Articles, Books, Presentations, & Reviews

Alzen, J. L., Burkhardt, A., Diaz-Bilello, E., Elder, E., Sepulveda, A., Blankenheim, A., & Board, L. (2021). Academic coaching and its relationship to student performance, retention, and credit completion. Innovative Higher Education, 46, 539-563. https://doi.org/10.1007/s10755-021-09554-w

Bailey, G. (2020). Comprehensive learning assistance center strategies for dealing with unprecedented change during COVID-19. The Learning Assistance Review, 25(Special Issue), 3-19. https://nclca.wildapricot.org/tlar_issues [Also available from Amazon.com]

Channing, J., & Okada, N. C. (2020). Supplemental instruction and embedded tutoring program assessment: Problems and opportunities. Community College Journal of Research and Practice, 44(4), 241-247. https://doi.org/10.1080/10668926.2019.1575777

Chaves, S., Lee, V., Morris, S., Reinecke, A., & Tome, A. (2023). An embedded tutoring model. The Learning Assistance Review, 28(2), 151–185. https://nclca.wildapricot.org/resources/Documents/TLARVolume28%202Fall2023.pdf

Chung, H., Chaney, L. E., & Fong, C. J. (2020). Practical autonomy-supportive tutoring strategies for multilingual student-writers and a writing center tutor handbook. Journal of College Academic Support Programs, 3(1), 45-48. Retrieved from https://journals.tdl.org/jcasp/index.php/jcasp/issue/view/18

Cofer, R. (2020). The peer tutor experience: Tutor perceptions of academic performance and skillset gains.The Learning Assistance Review, 25(1), 41-66. https://nclca.wildapricot.org/tlar_issues

Cofer, R. (2023). The peer tutor and supplemental instruction leader experience: Perceived gains in learning, connection to campus, and fulfillment. Journal of College Academic Support Programs, 5(2), 23-32. https://doi.org/10.58997/5.2fa2

Consalvo, A., & Rueter, J. (2024). Supporting graduate students’ writing in online courses. Journal of College Reading and Learning, 54(1), 14–31. https://doi.org/10.1080/10790195.2023.2275051

Correia, A.-P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452. https://doi.org/10.1080/01587919.2020.1821607

Curcio, S. (2024). Idea exchange: Students perceived benefits of embedded online peer tutors. The Learning Assistance Review, 28(3), 177–183. https://nclca.wildapricot.org/resources/Documents/TLARV283SP2024.pdf
[Note: This is a follow up to the Mendoza article below.]

Dufault, K. H. (2023). Peer learning experiences of undergraduate academic coaches. The Learning Assistance Review, 28(2), 1–42. https://nclca.wildapricot.org/resources/Documents/TLARVolume28%202Fall2023.pdf

Emory, B., & Luo, T. (2022). Metacognitive training and online community college students’ learning calibration and performance. Community College Journal of Research and Practice, 46(4), 240-256. https://doi.org/10.1080/10668926.2020.1841042

Fernandez, F., Mason, S., Saetermoe, C. L., & Chavira, G. (2022). Evaluating mentorship programs: Survey items for improving student affairs practice. Journal of College Student Development, 63(2), 223-228. https://doi.org/10.1353/csd.2022.0017

Fizer, G. A. (2020). Do trained peer tutors have an effect on correctional education outcomes. Journal of Correctional Education, 71(3), 18–32. https://www.jstor.org/stable/27042214

Frizell, M. (Ed.). (2020). Rising to the challenge: Navigating COVID-19 as higher education learning center leaders [Special issue]. The Learning Assistance Review, 25(Special Issue). https://nclca.wildapricot.org/tlar_issues

Gibson, Jr., T. O., Morrow, J. A., Skolits, G. J. & Roccon, L. M. (2020). Students’ experiences learning in the emporium model: A conceptual analysis. The Learning Assistance Review, 25(2), 49-80. https://nclca.wildapricot.org/tlar_issues

Gilfillan, A., & Ehrnstrom, C. (2023). The interconnection of mental health and academic coaching: A model for recognizing and addressing mental health in an academic coaching context. About Campus: Enriching the Student Learning Experience, 28(1), 28-37. https://doi.org/10.1177/10864822231170551

Grabsch, D. K., Peña, R. A., & Parks, K. J. (2021). Expectations of students participating in voluntary peer academic coaching. Journal of College Reading and Learning, 51(2), 95-109. https://doi.org/10.1080/10790195.2020.1798827

Hatch-Tocaimaza, D. K., Mardock-Uman, N., Garcia, C., & Rodriguez, S. (2021). Charting the design of community college student success courses: Uncovering their espoused and enacted curricula. Community College Journal of Research and Practice, 45(10), 756-772. https://doi.org/10.1080/10668926.2020.1797598

Hensley, L. C. (2020). Assessing academic strategies in college learning centers: Considerations for Scholarly Practitioners. The Learning Assistance Review, 25(1), 81-102. https://nclca.wildapricot.org/tlar_issues

Hu, X., Tabdil, S. D., Achhe, M., Pan, Y., & Bourgeois, A. G. (2020). Online tutoring through a cloud-based virtual tutoring center. In Lecture Notes in Computer Science: Cloud Computing – CLOUD 2020 (pp. 270-277). Springer International. https://doi.org/https://doi.org/10.1007/978-3-030-59635-4_20

Jacobi, L. (2022). When academic support Is not enough: Who are the students left behind? Journal of Research and Teaching in Developmental Education, Spring 2022, 15-35. http://www.nyclsa.org/uploads/3/1/1/4/31147931/spring_2022_edition.pdf

Jacobson, J. (2023). Intentional tutoring: Fulfilling the UDL promise for historically marginalized students. The Learning Assistance Review, 28(2), 43–67. https://nclca.wildapricot.org/resources/Documents/TLARVolume28%202Fall2023.pdf

Jernigan, R. W., Lobaina, O., Berkenkemper, D., & Hudson, M. (2021). SOS for struggling college students: Improving retention through a mentoring-based comprehensive academic success program. Journal of Access, Retention, and Inclusion in Higher Education, 4, 17-31. https://www.wcupa.edu/universityCollege/asp/journalsManuscripts.aspx

Koke, A. M., Leon, M. B., Guest-Scott, A., Carter, G. M., Clapper, L., & Ancil, G. S. (2022). Learning the whole story: How undergraduate peer coaches help with retention and academic success, Journal of College Reading and Learning, 52(3), 212-226, https://doi.org/10.1080/10790195.2022.2044934

Kwet, M., & Prinsloo, P. (2020). The ‘smart’ classroom: A new frontier in the age of the smart university. Teaching in Higher Education, 25(4), 510-526. https://doi.org/10.1080/13562517.2020.1734922

