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THE LEARNING ASSISTANCE REVIEW



Statement of Purpose

As an official publication of NCLCA, The Learning Assistance Review seeks to foster communication among learning center professionals. Its audience includes learning center administrators, teaching staff, and tutors, as well as other faculty members and administrators who are interested in improving the learning skills of postsecondary students. The Learning Assistance Review is available free of charge to all NCLCA members. The library or institutional subscription rate is $50.00.

The Learning Assistance Review aims to publish scholarly articles and reviews that address issues of interest to a broad range of academic professionals. Primary consideration will be given to articles about program design and evaluation, classroom-based research, the application of theory and research to practice, innovative teaching strategies, student assessment, and other topics that bridge gaps within our diverse profession.

The journal is published twice a year, in the spring and fall. The co-editors are issuing this call for manuscripts to all learning professionals who are interested in contributing to the field through the publication of relevant, scholarly articles. All submissions are subject to a masked review process.

Manuscripts will be forwarded to the editorial board for masked peer review. Authors will then be notified regarding the status of their articles and will receive recommendations and feedback in a timely manner.


NCLCA Definition of a Learning Center

The National College Learning Center Association defines a learning center at institutions of higher education as interactive, academic spaces which exist to reinforce and extend student learning in physical and/or virtual environments. A variety of comprehensive support services and programs are offered in these environments to enhance student academic success, retention, and completion rates by applying best practices, student learning theory, and addressing student-learning needs from multiple pedagogical perspectives. Staffed by professionals, paraprofessionals, faculty, and/or trained student educators, learning centers are designed to reinforce the holistic academic growth of students by fostering critical thinking, metacognitive development, and academic and personal success.


Click here for a sample article in PDF.
(Georg Simmel's Spatial Sociology and Tutoring Centers as Cultural Spaces, by Joseph Cunningham, from the Fall 2013 issue.)

TLAR Table of Contents for Volumes 1 - 18
TLAR volumes 1 - 17 are freely available.

TLAR volumes 18 and 19 are in the Members Only area of the website.

Guidelines for Submission

Meet the Editor

The editor encourages your contributions. Address inquiries to: 

Michael Frizell, MFA
Editor, TLAR
Missouri State University
Meyer Library 112
901 South National Ave.
Springfield, MO 65897
417.836.5006
michaelfrizell@missouristate.edu

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