
36% Four Year Private
22% Community Colleges
16% Four Year Public
10% Health Care Programs
6% Technical Schools
6% Public Junior Colleges
3% Two Year Private.

The most frequent services provided were peer tutoring (82%), professional tutoring (69%), tutor training (69%), diagnostic testing (62%), monitoring student progress (65%), computer assisted instruction (66%) and student development workshops (61%).

The 1991 Resource Directory

Four year private colleges were the most common institution of those who responded (35%), followed by four year public (26%), community colleges (24%), two-year technical colleges (6%), two year public and branch campuses (4%), heath care programs (4%), and two year private (1%). Respondents this year were also asked to indicate their salary range:

Salaries
Under 10K- 3%
10-20K - 8%
20-30K - 36%
30-40K - 36%
40-50K - 14%
Over 50K - 3%

The1994 Resource Directory

The results of the 1994 survey show that four year private colleges represented (34%) of the respondents, followed by four year public (27%), two year technical colleges (8%), two year public and branch campuses (5%), two year private colleges (3%), and health care programs (1%). Of those responding, 49% held a master's degree and 15% held a doctorate.  96% of those surveyed indicated that they had supervisory responsibilities for one-on-one tutoring. Group tutoring (90%), peer tutoring (89%), professional tutoring (75%) and tutor training (83%) were also highly reported. In addition, student development workshops, organized study groups, supplemental instruction, advising, counseling, "handicap facilitation," and monitoring student progress were common services. Funding was reported to be the most important issue facing learning centers of the day.

The1996 Resource Directory

Of those who responded to the survey, 68% had learning center responsibilities. Math (38%) and writing  center (36%)  were also represented. Bachelor's degrees were earned by 7% of the participants, Master's degrees by 63%, Education Specialists by 2%, and Doctorate/ABD by 28%. The salaries reported were as follows:

Salaries
10-20K - 5%
20-30 - 26%
30-40 - 34%
40-50 - 13%
> 50 - 15%
No response 7%

The respondents were responsible for student tutors (64%), professional   tutors (23%), both types of tutors (20%), SI leaders (26%), professional staff (29%), and other (12%). Of those surveyed, 28% worked with students with disabilities, 14% worked with athletes, 12% were involved with summer bridge programs, 11% were involved with instructional administration, and 6% worked with a TRIO program.

The 1998-1999 Resource Directory

This directory includes responses from 133 learning assistance professionals. Respondents supplied information on their educational background, position, center, work responsibilities, supervisory responsibilities, and on their willingness to offer advice or on their desire to have advice in 30 areas. 

The respondents were mainly learning center administrators (54%). Writing (29%) disabled student services (23%) and math (21%) center administrators were the next largest groups. Summer bridge/pre-college programs (14%), support for athletes (11%), instructional administration (14%), and TRIO program administration were also represented. It was found that many individuals had several responsibilities in combination.

Private four year institutions represented the greatest percentage of the participants (41%), followed by 4 year public institutions (25%), two year public institutions (21%), technical/vocational schools (7%), private 2 year schools (3%), and other employment (3%).

The Bachelor's Degree was the highest degree earned by 7% of the participants, the Master's degree was earned by 61%, educational specialist by 4%, and the Doctorate/ABD by 28%. Supervising student tutors was the most common responsibility (64%), followed by professional staff (41%), professional tutors (34%), SI leaders (32%), and no supervisory responsibilities (16%).

The 2000-2001 Resource Directory

Survey Method

Surveys were mailed to the respondents from the 1998-1999 NCLCA Resource Directory and to the 2000 NCLCA membership. Surveys were also distributed at the NCLCA Conference held in Minneapolis, Minnesota, and surveys were posted on the NCLCA website. There were 144 responses.

Participants by State (N=144)

Institutional Type

Highest Degree

Nature of Employment

Hours Per Week

Months Per Year

Nature Of Appointment
(some individuals hold dual appointments)

Department's Affiliation

Technology for Clients

Sample Learning Center Mission Statements (edited)

 The learning center uses knowledge gained through research to solve learning problems in student academic achievement in both the secondary and post-secondary levels.

 To help all students reach their academic potential.

 As an integral part of the division of Academic Affairs, the learning and counseling center seeks to provide comprehensive academic and counseling services which enable a diverse student population to maximize their potential for academic success

 To produce students who have mastered competencies that will make success possible as they seek to reach their educational potential and to pursue their personal objectives.

 The mission of the learning center is to foster development of skills and attitudes necessary to increase the students’ knowledge and to become a self-regulated learner.

 Come to study; stay to learn.

 To assist the university in maintaining ideals by serving as a central location which provides information and services necessary for academic success and lifelong learning to all university students and faculty.

 The learning center promotes student learning by assisting students who may need additional help by providing services in three areas: individual tutoring, computerized tutorials, and video/audio tutorials

 To provide services that support students in the development of skills necessary for their effective performance in college coursework and positive adjustment to the learning environment.

 To provide academic assistance to students through a collaborative effort with the goal of helping students learn how to achieve academic success, overcome barriers, reach acceptable milestones in their academic work, and develop leadership skills.

 The learning center offers resources and support for education and employment. We strive to foster responsibility and independent learning in all.

 The learning center is dedicated to helping students succeed and excel in their studies. The reach of this academic support unit extends to all students—freshmen, sophomores, juniors and seniors whether residents or commuters.

 Help students achieve academic success through personal, career and study skills counseling.

 We help students develop skills for academic success.

 To enable students to develop their full learning potential.