Le, S., & Ichinose, C. (2022). Closing the achievement gap: Flipped business calculus
with embedded peer support. The Learning Assistance Review, 27(1), 55-77. https://nclca.wildapricot.org/tlar_issues

Linden, K., Teakel, S., & Van der Ploeg, N. (2022). Improving student success with online embedded tutor support in first-year subjects. Student Success, 13(2), 42-50. https://doi.org/10.5204/ssj.2338

Lloyd, C. A., Manigo, J. A., Jones, T. E., & Crouse-Machcinski, K. M. (2020). Pathway to leadership: The peer tutor coordinator role at West Chester University. The Learning Assistance Review, 25(2), 27-48. https://nclca.wildapricot.org/tlar_issues

Lollar, J., Mueller, C. L., & Anthony, W. (2023). Students in correctional education: Developmental education’s forgotten population. Journal of College Reading and Learning, 53(3), 170-191. https://doi.org/https://doi.org/10.1080/10790195.2023.2204315

Manasse, M., & Rostworowski, C. (2022). Supporting online community college students with trained tutors in a post-COVID world. Journal of College Academic Support Programs, 4(2), 14-29. https://doi.org/10.36896/4.2fa1

McGuire, S. (2021). Close the metacognitive equity gap: Teach all students how to learn. Journal of College Academic Support Programs, 4(1), 69-72. https://doi.org/10.36896/4.1ep1

Mendoza, D. F., & Kerl, E. (2021). Student perceived benefits of embedded online peer tutors. The Learning Assistance Review, 26(1), 53-74. https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/26_1.PDF

Miller, B. L., & Rochford, R. A. (2021). The bridge to English 101: Redesigning the intersession reading and writing workshop. Community College Journal of Research and Practice, 45(10), 701-717. https://doi.org/10.1080/10668926.2020.1771626

Petrucci, C. J., & Rivera-Figueroa, A. M. (2021). Student participation in supplemental instruction in STEM courses at a large urban community college in California. Community College Journal of Research and Practice, 45(7), 498-516. https://doi.org/10.1080/10668926.2020.1724575

Pickenpaugh, E.N., Yoast, S.R., Baker, A., & Vaughan, A. L. (2021). The role of first-year seminars and first-year college achievement for undeclared students. Higher Education. https://doi.org/10.1007/s10734-021-00729-0

Pokhrel, R., Muhammad, M., Jimenez, J., Green, C., Felber, S., Claybourne, C., Atkins, W., & Arendale, D. (2021). Antiracism glossary for education and life. Journal of College Academic Support Programs, 4(1), 75-92. https://doi.org/10.36896/4.1sc1

Racchini, A. N., Boylan, H. R., & Sanchez, R. M. (2020). The effectiveness of tutoring in higher education: A review of the literature. Research in Developmental Education, 28(1), 1-4.
Reviews studies on the impact of tutoring over several decades from the 1930s through the 2010s.

Rausch, M. A., & Buning, M. M. (2022). Student veterans’ perspectives of higher education contexts: Beyond the non-traditional student. College Teaching, https://doi.org/10.1080/87567555.2022.2106469

Richardson, M. D., Sheeks, G., Waller, R. E., & Lemoine, P. A. (2020). Pursuit of online services for online students. In D. M. Velliaris (Ed.), Academic language and learning support services in higher education (pp. 57-97). IGI Global. https://www.igi-global.com/book/academic-language-learning-support-services/238698

Rodriguez Ott, N., Staklis, S., & Boyette, J. (2020). The effectiveness of student coaching in community colleges. Community College Journal of Research and Practice, 44(8), 549-562. https://doi.org/10.1080/10668926.2019.1621786

Sapir, A. (2021). Negotiating a dual deficit: The work of student support between conservative audacity and tempered radicalism. Studies in Higher Education. https://doi.org/10.1080/03075079.2021.1910650

Savarese, C. M. (2021). Understanding writing center use among community college students. The Learning Assistance Review, 26(2), 23-52. https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/26_2.PDF

Schwam, D., Greenberg, D., & Li, H. (2021). Individual differences in self-regulated learning of college students enrolled in online college courses. American Journal of Distance Education, 35(2), 133-151. https://doi.org/10.1080/08923647.2020.1829255

Seery, C., Andres, A., Moore-Cherry, N., & O’Sullivan, S. (2021). Students as partners in peer mentoring: Expectations, experiences and emotions. Innovative Higher Education, 46(6), 663-681. https://doi.org/10.1007/s10755-021-09556-8

Sepulveda, A., Birnbaum, M., Finley, J. B., & Frye, S. (2020). Coaching college students who have expressed an interest in leaving: A pilot study. Coaching: An International Journal of Theory, Research, and Practice, 13(1), 8-15. https://doi.org/10.1080/17521882.2019.1574847

Sharp, S. A. (2021). First-year experience peer mentor program.The Learning Assistance Review, 26(1), 15-52. https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/26_1.PDF

Simmons, R., & Smith, K. S. (2020). Success central: Addressing the persistence of African-American and Latinx college students using a peer success coaching intervention. Innovative Higher Education, 45(5), 419-434. https://doi.org/10.1007/s10755-020-09516-8

Singhani, S., McLaren-Poole, K., & Bernier, R. A. (2022). Evaluating the effectiveness of academic coaching for college students. The Learning Assistance Review, 27(1), 219-250. https://nclca.wildapricot.org/tlar_issues

Smith, A., Sturtevant, K., Kartchner, M., & Bullough, E. (2021). Peer mentor impact on student success. UVU Fulton Library Executive Research Service. https://www.uvu.edu/library/docs/peer_mentor_impact_on_student_success.pdf

Soboleva, Y. (2020) The effects of nursing school peer tutoring on tutors. Undergraduate Honors Theses. Paper 567. https://dc.etsu.edu/honors/567

Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S., O’Reilly, T., & Sabatini, J. (2023). Early academic success in college: Examining the contributions of reading literacy skills, metacognitive reading strategies, and reading motivation. Journal of College Reading and Learning, 53(1), 58–87. https://doi.org/10.1080/10790195.2022.2137069

Tekir, S., & Okçu, T. (2023). Impact of academic support on junior student retention in a Turkish university. The Learning Assistance Review, 28(2), 187–224. https://nclca.wildapricot.org/resources/Documents/TLARVolume28%202Fall2023.pdf

Thanawala, A., Murphy, C., & Hakim, T. (2022). Sustaining STEM student learning support and engagement during COVID-19. Community College Journal of Research and Practice, 46(1-2), 74-84. https://doi.org/10.1080/10668926.2021.1973612

Vanacore, S. M., & Dahan, T. A. (2021). Assessing the effectiveness of a coaching intervention for students on academic probation. Journal of College Reading and Learning, 51(1), 3-16. https://doi.org/10.1080/10790195.2019.1684855

