The Learning Assistance Review (TLAR) seeks to foster communication among higher education learning center professionals. Its audience includes learning center administrators, teaching staff, and professional or student worker tutors, consultants, mentors, and faculty members and administrators who are interested in improving the learning skills of postsecondary students. TLAR is available free of charge to all NCLCA members.
Click here for a sample article (Georg Simmel's Spatial Sociology and Tutoring Centers as Cultural Spaces, by Joseph Cunningham, from the Fall 2013 issue.)
The NCLCA Newsletter is e-mailed three or four times a year to the membership and publishes many different types of feature articles about best practices and what worked/what did not work, celebrations of amazing team members and students, learning center updates about spaces, challenges, and growth and more, as well as book and article reviews. You can even post open job opportunities with us.
The Newsletter is managed and edited by the Publications Committee and all members are welcome to submit writing and/or join our editing team by contacting Amy Caton.
We encourages your contributions. Address inquiries to: Amy Caton | firstname.lastname@example.org
Read More Members can submit articles easily by going to the members-only area.
This vital collection of essays is designed to guide learning assistance professionals supporting student success initiatives in higher education.
Learning centers at institutions of higher education serve as interactive, academic spaces designed to reinforce and extend student learning in physical and/or virtual environments. These environments offer a wide variety of comprehensive support services and programs to enhance student academic success, retention, and completion rates by applying best practices, student-learning theories, and addressing student-learning needs from multiple pedagogical perspectives. Staffed by professionals, paraprofessionals, faculty, and/or trained student educators, learning centers reinforce the holistic academic growth of students by fostering critical thinking, metacognitive development, and academic personal success. This dynamic collection of scholarly articles, written by professionals in the field of learning assistance, addresses issues of interest to a broad range of academic professionals.
Sales of the book supports NCLC awards and scholarships
ISBN 163373479X (softcover) or ISBN 1633734803 (hardcover)