Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1991
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED338295 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181902532706304 |
|---|---|
| author | Prager, Carolyn |
| author_facet | Prager, Carolyn Prager, Carolyn |
| collection | Education Resources Information Center |
| contents | Learning Centers for the 1990's. ERIC Digest. Prager, Carolyn Academic Libraries College Role Community Colleges Educational Resources Instructional Improvement Learning Laboratories Learning Resources Centers Learning Theories Models Remedial Instruction Skill Development Two Year Colleges In order to realize their academic missions and respond to state demands for access, assessment, and accountability, the nation's community colleges, along with all other institutions of higher education, are focusing increasingly on the enhancement of academic support services. Learning centers represent an important means of providing learning assistance. They exist in various forms under various names on different campuses. More has been written about the learning resource center (LRC) or library-based format than any other learning center model. The LRC tends to emphasize two main functions: the provision of traditional research, reference, and bibliographic support to students and faculty; and the use of non-print media to bolster learning. Discipline-based support centers, while found more often at senior institutions, also exist at some two-year colleges. Examples include the algebra and calculus microcomputer laboratory at De Anza College and the Life Science Learning Center at Los Angeles Valley College. Stand-alone centers are independent or quasi-independent units, which are not extensions of other institutional functions, such as libraries or student services programs. At two-year colleges, stand-alone centers tend to focus primarily upon the remedial and developmental needs of students most deficient in basic and study skills. Efforts to establish a new learning center or to expand and consolidate the range of services currently provided should have a solid theoretical foundation. An example of a clearly defined conceptual basis is the "Tenore Plan" employed at Bunker Hill Community College (Massachusetts) in the 1980s. The Tenore plan offered a learning center-based approach to individualized remedial and college-level instruction based on learning style assessment. As all sectors of higher education respond to the growing demand for outcomes assessment, learning centers will be challenged to extend learning assistance beyond the remedial and developmental. (JMC) |
| format | Recurso educativo Open Access |
| id | eric_ED338295 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1991 |
| record_format | eric |
| spellingShingle | Learning Centers for the 1990's. ERIC Digest. Prager, Carolyn Academic Libraries College Role Community Colleges Educational Resources Instructional Improvement Learning Laboratories Learning Resources Centers Learning Theories Models Remedial Instruction Skill Development Two Year Colleges Learning Centers for the 1990's. ERIC Digest. Prager, Carolyn Academic Libraries College Role Community Colleges Educational Resources Instructional Improvement Learning Laboratories Learning Resources Centers Learning Theories Models Remedial Instruction Skill Development Two Year Colleges In order to realize their academic missions and respond to state demands for access, assessment, and accountability, the nation's community colleges, along with all other institutions of higher education, are focusing increasingly on the enhancement of academic support services. Learning centers represent an important means of providing learning assistance. They exist in various forms under various names on different campuses. More has been written about the learning resource center (LRC) or library-based format than any other learning center model. The LRC tends to emphasize two main functions: the provision of traditional research, reference, and bibliographic support to students and faculty; and the use of non-print media to bolster learning. Discipline-based support centers, while found more often at senior institutions, also exist at some two-year colleges. Examples include the algebra and calculus microcomputer laboratory at De Anza College and the Life Science Learning Center at Los Angeles Valley College. Stand-alone centers are independent or quasi-independent units, which are not extensions of other institutional functions, such as libraries or student services programs. At two-year colleges, stand-alone centers tend to focus primarily upon the remedial and developmental needs of students most deficient in basic and study skills. Efforts to establish a new learning center or to expand and consolidate the range of services currently provided should have a solid theoretical foundation. An example of a clearly defined conceptual basis is the "Tenore Plan" employed at Bunker Hill Community College (Massachusetts) in the 1980s. The Tenore plan offered a learning center-based approach to individualized remedial and college-level instruction based on learning style assessment. As all sectors of higher education respond to the growing demand for outcomes assessment, learning centers will be challenged to extend learning assistance beyond the remedial and developmental. (JMC) |
| title | Learning Centers for the 1990's. ERIC Digest. |
| topic | Academic Libraries College Role Community Colleges Educational Resources Instructional Improvement Learning Laboratories Learning Resources Centers Learning Theories Models Remedial Instruction Skill Development Two Year Colleges |
| url | https://eric.ed.gov/?id=ED338295 |