Van Dam, D. J., Eller, J. L., & Swezey, J. A. (2021). Developing leadership as a federal service academy peer tutor. Journal of College Reading and Learning, 51(4), 250-266. https://doi.org/10.1080/10790195.2021.1928567

Van Maaren, J., Jensen, M., & Foster, A. (2022). Tutoring in higher education during COVID-19: Lessons from a private university’s transition to remote learning. Journal of College Reading and Learning, 52(1), 3-22. https://doi.org/10.1080/10790195.2021.2007175

Voisin, L. E., Phillips, C., & Afonso, V. M. (2023). Academic-support environment impacts learner affect in higher education. Student Success, 14(1), 47-59. https://doi.org/10.5204/ssj.2588

Ward, C. J., Ohde, K., Rose, J. S., Critchlow, C., Park, J., & Vaughan, A. L. (2020). First-Year Seminars: Supporting STEM College Student Academic Success and Persistence. Journal of The First-Year Experience & Students in Transition, 32(2), 45-58. https://sc.edu/about/offices_and_divisions/national_resource_center/publications/search/details.php?id=2621

Watanabe, H., Goda, Y., Shimada, A., & Yamada, M. (2021). Estimating learning assistance skills using learning analytics. In D. G. Sampson, D. Ifenthaler, & P. Isaias (Eds.), 18th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2021) proceedings (pp. 197-204). IADIS Press. https://eric.ed.gov/?q=ED621325

Yao, R., Cogliano, M., Ramirez, H., Osiris, C., Ball, I., Valencia, M., & Herrera, J. (2020). Support for peer support: Examining peer leader stress in academic support programs. The Learning Assistance Review, 25(2), 1-26. https://nclca.wildapricot.org/tlar_issues

Youde, A. (2020). "Face-to-face trumps everything": An exploration of tutor perceptions, beliefs and practice within blended learning environments. Education Sciences, 10(5), 147. https://doi.org/10.3390/educsci10050147
"The findings suggest a number of criteria for the recruitment of tutors for blended learning courses. They should have self-efficacy in online, blended and face-to-face contexts, whilst understanding the needs of adult learners" (p. 11).

Al kharusi, D. (2016). What positive impacts does peer tutoring have upon the peer tutors at SQU? Journal of Education and Practice, 7(27), 115-127. Retrieved from https://iiste.org/Journals/index.php/JEP/article/view/33213

Arco-Tirado, J., Fernández-Martín, F., & Fernández-Balboa, J.-M. (2011). The impact of a peer-tutoring program on quality standards in higher education. Higher Education, 62(6), 773-788. https://doi.org/10.1007/s10734-011-9419-x
This randomized controlled trial study at the University of Granada used purposeful sampling and multiple methodological designs. Positive results were obtained for the treatment group for GPA, success rate, and learning strategies. Tutors also improved their own social skills and learning strategies.

Arco-Tirado, J. L., Fernández-Martín, F. D., & Hervás-Torres, M. (2019). Evidence-based peer-tutoring program to improve students’ performance at the university. Studies in Higher Education, 1-13. https://doi.org/10.1080/03075079.2019.1597038
Students were randomly selected for an experimental and a control group. Results showed statistical significance for peer tutoring for the experimental group. "a hypothetical member of the experimental group has 69%–79% chances of reaching a higher score than any hypothetical member of the control group" (p.v9).

Arendale, D. R. (2010). Access at the crossroads: Learning assistance in higher education. ASHE Higher Education Report, 35(6). https://doi.org/10.1002/aehe.3506

Asgari, S., & Carter, F. (2016). Peer mentors can improve academic performance. Teaching of Psychology, 43(2), 131-135. https://doi.org/10.1177/0098628316636288

Babcock, A., Lehan, T., & Hussey, H. D. (2019). Mind the gaps: An online learning center’s needs assessment. The Learning Assistance Review, 24(1), 27-58. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/24_1.pdf

Balzer Carr, B., & London, R. A. (2019). The role of learning support services in university students’ educational outcomes. Journal of College Student Retention: Research, Theory & Practice, 21(1), 78–104. https://doi.org/10.1177/1521025117690159

Bauer, D.G. (2011). The “how to” grants manual: Successful grantseeking techniques for obtaining public and private grants (7th Ed.). Rowman & Littlefield.

Beltman, S., & Schaeben, M. (2012). Institution-wide peer mentoring: Benefits for mentors. The International Journal of the First Year in Higher Education, 3(2). https://doi.org/10.5204/intjfyhe.v3i2.124

Bettinger, E. P., & Baker, R. (2011, March 7). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring. Retrieved from https://ed.stanford.edu/sites/default/files/bettinger_baker_030711.pdf

Blake, J. R. S., Grayson, N., & Karamalla-Gaiballa, S. (2019). Investigating impact: Exploring the effect of ‘open’ support on student success. Journal of Learning Development in Higher Education, 2019(16), 1-17. Retrieved from https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/540

Bickerdike, A., O’Deasmhunaigh, C., O’Flynn, S., & O’Tuathaigh, C. M. P. (2016). Learning strategies, study habits and social networking activity of undergraduate medical students. International Journal of Medical Education, 7, 230-236. https://doi.org/10.5116/ijme.576f.d074

Boylan, H. R., & Bonham, B. S. (2010). Criteria for program evaluation. Retrieved from https://ncde.appstate.edu/sites/ncde.appstate.edu/files/evaluation.pdf

Burgstahler, S. (2018). Equal access: Universal design of tutoring and learning centers. Retrieved from https://www.washington.edu/doit/equal-access-universal-design-tutoring-and-learning-centers

Campbell, A. (2019). Design-based research principles for successful peer tutoring on social media. International Journal of Mathematical Education in Science and Technology, 50(7), 1024-1036. https://doi.org/10.1080/0020739x.2019.1650306

Capstick, M. K., Harrell-Williams, L. M., Cockrum, C. D., & West, S. L. (2019). Exploring the effectiveness of academic coaching for academically at-risk college students. Innovative Higher Education, 44(3), 219-231. http://dx.doi.org/10.1007/s10755-019-9459-1

CAS standards and guidelines for learning assistance programs at http://standards.cas.edu/getpdf.cfm?PDF=E86D2FCA-DBEC-AD47-33AB941E185E1E67

Cassaza, M. E., & Silverman, S. L. (2017). Student voices: Informing our practice. Commission for Academic Support Monograph 2017 (pp. 14-19). American College Personnel Association. Retrieved from https://www.myacpa.org/sites/default/files/ACPA_CASHE_Monograph%281%29.pdf

Collings, R., Swanson, V., & Watkins, R. (2014). The impact of peer mentoring on levels of student wellbeing, integration and retention: A controlled comparative evaluation of residential students in UK higher education. Higher Education, 68(6), 927-942. https://doi.org/10.1007/s10734-014-9752-y

Colver, M., & Fry, T. (2016). Evidence to support peer tutoring programs at the undergraduate level. Journal of College Reading & Learning, 46(1), 16-41. https://doi.org/10.1080/10790195.2015.1075446

Colvin, J.W., & Ashman M. (2010), Roles, risks, and benefits of peer mentoring relationships in higher education, Mentoring & Tutoring: Partnership in Learning, 18(2), 121–134. https://doi.org/10.1080/13611261003678879

Cooper, E. (2010). Tutoring center effectiveness: The effect of drop-in tutoring. Journal of College Reading and Learning, 40(2), 21-34. https://doi.org/10.1080/10790195.2010.10850328
[Also available from ERIC https://eric.ed.gov/?q=EJ887303]

Copus, C., & McKinney, B. (2016). Early integration of tutorial support in beginning algebra. Journal of Developmental Education, 40(1), 32-34.

