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 the director of the Center for Teaching and Learning at Boise State University. Previous to this, he was the director of Writing and the Academic Resource Commons at Bates College, and director of the Center for Academic Program Support at the University of New Mexico. He is an experienced higher education administrator and a recognized scholar and professional in the field of peer-led learning. He is also a cognitive scientist, the author of numerous articles in the field of cognitive linguistics, and an educator with a wealth of experience making the mechanisms of the brain accessible and intuitive to college-age students.
Michelle Steiner, PhD, is Assistant Vice President for Student Success at Marymount University. 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 George Washington University, and peer tutoring at the Center for Academic Program Support (CAPS) at the University of New Mexico. Under her directorship, the National College Learning Center Association awarded CAPS the annual Frank L. Christ Outstanding Learning Center Award in 2012 for the best undergraduate learning center at a four-year college. Dr. Steiner is a psy- chologist and an active scholar in the field of learning center administration.
1 Learning Centers in Higher Education
2 Program Structure, Vision, and Mission
3 Formats of Peer Tutoring
4 Students as Employees
5 Tutor Training
6 Designing the Physical Space of the Center
7 Collaborating with Campus Partners
8 Marketing and Outreach
9 Reporting and Assessment
About the Authors
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.
Though a few competing texts are on the market, Sanford and Steiner’s guide is likely to be the go-to source for professionals new to the field or who need a foundation of published scholarship because of its brevity, clarity, and accessibility.
“The Rowman & Littlefield Guide to Learning Center Administration is a helpful text for learning center administrators, tutors who want a more in-depth look into how learning centers generally work, and other higher education administrators that want to help support their learning centers. […] The simple synthesis of learning center topics and the combination of research and practice are boons for learning center directors who desire to improve their own area in order to aid their student body as a whole. The book’s chapter topics, research discussions, and reflection questions create a foundation for important conversations on how administrators can improve their learning centers to positively impact the students that walk through their doors.”
Another strength of this work is the way the authors blend research and practice. Inside each chapter, the authors do not simply write about learning center practices; instead, they bring together research and then describe how it applies to learning center practice and administration. [...] The way the authors blend research and practice allows readers to both digest what otherwise might be confusing and inaccessible articles and figure out how to apply it in their own learning center.
The Rowman & Littlefield Guide to Learning Center Administration: Leading Peer Tutoring Programs in Higher Education is a helpful text for learning center administrators, tutors who want a more in-depth look into how learning centers generally work, and other higher education administrators that want to help support their learning centers. The book’s chapter topics, research discussions, and reflection questions create a foundation for important conversations on how administrators can improve their learning centers to positively impact the students that walk through their doors.
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.