Titolo: The Rowman & Littlefield Guide to Learning Center Administration: Leading Peer Tutoring Programs in Higher Education (Theory & Practice for Peer Tutors & Learning Center Professionals)
Editore: Rowman & Littlefield Publishers
Data di pubblicazione: 2021
Lingua: Inglese
ISBN 10: 1538154625
ISBN 13: 9781538154625
Rilegatura: Brossura
Condizione: New

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Riassunto

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.

Informazioni sull?autore

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.

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