Craig, A., Richardson, E., & Harris, J. (2018). Learning center advisory boards: Results of an online exploratory survey. The Learning Assistance Review, 23(2), 85-112. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/23_2.pdf

Cung, B., Xu, D., Eichhorn, S., & Warschauer, M. (2019). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education, 33(3), 178-194. https:/doi.org/10.1080/08923647.2019.1582404

Dartmouth Academic Skills Center. (n.d.). Mission and history. Retrieved from https://students.dartmouth.edu/academic-skills/about/about-asc/mission-history

Dvorak, J., & Tucker, K. (2017), The case for intentionally interwoven peer learning supports in gateway‐course improvement efforts. New Directions for Higher Education, 2017(180), 43-52. https://doi.org/10.1002/he.20260

Elbulok-Charcape, M., Grandoit, E., Berman, L., Fogel, J., Fink, L., & Rabin, L. (2019). Improving exam performance in an undergraduate statistics course for at-risk students through peer tutoring. Psychology Teaching Review, 25(2), 3-17. Retrieved from https://shop.bps.org.uk/psychology-teaching-review-vol-25-no-2-2019

Felder-Strauss, J., Franklin, P., Machuca, A., Self, S., Offil, T., & Kuhlman, B. (2015). Best practices and creation of an online tutoring center for accounting, finance, and economic disciplines. International Journal of Education Research, 10(1), 39-52.

Folk, K. (2019). Evaluating the impact of a first-year experience on student success at a distance learning university. Online Journal of Distance Learning Administration, 22(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter224/folk224.html

Frank, T., & Scharff, L. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academic performance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3453

Franklin, D., & Blankenberger, B. (2016). Program evaluation of community college learning assistance centers. Community College Review, 44(1), 3-25. https://doi.org/10.1177/0091552115609998

Froggé, G. M., & Woods, K. H. (2018). Characteristics and tendencies of first and second-generation university students. College Quarterly, 21(2). Retrieved from http://collegequarterly.ca/2018-vol21-num02-spring/characteristics-and-tendencies-of-first-and-second-generation-university-students.html
This study examined academic characteristics and tendencies of first-generation and second-generation students at a mid-sized state university in Tennessee.

Fullmer, P. (2012). Assessment of tutoring laboratories in a learning assistance center. Journal of College Reading and Learning, 42(2), 67-89. https://doi.org/10.1080/10790195.2012.10850355

Gabriel-Millette, C. (2016). The effects of tutoring on academic performance (Research brief). Retrieved from https://www.valleycollege.edu/about-sbvc/offices/office-research-planning/reports/tutoring-performance-measures-final-revisions-review.pdf
"Students who utilize Success Center services have higher success and retention rates than students enrolled in the same courses who do not" (p. 4).

Gallard, A. J., Albritton, F., & Morgan, M. W. (2010). A comprehensive cost/benefit model: Developmental student success impact. Journal of Developmental Education, 34(1), 10-12,14,16,18,25. JSTOR. https://www.jstor.org/stable/42775934
"The authors present the cost/benefit of the tutoring intervention, demonstrating a surprisingly large return on the investment both to the college and society" (p. 10).

Gao, X. & Reid, K. (2015). “What we do in the shadows” : Evaluating the one-to-one tertiary learning advice consultation. ATLAANZ Journal, 1(1), 34-53. https://doi.org/10.26473/atlaanz.2015.1.1/003

Giblin, J., Stefaniak, J., Eckhoff, A., & Luo, T. (2020). An exploration of factors influencing the decision-making process and selection of academic help sources. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-020-09252-0

Giraldo-García, R. J. & Magiste, E. J. (2018). Exploring the impact of structured learning assistance (SLA) on college writing. College Quarterly, 21(1). Retrieved from http://collegequarterly.ca/2018-vol21-num01-winter/exploring-the-impact-of-structured-learning-assistance-sla-on-college-writing.html

Grills, S. (2017). Learning skills workshops supporting first-year courses. Collected Essays on Learning and Teaching, 10, 119-128. https://doi.org/https://doi.org/10.22329/celt.v10i0.4731

Hanover Research. (2014, September). Academic tutoring in comprehensive universities. Author. https://www.hanoverresearch.com/wp-content/uploads/2017/08/Academic-Tutoring-in-Comprehensive-Universities.pdf

Hatch, D. K., Mardock-Uman, N., Garcia, C. E., & Johnson, M. (2018). Best laid plans: How community college student success courses work. Community College Review, 46(2), 115-144. https://doi.org/10.1177/0091552118760191

Hawkridge, D., & Wheeler, M. (2010). Tutoring at a distance, Online tutoring and tutoring in Second Life. European Journal of Open, Distance and E-Learning, 2010(1), Article 395. Retrieved from https://www.eurodl.org/materials/contrib/2010/Hawkridge_Wheeler.pdf

Helms, J.W. and Helms, K. T. (2010). Note launchers: Promoting active reading of mathematics textbooks. Journal of College Reading and Learning, 41(1), 109-119. https://doi.org/10.1080/10790195.2010.10850338

Hessenauer, S. L., & Law, K. L. (2017). Mentoring: A natural role for learning community faculty. Learning Communities Research and Practice, 5(2), Article 3. https://washingtoncenter.evergreen.edu/lcrpjournal/vol5/iss2/3

Hill, G. J., & Risolo, P. L. (2018). An analysis of learning outcomes in a freshman seminar learning
community that utilizes peer mentoring at a community college. Learning Communities Research and Practice, 6(2), Article 2.
https://washingtoncenter.evergreen.edu/lcrpjournal/vol6/iss2/2

Kumar, A. N. (2014). Test anxiety and online testing: A study. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-6). https://doi.org/10.1109/FIE.2014.7044376

Latino, J.A., & Unite, C.M. (2012), Providing academic support through peer education. New Directions for Higher Education, 2012(157), 31-43. https://doi.org/10.1002/he.20004

Lewine, R., Manley, K., Bailey, G., Warnecke, A., Davis, D., & Sommers, A. (2019). College success among students from disadvantaged backgrounds: “Poor” and “rural” do not spell failure. Journal of College Student Retention: Research, Theory, and Practice. https://doi.org/10.1177/1521025119868438
The popular view of students reared in poverty is that they fall short across a wide range of domains relative to their more advantaged peers. In this ongoing longitudinal study, we follow a cohort of college students who come from poverty and were awarded full financial support for four years at a large public research university. The results after two full academic years are striking for the lack of difference in dropout rate and grade point average between these economically disadvantaged students and their college peers.