 The learning center, in compliance with the standards of the National Association of Developmental Education, exists to provide accessible academic support services for all enrolled students and alumni. These services assist students in achieving academic success, gaining scholastic independence, and improving self-esteem.

 As a resource for students, faculty and student staff, the programs and services of the learning center support the academic integration of students into the university community, facilitate their academic achievement, and promote independent learning.

 To provide academic support programs necessary to increase retention and graduation rates of the students served…with an emphasis on the process of learning, enabling students to become independent, efficient, and confident learners.

 The learning center provides academic support services free of charge to all students.

 To offer academic support programs and services in line with the university mission.

 To meet the student wherever he/she is on the academic journey and move him/her forward—creating a community of learners in the process.

 To help students fulfill their academic goals through individual and small group tutoring.

 Assist students in achieving academic success.

 The learning center plays a supportive role in equipping our students. In a fallen world, preparation for kingdom work involves overcoming obstacles such as physical challenges, unique learning styles, and cultural adjustments. We create pathways through these and other obstacles in the learning process. Our purpose focuses on providing a variety of support resources empowering students for academic success.

 The mission of the learning center is to enhance teaching and learning college wide through instructional support services. To this end, services provided assist students with the development of the educational skills and strategies essential for achievement and support the faculty with the delivery of instruction and supplemental learning resources critical to their curricula. Together, the faculty and staff of the learning center contribute to the success of the students and the vitality of the learning community.

 Keeping a personal focus in a technological age.

 The learning center provides academic success 1) by providing a supportive environment that encourages students to reach their maximum potential and 2) by offering learning assistance programs in response to students’ need.

 The learning center strives to provide strong academic support services for all students who require specialized programming. In addition, the center strives to enrich the academic experience of students who demonstrate academic excellence.

 The learning center enhances the opportunities for students to achieve academic excellence and personal growth through the guidance of student peers.

 Helping students to reach their goals.

 To recruit and retain nursing students.

 To facilitate learning which makes a positive difference in the lives of students, staff, and the community. Our programs are cooperatively designed in response to diverse students and community needs. We strive to offer a learning environment that is personal, caring and accessible.

 To enhance and expand the ability of students to successfully meet their academic needs.

 To help all students achieve college success.

 To assist all students in reaching their academic potential.

 The learning center is a non-remedial academic support service designed to assist all students. We believe that each student has the ability to learn and to complete successfully the work of the college. We facilitate this process by helping students develop from their current skills level and by providing strategies and services to promote academic success.

 The learning center works in conjunction with the faculty to provide individual and group tutorial services to personalize, fortify, and enhance scheduled classroom instruction in the disciplines of writing and mathematics.

 Assist first-generation, low income students, and students with disabilities towards graduation.

 The learning center is the main academic support resource outside of the classroom and the instructor, for all students enrolled at the institution.

 Retention through academic support and implementation of the campus assessment plan.

 To assist the student in academic success.

 The mission of the learning center is to provide services and educational opportunities which assist and empower students to be successful in their academic and personal development.

 To provide the academic assistance and services that will support students’ pursuit of their academic and career goals.

 The learning center is dedicated to the retention of all students through free, accessible academic support services in a safe and supportive atmosphere that assists students in reaching their educational goals.

 To offer academic support to students in a variety of subjects on both the developmental and college levels.

 To improve the retention and graduation rates.

 Provide a network of academic services to all students to enable them to achieve academic success.

 The mission of the learning center is to enhance the academic success of students by providing free peer tutoring, supplemental instruction, and workshops covering a variety of academic issues. In addition, the learning center models the university’s goal of becoming a premier teaching institution by serving as a scholarly pre-professional experience for undergraduate and graduate student employees. Finally, the center strives to impact the extended university community through faculty development efforts, learning technologies, and outreach programs at other sites.

 The learning center coordinates learning support activities through academic advising, probationary advising, study skills training, testing, and provides reasonable accommodations to students with disabilities. We want every student to succeed.

 We build success.

 To provide student-centered instruction and academic support services incorporating both cognitive and affective domains. A diverse student population receives assistance in the areas of reading, writing, basic math, algebra, study strategies and study behaviors to enhance learning outcomes for academic and/or work force preparation.

 To assist student broadly and creatively with any issue affecting academics.

 The mission of the learning center is to enhance academic perform, reinforce classroom concepts, and encourage life-long learning.

 To provide academic support services that are designed to enrich and enhance the learning experience of the student population.

 The learning center provides a network of academic services to all students, primarily through developmental courses, workshops, tutoring, academic advising, and leadership training, which enable them to achieve academic success.

 To provide opportunities for academic, social, personal and spiritual growth.

 Our mission is to develop the whole student, not just the development of intellectual competence.

 To support the teaching and learning efforts/activities college-wide.

 The learning center provides assistance to faculty in teaching and students in learning according to their individual needs in the pursuit of academic excellence. Stressing Biblical values, our programs are designed to come alongside of each faculty member and student to encourage and urge them in their academic endeavors so that they may strengthen their character, sharpen their competence, and prepare for service.

 The learning center has the mission of providing a quality student support service to meet the needs of a diverse student body so that students can genuinely profit from the educational experience while they are being tutored, tested, attending seminars/workshops and studying independently.

 Through instruction, learning support, pre-collegiate programs, bridging, and cultural programming, the mission of the learning center is to provide equal educational opportunity for academic development and excellence to all students—especially those who are under-represented, educationally disadvantaged, physically or learning disabled and nontraditional.

 The learning center provides academic support and promotes scholastic growth for students. The center offers information, guidance, support, and services to assist students to successfully attain their educational goals.