Access, equity, Learning Assistance, and transitional course/program Resources from other organizations

There are essential resources in the following categories: (a) professional associations and organizations; (b) research centers; (c) professional standards and certifications; (d) serial publications, journals, newsletters, and monographs; (e) national email listserv discussion groups and podcasts; (f) national training institutes; and (g) graduate degree programs. Other resources from the fields of student development, counseling, reading, mathematics, writing, and other related fields were excluded solely due to space limitations for this section.

PROFESSIONAL ASSOCIATIONS AND ORGANIZATIONS

Association for the Tutoring Profession (https://www.myatp.org ) ATP was founded in 2003 as a professional association to bring together all those with an interest in tutoring.

Best Education Practices Clearinghouse (http://besteducationpractices.org/) <Click this link for a 1.5 minute video overview> The Clearinghouse is much more than just a place to locate information on promising and best practices to improve the success of low-income, first-generation, and historically-underrepresented students. It is part of a larger project that identifies, validates, and disseminates practical activities and approaches to improve the success of students who often are overlooked in the national dialogue on education improvement. 

College Reading and Learning Association (CRLA, http://crla.net). CRLA was founded in 1966 to serve student-oriented professionals active in reading, learning assistance, developmental education, and tutorial services at the college/adult level.

Council of Learning Assistance and Developmental Education Associations (CLADEA, http://www.cladea.net/). CLADEA, originally named the American Council of Developmental Education Associations, was founded in 1996 as an umbrella council of the major associations in the field of developmental education and learning assistance to provide a common venue for conversation, coordination, and joint action.

Council on Opportunity in Education (COE, http://www.coenet.org/ ). COE was created in 1978 to advocate for the federal TRiO programs and provide professional development for its members.

John Gardiner Institute for Excellence in Undergraduate Excellence (http://www.jngi.org/). The John N. Gardner Institute is a prominent source of information and assistance to enhance college student learning, retention, and ultimate graduation rates. Through its suite of tools and services, the Institute works with postsecondary institutions of different sizes, types, and missions within the U. S. and in other countries as they evaluate and improve their policies, practices, and procedures in pursuit of undergraduate excellence. The Institute maintains a special focus on enriching the beginning college experience for both first-time and transfer students.

National Organization for Student Success (Previously named the National Association for Developmental Education) (NOSS, http://thenoss.org ). NOSS was founded in 1976 as the National Association for Remedial/Developmental Studies in Postsecondary Education (NARDSPE). NOSS serves professionals who help students academically succeed throughout the entire educational experience from high school through college and graduate/professional school.

National College Learning Center Association (NCLCA, http://www.nclca.org ) NCLCA was founded in 1985 to promote excellence among learning center personnel.

National Resource Center for The First-Year Experience and Students in Transition (http://www.sc.edu/fye/). The Center is based at the University of South Carolina in Columbia, SC. The Center provides information regarding upcoming conferences, monographs, newsletters, computer discussion group for those interested in the First-Year experience, Senior-Year Experience, and links to the syllabus of FYE courses at other institutions.

National Tutoring Association (NTA, http://ntatutor.org/ ). The NTA was founded in 1992 as a membership organization for tutoring professionals in colleges, universities, high schools, middle schools, elementary schools, school districts, literacy programs, community programs, grant-supported programs, and NCLB/SES providers. 

RESEARCH AND RESOURCE CENTERS

EOA Best Education Practices Center (http://besteducationpractices.org/) The Clearinghouse is supported by the Educational Opportunity Association, one of the regional organizations representing TRIO professionals. The Clearinghouse is more than just a place to locate information on promising and best practices to improve the success of low-income, first-generation, and historically-underrepresented students. It is part of a larger project that identifies, validates, and disseminates information on practical activities and approaches to improve the success of students who too often have been overlooked in the national dialogue on education improvement.

John Gardiner Institute for Excellence in Undergraduate Excellence (http://www.jngi.org/). The John N. Gardner Institute is a prominent source for information and assistance to enhance college student learning, retention, and graduation rates. Through its suite of tools and services, the Institute works with postsecondary institutions of different sizes, types, and missions within the U. S. and in other countries as they evaluate and improve their policies, practices, and procedures in pursuit of undergraduate excellence. The Institute is focused on enriching the beginning college experience for first-time and transfer students.