Lipka, O., Forkosh Baruch, A., & Meer, Y. (2019). Academic support model for post-secondary school students with learning disabilities: Student and instructor perceptions. International Journal of Inclusive Education, 23(2), 142-157. https://doi.org/10.1080/13603116.2018.1427151

Logue, A. W., Douglas, D., & Watanabe-Rose, M. (2019). Corequisite mathematics remediation: Results over time and in different contexts. Educational Evaluation and Policy Analysis, 41(3), 294-315. https://doi.org/10.3102/0162373719848777

Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2016). Should students assessed as needing remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Analysis, 38(3), 578-598. https://doi.org/10.3102/0162373716649056

McCabe, J. A. (2018). What learning strategies do academic support centers recommend to undergraduates? Journal of Applied Research in Memory and Cognition, 7(1),143-153. https://doi.org/10.1016/j.jarmac.2017.10.002
From the abstract: "This survey study examined the learning strategy recommendations and endorsements made by heads of academic support centers at 77 institutions of higher education. …The results present mixed evidence for the endorsement of strategies most likely to support student success, highlighting an opportunity to improve the communication between researchers and those on the front lines of student academic support."

McKeown, C., & McKeown, J. (2019). Accessibility in online courses: Understanding the deaf learner. TechTrends, 63(5), 506-513. https://doi.org/10.1007/s11528-019-00385-3

McWilliams, R., & Allan, Q. (2014). Embedding academic literacy skills: Towards a best
practice model. Journal of University Teaching & Learning Practice, 11(3). Retrieved from http://ro.uow.edu.au/jutlp/vol11/iss3/8

Mendes, S. H., Fede, J. H., & Wilks, M. B. (2017). Data-based program reform: A shift from supplemental instruction to weekly tutoring groups. The Learning Assistance Review, 22(2), 75-96. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/22_2.pdf

Minogue, L., Murphy, C., & Salmons, K. (2018). Embedding learning development: A model for collaborative practice. Journal of Learning Development in Higher Education, 13(2018). Retrieved from https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/443

Mitchell, J. J., & Gansemer-Topf, A. M. (2016). Academic coaching and self-regulation: Promoting the success of students with disabilities. Journal of Postsecondary Education and Disability, 29(3), 249–256. http://www.ahead-archive.org/uploads/publications/JPED/jped_29_3/JPED%2029_3_Final%20Doc.pdf

Munley, V. G., Garvey. E., & McConnell, M. J. (2010). The Effectiveness of peer tutoring on student achievement at the university level. American Economic Review, 100(2), 277–282. https://doi.org/10.1257/aer.100.2.277
Using a Tobit model, this study found "that peer tutoring does indeed produce a positive effect on student learning outcomes. For this effect to translate into an increase in a student’s letter grade in a particular course, though, the results suggest that it is necessary to engage in the activity for…something akin to an hour per week" (p. 281-282).

Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2018). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals, 42(1), 6-16. https://doi.org/10.1177/2165143418811288

Norton, J., & Agee, K. S. (2014). Assessment of learning assistance programs: Supporting professionals in the field [White paper]. CRLA. https://crla.net/images/whitepaper/CRLA_2014_WhitePaper_LAP.pdf

Reinheimer, D., & McKenzie, K. (2011). The impact of tutoring on the academic success of undeclared students. Journal of College Reading and Learning, 41(2), 22-36. https://doi.org/10.1080/10790195.2011.10850340
[Also available from ERIC https://eric.ed.gov/?id=EJ926360]
"This research utilized a non-experimental, causal-comparative methodology with data analyzed through t-tests, chi-square procedures,logistic regression, and survival analysis. Findings from the study indicate that tutoring had a significant impact on retention, but not on GPA or on time to select a major" (p. 22).

Sansone, N., Ligorio, M. B., & Buglass, S. L. (2018). Peer e-tutoring: Effects on students’ participation and interaction style in online courses. Innovations in Education and Teaching International, 55(1), 13-22. https://doi.org/10.1080/14703297.2016.1190296

Seok, S., DaCosta, B., & Hodges, R. (2018). A systematic review of empirically based universal design for learning: Implementation and effectiveness of universal design in education for students with and without disabilities at the postsecondary level. Open Journal of Social Sciences, 6(5), 171-189. https://doi.org/10.4236/jss.2018.65014

Smith, A. A. (2015, June 25). When you’re not ready. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2015/06/25/floridas-remedial-law-leads-decreasing-pass-rates-math-and-english

Summerskill, G., & Jones, C. (2013). Case managers and the freshman academy learning community: The results of involving a variety of campus personnel in first-year student mentoring. Learning Communities Research and Practice, 1(1), Article 3. https://washingtoncenter.evergreen.edu/lcrpjournal/vol1/iss1/3

Thomas, M. (2017). Managing your first 365: Start with CAS standards. Commission for Academic Support Monograph 2017 (pp. 14-19). American College Personnel Association. Retrieved from https://www.myacpa.org/sites/default/files/ACPA_CASHE_Monograph%281%29.pdf

Troiano, P. F., Liefeld, J. A., & Trachtenberg, J. V. (2010). Academic support and college success for postsecondary students with learning disabilities. Journal of College Reading and Learning, 40(2), 35-44. https://doi.org/10.1080/10790195.2010.10850329

VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221. https://doi.org/10.1080/00461520.2011.611369
"when compared to No tutoring, the effect sizes of answer-based tutoring systems, intelligent tutoring systems, and adult human tutors are believed to be d = 0.3, 1.0, and 2.0 respectively. This review did not confirm these beliefs. Instead, it found that the effect size of human tutoring was much lower: d = 0.79. Moreover, the effect size of intelligent tutoring systems was 0.76, so they are nearly as effective as human tutoring" (p. 197).

