The Rowman & Littlefield Guide to Learning Center Administration is a comprehensive guide to everything that both new and experienced learning center professionals need to know in order to deliver impactful, effective services for the campuses they serve, articulate the value of the programs they oversee, and provide peer tutors with the conditions for success. The companion to the popular Rowman & Littlefield Guide for Peer Tutors, The Rowman & Littlefield Guide to Learning Center Administration provides a thorough and readable overview of both theoretical considerations (the historical context of learning centers in higher education, an articulation of the principles that underlie peer tutoring programs, and a cataloging of the various extant forms of peer-led learning) and organizational concerns (building a suite of programming, hiring and training student employees, program assessment, campus outreach, marketing, reporting) in the administration of peer tutoring programs in higher education. The Rowman & Littlefield Guide to Learning Center Administration presents a structured approach that is firmly grounded in empirical findings from across the literature of teaching, learning, and student success, and it articulates a set of best practices that can be used as a guide in evaluation and assessment for learning centers.
Daniel R. Sanford, PhD, is director of writing and of the Academic Resource Commons at Bates College and was previously director of the Center for Academic Program Support at the University of New Mexico. A cognitive scientist and a Level IV-certified learning center leader with the National College Learning Center Association, he is an experienced learning center administrator and a recognized scholar, professional, and educator in the fields of peer tutoring and brain-based learning. Dr. Sanford is the author of The Rowman & Littlefield Guide for Peer Tutors.
Michelle Steiner, PhD, is the Assistant Vice President for Student Success at Marymount University, and oversees the Student Academic Hub. An experienced professional in the fields of academic advising and learning center administration, she has previously directed undergraduate academic advising in the Columbian College of Arts & Sciences at The George Washington University, and the Center for Academic Program Support (CAPS) at the University of New Mexico. Under her directorship, CAPS was awarded the NCLCA Frank L. Christ Outstanding Learning Center Award in 2012 for the best undergraduate learning center at a 4-year college. Dr. Steiner is a psychologist, and an active scholar in the field of learning center administration.
Authors Sanford and Steiner have made an important claim—that learning centers can be the very heart of the work of a postsecondary institution. In order to create centers of excellence and foster a culture of learning, tutoring program administrators must assess everything, from crafting mission statements to reporting outcomes. All learning assistance professionals can find guidance and inspiration in this book.
Each chapter ends in a checklist that can be used as a guide for program assessment.
Offers insight on navigating scenarios frequently encountered by learning center administrators, such as requests from faculty for information on student utilization or opportunities to interface with learning management systems.
Lays out theoretical considerations driving choices such as center layout, tutor training, and program development.
Incorporates empirical research from multiple areas of higher education scholarship.
Relevant for administrators of a wide variety of peer tutoring programs (learning centers, writing centers, Supplemental Instruction, TRiO programs, language learning centers, mathematics & quantitative literacy centers, and others).
Provides detailed, step-by-step guidance on common tasks in learning center administration such as hiring tutors, engaging in an annual assessment cycle, and advertising center services.