Learning Support Centers in Higher Education (LSCHE, http://www.lsche.net/ ) is a virtual resource center/web portal dedicated exclusively to learning support centers at the postsecondary level.

National Center for Developmental Education (NCDE http://www.ncde.appstate.edu) is hosted on the campus of Appalachian State University (Boone, NC). The Center's mission since its inception in 1976 has been to improve the quality of practice in the field through instruction and training, research, and services.

 National Resource Center for The First-Year Experience and Students in Transition (http://www.sc.edu/fye/). The Center is based at the University of South Carolina in Columbia, SC. The Center provides information regarding upcoming conferences, monographs, newsletters, discussion for those interested in the First-Year experience, Senior-Year Experience, and links to the syllabus of FYE courses at other institutions.

PROFESSIONAL STANDARDS AND CERTIFICATIONS RELATED TO THE FIELD

ATP Tutor Certification (https://www.myatp.org/atp-certification-levels-and-requirements/). The Association certifies both tutors and tutor trainers.

Council for the Advancement of Standards (CAS, http://www.cas.edu). CAS promotes standards in student affairs, student services, and student development programs since its inception in 1979. Several relate to learning assistance: academic advising, counseling services, disability support services, learning assistance programs, student orientation programs, and TRiO and other educational opportunity programs.

CRLA International Tutor Program Certification (http://crla.net ). The purpose of this program is to provide recognition and positive reinforcement for tutors' successful work from an international organization.

CRLA International Mentor Program Certification (http://crla.net ). Patterned after the CRLA Peer Tutor Program Certification, the program provides two training options for the certification of mentors.

NCLCA Learning Center Leadership Certification (http://www.nclca.org/). NCLCA provides validation of individuals’ expertise in the field of learning assistance through external and objective review. NCLCA provides individual learning assistance professionals a nationally-recognized credential and set of standards to foster their future growth and development.

NTA Individual and Program-level Certification (http://ntatutor.org ). Certification through the NTA can be earned at an Individual Level or Program Level.

SERIAL PUBLICATIONS: JOURNALS, NEWSLETTERS, & MONOGRAPH SERIES

Journal of College Academic Support Programs is published biannually in Fall and Spring (https://digital.library.txstate.edu/handle/10877/7208) Topics include pre-assessment, assessment, and interventions for college readiness; college placement, academic advising, and counseling and completion pathways; and developmental education course models and innovations for developmental mathematics, postsecondary literacy, and student success literacy (e.g. co-requisite, contextualized, accelerated, emporiums, integrated, paired, learning communities, academic bridge programs, and boot camps).

Journal of Peer Learning is published by the University of Wollongong in Australia annually (https://ro.uow.edu.au/ajpl/ ). The online journal publishes scholarly articles about peer assisted learning programs such as Supplemental Instruction.

Journal of College Reading and Learning is published by the College Reading and Learning Association in fall and spring (http://crla.net ). It is a national, peer-reviewed forum for the theory, research, and policy related to reading improvement and learning assistance at the two-and four-year college level.

Journal of Developmental Education is published by National Center for Developmental Education three times annually (https://ncde.appstate.edu/publications) It is a peer-reviewed forum for educators concerned with the practice, theory, research, and news of the postsecondary developmental education community.

The Learning Assistance Review is published semi-annually by National College Learning Center Association (http://nclca.org ). It is a peer-reviewed publication that focuses on topics of interest to learning assistance personnel and others within the field.

Research & Teaching in Developmental Education journal is published semi-annually by the New York College Learning Skills Association (http://www.nyclsa.org/ ). This peer-reviewed journal addresses a variety of topics related to learning assistance such as measurement and evaluation procedures; program design and implementation; research and pedagogy as they inform, or are informed by, current theory; and interdisciplinary approaches to major concerns in learning assistance.

Research in Developmental Education Newsletter is published by National Center for Deveopmental Education five-times annually (http://www.ncde.appstate.edu/ride.htm It is an informative newsletter designed to review current research in areas relating to the practice of learning assistance or report on up-to-date research studies.