Vaughan, A. L., Pergantis, S. I., & Moore, S. M. (2019). Assessing the Difference Between 1-, 2-, and 3-Credit First-Year Seminars on College Student Achievement. Journal of The First-Year Experience & Students in Transition, 31(2), 9-28.
https://sc.edu/about/offices_and_divisions/national_resource_center/publications/search/details.php?id=2551

Vick, N., Robles-Piña, R. A., Martirosyan, N. M., & Kite, V. (2015). The effectiveness of tutoring on developmental English grades. Community College Enterprise, 21(1), 11-26. Retrieved from https://www.schoolcraft.edu/cce/21.1.11-26.pdf

Walvoord, M. E., & Pleitz, J. D. (2016). Applying matched sampling to evaluate a university tutoring program for first-year students. The Learning Assistance Review, 21(1), 99-113. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/21_1.pdf

Wawrzynski, M.R., & Lemon, J.D. (2019). Understanding student learning outcomes of peer educators. New Directions for Higher Education, 2019(188), 61-69. https://doi.org/10.1002/he.20346

Wilson, W. L., & Arendale, D. R. (2011). Peer educators in learning assistance programs: Best practices for new programs. New Directions for Student Services, 2011(133), 41–53. https://doi.org/10.1002/ss.383

Wurtz, K. A. (2015). Impact of learning assistance center utilization on success. Journal of Developmental Education, 38(3), 2-4,6,8,10. ERIC. https://eric.ed.gov/?id=EJ1092656
Using sequential logistic regression, this study found that "students who utilized a learning assistance center were three times as likely to be successful in their course and almost twice as likely to persist to the subsequent term" (p. 2).

Aitchison, C. (2000, November). Learning centres – from calling the fixer to building a better product: A case study of needs based subject development. In K. Chanock (Ed.), Sources of confusion: Refereed Proceedings of the National Language and Academic Skills Conference, 10-18. Bundoora, Australia: La Trobe University. Retrieved from Wayback Machine http://web.archive.org/web/20070830181345/http://www.latrobe.edu.au/lasu/conference/aitchison.doc

Allan, J., & Clarke, K. (2007). Nurturing supportive learning environments in higher education through the teaching of study skills: To embed or not to embed? International Journal of Teaching and Learning in Higher Education, 19(1), 64-76. Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE164.pdf

Arendale, D. R. (2001). Learning and teaching in the 21st century: Seven habits of highly effective developmental educators. Retrieved from http://a.web.umkc.edu/arendaled/LT21st7habits.pdf

Arendale, D. R. (2002). Review of successful practices in teaching and learning. Retrieved from http://a.web.umkc.edu/arendaled/teachlearn.pdf

Arendale, D. R. (2004). Mainstreamed academic assistance and enrichment for all students: The historical origins of learning assistance centers. Research for Educational Reform, 9(4), 3-21. https://conservancy.umn.edu/handle/11299/200364

Arendale, D., Boylan, H., Bornstein, N., Carpenter, K., Chambers, M., Drewes, S., Dvorak, J., Harris, J., Lusk, S., McGrath, J., Muse, V., Nikopoulos, B., Norton, J., Symons, L., Valkenberg, J., & Williams, L. (2006). Creating a new vision for the future: A report from the Blue Ribbon Commission (ED545626). ERIC. https://eric.ed.gov/?q=ED545626

Arendale, D. R. (2008). The challenging road ahead: Learning assistance in the 21st century. [Podcast]. Keynote address delivered for the College Reading and Learning Association Annual Conference. Cleveland, OH. Retrieved from http://www.crla.net/conference/2008/general_session_podcasts/saturday_podcast.htm
Handout available at http://www.crla.net/conference/2008/general_session_podcasts/journey_to_best_practices_arendale_handout.pdf

Arendale, D., Barrow, H., Carpenter, K., Hodges, R., McGrath, J., Newell, P., & Norton, J. (2009a). Creating a new professional association (EJ867746). Journal of College Reading and Learning, 40(1), 77-90. ERIC. https://eric.ed.gov/?q=EJ867746

Arendale, D., Barrow, H., Carpenter, K., Hodges, R., McGrath, J., Newell, P., & Norton, J. (2009b). Position paper: Creating a new professional association (EJ887838). Journal of Developmental Education, 33(1), 28-35. ERIC. https://eric.ed.gov/?q=EJ887838

Atkinson, T. (2008, June). Inside Linden Lab: Second Life™ for educators. TechTrends: Linking Research and Practice to Improved Practice, 52(3), 18-21. https://doi.org/10.1007/s11528-008-0147-8

Barker, P. (2002). On being an online tutor. Innovations in Education and Teaching International, 39(1), 3-13. https://doi.org/10.1080/13558000110097082

Bergen Jr., T. J., & Han-fu, M. (2002). Peer tutoring and the self-instructional module. Educational Research Quarterly, 25(4), 28-35. EBSCO.

Blowers S., Ramsey P., Merriman C., & Grooms J. (2003). Patterns of peer tutoring in nursing. Journal of Nursing Education, 42(5) 204-211. https://doi.org/10.3928/0148-4834-20030501-06

Bowles, T. (2008). The effect of supplemental instruction on timely graduation. College Student Journal, 42(3), 853-859. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1103&context=psych_facpub

Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Continuous Quality Improvement Network/National Center for Developmental Education. Available from https://ncde.appstate.edu/publications/works

Boysen, G. A., & McGuire, S. (2005). Assessment of a study skills course using academic performance and self-efficacy. The Learning Assistance Review, 10(2), 5-16. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/10_2_1.pdf

Braxton, J. M. (Ed.). (2000). Reworking the student departure puzzle. Vanderbilt University Press.

Burgess, M. L., & Caverly, D. C. (2009). Techtalk:” Second Life” and developmental education (EJ868673). Journal of Developmental Education, 32(3), 42-43. ERIC. https://eric.ed.gov/?id=EJ868673

Calderwood, B. (2009). Learning center issues, then and now: An interview with Frank Christ. Journal of Developmental Education, 32(3), 24-27. ERIC. https://files.eric.ed.gov/fulltext/EJ868670.pdf

Caverly, D. C. (2001). Back to the Future: Preparing Students to use Technology in Higher Education to this citation. The Learning Assistance Review, 6(1), 51-59. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/6_1_2.pdf

Christ, F. L. (2000). How do I develop a favorable image for the LAC and how do I publicize the programs and services of the LAC? In F. L. Christ, R. Sheets, & K. Smith (Eds.), Starting up a learning assistance center: Conversations with CRLA members who have been there and done that (pp.93-97). H & H Publishing. Retrieved from LSCHE.

Christ, F. L. (2001, March). Getting involved in online teaching/learning, Learning Center Newsletter. Retrieved from http://www.learningassistance.com/2001/Mar01/index.htm#Management

Christ, F. L. (2001, Winter). Challenging ourselves to achieve accountability, leadership, and recognition. NCLCA Newsletter, 4-5. Retrieved from LSCHE.

Christ, F. L. ( 2002). Academic support. In J. Forest & K. Kinser (Eds.), Higher education in the United States: An encyclopedia (2 Volumes). ABC-CLIO.

