Special Issue: Access at the Crossroads--Learning Assistance in Higher Education

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Autor/in	Arendale, David R.
Titel	Special Issue: Access at the Crossroads--Learning Assistance in Higher Education
Quelle	In: ASHE Higher Education Report, 35 (2010) 6, S.1-145 (145 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6970
DOI	10.1002/aehe.3506
Schlagwörter	Higher Education; Academic Support Services; Educational History; Educational Attitudes; Student Rights; Equal Education; Access to Education; Remedial Programs; Educational Finance; Compensatory Education; Community Colleges; Two Year Colleges; Developmental Studies Programs; Tutoring; Costs; College Preparation; Supplementary Education; Articulation (Education); Educational Change; Best Practices; Educational Theories; Futures (of Society); Educational Trends; Educational Research + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; History of education; Bildungsgeschichte; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Education; Access; Bildung; Zugang; Bildungszugang; Förderprogramm; Bildungsfonds; Kompensatorischer Unterricht; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderkonzept; Nachhilfeunterricht; Cost; Kosten; Ergänzungsunterricht; Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Future; Society; Zukunft; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung
Abstract	Learning assistance meets the demands of rigorous college courses through highly varied activities and approaches. The historic role of learning assistance in the larger scope of U.S. higher education is significant though sometimes low profile. Learning assistance bridges access for a more diverse student body. From students' perspectives, it helps them meet institutional academic expectations and achieve personal learning goals. From the institution's perspective, it expands access to the institution and supports higher expectations for academic excellence. Most aspects of learning assistance vary greatly across institutions. Depending on the institution, the leader of the learning assistance program could be a tenured faculty member or affiliated staff person, which affects perceptions, funding, and the integration of learning assistance programs at the institution. Some learning assistance programs are centralized in the institution, while others are decentralized and assigned to an individual department or unit in academic affairs, student affairs, or enrollment management. Still others report to multiple units. Operating at the crossroads of academic affairs, student affairs, and enrollment management is the most effective and strategic location for learning assistance to benefit the institution and its students--thus the inspiration for the name of this monograph: "Access at the Crossroads: Learning Assistance in Higher Education." This monograph contains five chapters. The first chapter frames the contemporary field by examining the issues and challenges that confront it. The second chapter, presents a comprehensive history of learning assistance. The third chapter explores learning assistance as it operates today. The fourth chapter explores best practices of learning assistance and challenges for implementing them. The final chapter focuses on the future of learning assistance and action steps for all stakeholders--learning assistance professionals, directors of learning assistance programs, upper-level campus administrators, professional associations that represent the profession, and state and national policymakers. Complex challenges require comprehensive actions and coordinated solutions from these stakeholders. (Contains 4 exhibits, 1 table, and name and subject indexes.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10