Supplemental Instruction-PASS Journal is published by the International Center for Supplemental Instruction-PASS annually (https://info.umkc.edu/si/journal/). It is a journal that publishes the latest research in the field and is the foremost resource for advancements and discoveries related to Supplemental Instruction-PASS.

Synergy is published semi-annually by Association for the Tutoring Profession (https://www.myatp.org/synergy/ ). It focuses on tutoring practices that enhance academic learning in all sectors (K-12, college and university, commercial, government). Articles generally fall into one of four main categories: applied research and assessment, practice, development, and commentary.

email INTERNET LISTSERVS AND PODCASTS

First-Year Experience Listserv (FYE) (http://www.sc.edu/fye/listservs/subscrib.html ) FYE-LIST is sponsored by the National Center for the Study of the First-Year Experience and Students in Transition based at the University of South Carolina. While the focus on the listserv is upon the entire first-year experience, topics often are related to learning assistance directly or indirectly.

LRNASST-L (http://www.teachingcenter.ufl.edu/lrnasst.html ) LRNASST-L is the largest and most comprehensive listserv Internet discussion group for learning assistance-related topics.

PAL Groups Podcast Series (http://palgroups.org ). This audio podcast series is an Internet radio program that features interviews with people involved with peer assisted learning (PAL) groups in higher education. The weekly episodes can either be listened to through the website or free series can be subscribed through podcasting services.

NATIONAL TRAINING INSTITUTES

Kellogg Institute for the Training and Certification of Developmental Educators, hosted by the National Center for Developmental Education at Appalachian State University in Boone, NC, (http://www.ncde.appstate.edu/kellogg.htm ). The summer Institute is the nation's oldest continuous advanced training program for developmental educators and learning skills specialists.

The NCLCA Summer Institute (http://www.nclca.org ) is held bi-annually during the summer to provide an interactive small group professional development experience. At the Institute, mentors work closely with the participants to discuss issues related to a theme that is of interest to learning assistance professionals.

International Conference on Leader Training and Peer-Leader Training (https://pltlis.org/) hosted by the International Peer-Led Team Learning (PLTL) organization during late spring. The conference enables other institutions to adopt the highly successful PLTL peer-learning model for use in introductory science courses to increase mastery of rigorous course material and persistence at the institution.

The Supplemental Instruction-PASS (SI-PASS) Supervisor Workshop is hosted by the International Center for Supplemental Instruction-PASS hosted at the University of Missouri-Kansas City nearly every month throughout the year (http://www.umkc.edu/si ). The workshops trains faculty and staff on how to implement the SI at their home campus in a wide variety of historically-difficult core curriculum courses. Certified trainers conduct workshops in Australia, Europe, and South Africa.

GRADUATE DEGREE PROGRAMS DIRECTLY RELATED TO THE PROFESSION

Appalachian State University (Boone, NC, https://ncde.appstate.edu/resources-services) in 1969, ASU’s graduate program in learning assistance was the first in the nation.

Grambling State University (Grambling, LA, http://www.gram.edu/academics/majors/education/leadership/). The Department of Educational Leadership has responsibility for two graduate programs in Developmental Education; the Master of Science (M.S.) with a major in Developmental Education and the Doctor of Education (Ed.D.).

Sam Houston State University Online (https://www.shsu.edu/programs/doctorate/developmental-education-administration/). The Doctor of Education in Developmental Education Administration is an interdisciplinary doctoral program designed to prepare educators to develop and administer programs for underprepared community college and university students in math, reading, and/or writing. The doctorate provides the means for continued intellectual growth through advanced and specialized education that emphasizes original research with the goal to develop leaders in the field of Developmental Education Administration. Courses online with summer residency required.

Texas State University at San Marcos (http://www.gradcollege.txstate.edu ). The 39-hour Master of Arts (M.A.) degree in Developmental and Adult Education provides the knowledge and experience to develop and lead developmental and adult education programs in many educational settings. A 15-hour graduate minor in Developmental and Adult Education is available.