Christ, F. L. (2007, July 1). Top ten countdown: Helping eLearners succeed. Campus Technology. Retrieved from https://campustechnology.com/articles/2007/07/helping-elearners-succeed.aspx

Christ, F. L. (2009, October 3). Best and promising ractices for learning support centers [Handout]. Workshop at NCLCA Conference in Golden, CO.

Colvin, J. W. (2007). Peer tutoring and social dynamics in higher education. Mentoring & Tutoring: Partnership in Learning, 15(2), 165-181. https://doi.org/10.1080/13611260601086345

Congos, D. H. (2003). Health checklist for supplemental instruction programs. The Learning Assistance Review, 8(2), 29-45. https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/8_2_1.pdf

Conley, D. (2005). College knowledge: What it really takes for students to succeed and what we can do to get them ready. Wiley/Jossey-Bass.

Craig, A. (2005, Winter). Practitioner’s corner: Learning center advisory boards. NCLCA Newsletter,11.

Dickel, M., & McClure, S. (2001). Mixing it up: Multicultural support and the learning center. The Learning Assistance Review, 6(2), 19-32. https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/6_2_1.pdf

Dorlac, A.L. (2005). Underprepared for the underprepared. NADE Digest, 1(1), 13-18.

Duranczyk, I. M., Goff, E., & Opitz, D. L. (2006). Students experiences in learning centers: Socioeconomic factors, grades, and perceptions of the math center. Journal of College Reading and Learning, 36(2), 39-49. https://doi.org/10.1080/10790195.2006.10850186

Dvorak, J. (2001). The college tutoring experience: A qualitative study. The Learning Assistance Review, 6(2), 33-46. https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/6_2_1.pdf

Dvorak, J. (2004). Managing tutoring aspects of the learning assistance center. Research for Educational Reform, 9(4), 39-51. EBSCO.

Etter, E. R., Burmeister, S. L., & Elder, R. J. (2000). Improving student performance and retention via supplemental instruction. Journal of Accounting Education, 18(4), 355-368. https://doi.org/10.1016/S0748-5751(01)00006-9

Fullmer, P. (2009). The assessment of a tutoring program to meet CAS standards using a SWOT Analysis and Action Plan. Journal of College Reading and Learning, 40(1), 51-76. https://doi.org/10.1080/10790195.2009.10850324

Gibbs, G. (2009, February). Developing students as learners — varied phenomena, varied contexts and a developmental trajectory fo the whole endeavor. Journal of Learning Development in Higher Education, 2000(1), 2-12. Retrieved from https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/30

Goldberg, A., Russell, M., & Cook, A. (2003). The effects of computers on student writing: A meta-analysis of studies from 1992 to 2002. Journal of Technology. Learning, and Assessment, 2(1). Retrieved from https://ejournals.bc.edu/index.php/jtla/issue/view/200

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. https://epubs.scu.edu.au/gcm_pubs/99/

Hendriksen, S. I., Yang, L., Love, B., & Hall, M. C. (2005). Assessing academic support: The effects of tutoring on student learning outcomes. Journal of College Reading and Learning, 35(2), 56-65. https://eric.ed.gov/?id=EJ689654

Higbee, J. L., & Eaton, S. B. (2003). Implementing universal design in learning centers. In J. L. Higbee (Ed.), Curriculum transformation and disability: Implementing universal design in higher education (pp. 231-240). Center for Research in Developmental Education and Urban Literacy, General College, University of Minnesota. https://conservancy.umn.edu/handle/11299/5356

Higbee, J. L., & Goff, E. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education (ED503835). Regents of the University of Minnesota, Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University of Minnesota. ERIC. https://eric.ed.gov/?q=ED503835

Higbee, J. L., MacDonald, L., Van Blerkom, D., Payne, E. M., & Smilkstein, R. (Eds.). (2007). Best practices in college reading and learning. College Reading and Learning Association.

Kane, M. A., & Henderson, F. (2006). Hartnell College’s Academic Learning Center: Recommitting to underrepresented student access and success. Community College Journal of Research & Practice, 30(2), 133-134. https://doi.org/10.1080/10668920500433066

Kostecki, J., & Bers, T. (2008). The effect of tutoring on student success. The Journal of Applied
Research in the Community College, 16(1), 6-12. Ingenta Connect. [Also available from Montezuma Publishing at https://www.montezumapublishing.com/jarcc/aboutjarcc]

Kowalsky, R., & Fresko, B. (2002). Peer tutoring for college students with disabilities. Higher Education Research & Development, 21(3), 259-271. https://doi.org/10.1080/0729436022000020760

Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative. Retrieved from https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

Landsberger, J. (2005). E-learning by design: Academic support centers: Quo vadis.TechTrends, 49(4), 8-11. https://doi.org/10.1007/BF02824105
(An interview with Todd Phillips, Director, Learning Center, East Central College, MO)

Landsberger, J. (2007). E-learning by design: An Interview with Frank Christ. TechTrends, 51(5), 5-10. https://doi.org/10.1007/s11528-007-0060-6

Landsberger, J. (2005). E-learning by design: Teaching Teams: An Interview with Hal Larson and Karen Lutrick.TechTrends, 49(2), 9-13. https://doi.org/10.1007/BF02773964

MacDonald, L. T. (2004). Learning strategies for college learning centers. Research for Educational Reform, 9(4), 52-61. EBSCO.

Maddox, T. (2005). Pursuing persistence: What variables make a difference? Research in Developmental Education, 19(3).

Manalo, E., & Leader, D. (2007). Learning center and statistics department collaboration in improving student performance in introductory statistics. College Student Journal, 41(2). 454-459. Retrieved from https://www.questia.com/library/journal/1G1-163679016/learning-center-and-statistics-department-collaboration

Martinovic, D. (2009). Being an expert mathematics online tutor: what does expertise entail? Mentoring & Tutoring: Partnership in Learning, 17(2), 165-185. https://doi.org/10.1080/13611260902860125
"Recommendations are offered…for the organization of online tutoring environment. It is suggested that best practices must include both pedagogical and tutor training/support considerations."

McCurdy, P. (2005). Will they come back? Getting students to make a return visit to the academic support center. Research and Teaching in Developmental Education, 21(2), 85-86. JSTOR. https://www.jstor.org/stable/42802589

McDade, C. E. (2003). Success breeds success: Jacksonville State University’s Learning Services. European Journal of Behavior Analysis, 4(1-2), 37-44. https://doi.org/10.1080/15021149.2003.11434214

Menke, Reed. (2000). How do I assess the needs of individual students? In F. L. Christ, R. A. Sheets, & K. Smith (Eds.), Starting a Learning Assistance Center: Conversations with CRLA members who have been there and done that! H & H Publishing. Retrieved from LSCHE

Milne, L., Keating, S., & Gabb, R. (2007). Student peer mentoring at Victoria University. Postcompulsory Education Centre, Victoria University. https://www.academia.edu/22209125/Student_Peer_Mentoring_at_Victoria_University

Moore, R. (2006). Do high school behaviors set up developmental education students for failure? The Learning Assistance Review, 11(2),19-32. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/11_2.pdf

Moore, R. (2007). Diverse behaviors, diverse results: A motivation-based model for students’ academic outcomes. In J. Higbee, D. Lundell, & I. Duranczyk (Eds.), Diversity and the postsecondary experience (pp. 129-143). Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University of Minnesota. ERIC. https://eric.ed.gov/?q=ED499036

Norton, J. (2002). Job stress among learning center managers. The Learning Assistance Review, 7(1), 22-36. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/7_1.pdf

Norton, J. (2006). Losing control: Conducting studies with comparison groups. NADE Digest, 2(2). Retrieved from https://thenoss.org/resources/Pictures/Digest/NadeDigestFall06.pdf

Olsen, S. (2004). Marketing academic support services. Research and Teaching in Developmental Education, 21(1), 91-92. JSTOR. https://www.jstor.org/stable/42802573

O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers? In G. O’Neill, S. Moore, & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching. AISHE. Retrieved from https://www.ucd.ie/t4cms/Student%20Centered%20Learning%20Article.pdf

Opitz, D. L., & Hartley, D. A. (2005). Collaborative learning beyond the classroom: The academic resource center. In J. L. Higbee, D. B. Lundell, & D. R. Arendale (Eds.), The General College vision: Integrating intellectual growth, multicultural perspectives, and student development (pp. 395-413). General College and the Center for Research on Developmental Education and Urban Literacy. Retrieved from https://conservancy.umn.edu/handle/11299/5357

Opitz, D. L., & Block, L. S. (2006). Universal learning support design: Maximizing learning beyond the classroom. The Learning Assistance Review, 11(2), 33-45. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/11_2.pdf

Parkinson, M. (2009). The effect of peer assisted learning support (PALS) on performance in mathematics and chemistry. Innovations in Education and Teaching International, 46(4), 381-392. https://doi.org/10.1080/14703290903301784

Percy, A., James, B., Stirling, J., & Walker, R. (2004). Learning advising practice and reform: A perspective from the University of Wollongong, Australia. Research for Educational Reform, 9(4), 22-38. EBSCO.

Perin, D. (2004). Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges. Community College Journal of Research and Practice, 28(7), 559-582. https://doi.org/10.1080/10668920490467224

Price, L., Richardson, J. T. E., & Jelfs, A. (2007). Face‐to‐face versus online tutoring support in distance education. Studies in Higher Education, 32(1), 1-20. https://doi.org/10.1080/03075070601004366

Reichert, C., & Hunter, C. (2006). Tutor selection: A four-tier approach to success. The Learning Assistance Review, 6(1), 27-36. Retrieved from https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/11_1.pdf

Reinheimer, D., & Mann, A. (2000). Gender matching, floor effects, and other tutoring outcomes. Journal of Developmental Education, 24(2), 10-28. JSTOR. https://www.jstor.org/stable/42775733

Rings, S. (2002). From surface learning to deep learning: The challenge for higher education in the 21st century [Sabbatical final report]. Paradise Valley Community College. Retrieved from LSCHE.

Robbins, R., Hodgess, E., Cunningham, M., & Buell, D. (2005). The chimera course and use of the learning center for its emergency hybridization. International Journal of Instructional Technology & Distance Learning, 2(7). Retrieved from http://www.itdl.org/Journal/Jul_05/article02.htm
[References to learning assistance professionals: Boylan, Christ, Sheets, Smith, Karwin, Peterson, Walvekar]

Ryan, M. P. & Glenn, P. A. (2007). What do first-year students need most: Learning strategies instruction or academic socialization. In J. L. Higbee, L. MacDonald, D. Van Blerkom, E. M. Payne, & R. Smilkstein (Eds.), Best practices in college reading and learning (pp. 79-106). College Reading and Learning Association.

Ryan, M. P., & Glenn, P. A. (2004). What do first-year students need most: Learning strategies instruction or academic socialization. Journal of College Reading and Learning, 34(2), 4-28. https://doi.org/10.1080/10790195.2004.10850159

Sax, B. (2002). Brief report: New roles for tutors in an online classroom. Journal of College Reading and Learning, 33(1), 2-66. https://doi.org/10.1080/10790195.2002.10850137

Sheets, R. (2000). How can technology enhance the programs and services of the learning assistance center? In F. L. Christ, R. Sheets, & K. Smith (Eds.), Starting up a learning assistance center: Conversations with CRLA members who have been there and done that (pp.47-50). H & H Publishing. Retrieved from LSCHE.

Shepherd, R. (2005, Fall). Practitioner’s corner: Is your learning center successful? Prove It? NCLCA Newsletter, 5.

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[Original version of the paper available at https://eric.ed.gov/?id=ED105424]
[Also available in condensed form in M. Maxwell (Ed.), From access to success: A book of readings on college developmental education and learning assistance programs (pp. 31-40). H & H Publishing. https://www.hhpublishing.com/ap/_books/professional-resources.html#access]

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"Evaluations of college study-skill courses indicate that improvement in overall grade averages following the courses is of the order of half-letter grade, and these improvements are usually maintained on follow-up" (p. 847).

Ellison, J. W. (1973). The concept of college and university learning resource centers (ED077229). ERIC. https://eric.ed.gov/?q=ED077229

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Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81(2), 173–177. https://doi.org/10.1037/0022-0663.81.2.173

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[Note: This is a brief report about Howard University found in the journal section With the Technicians.]

Hawkins, T. E. (1959). At the college level: A volunteer tutorial system. The Phi Delta Kappan, 40(4), 168-169. JSTOR. https://www.jstor.org/stable/20342208
[Discusses a program at Hampton Institute}

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LC personnel can provide significant help to faculty by demonstrating a focus on boosting student learning. LC staff can function as "instructional consultants" to faculty.

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Hughes, R. B. (1988). The nursing resource center: Facilitating academic success. Journal of Professional Nursing, 4(4), 289-293. https://doi.org/10.1016/S8755-7223(88)80016-4
Describes a Clemson University program to improve retention of nursing students. Program included tutoring, advising, counseling, referral, and media center.

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Kerstiens, G. (1995). A taxonomy of learning support services. In S. Mioduski & G. Enright (Eds.), Proceedings of the 15th and 16th annual institutes for learning assistance professionals (pp. 48-51). Retrieved from the LSCHE Winter Institute Archive.

Kloss, R. J. (1994). A nudge is best: Helping students through the Perry Scheme of intellectual development. College Teaching, 42(4), 151-158. https://doi.org/10.1080/87567555.1994.9926847

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