Resources for Learning Center Professionals

Below are a few key resources we encourage you to consider as you advance in your career as a learning center professional.

Additional resources are available for members. These resources are contributions from other Texas learning centers that offer collective wisdom and innovative ideas for learning center programming.

Not a member? Join now!

NCLCA

The National College Learning Center Association (NCLCA) is an organization of professionals dedicated to promoting excellence among learning center personnel.

SI Accreditation

The accreditation initiative sets out key components of Supplemental Instruction that programs across the United States must be doing in order to qualify to be an accredited SI program.

Leadership Certification

This certification provides validation of individuals' expertise in the field of learning assistance through external and objective review.

The Council of Learning Assistance and Developmental Education Associations fosters mutual support among national and international organizations dedicated to postsecondary learning assistance or developmental education.

CRLA

The College Reading and Learning Association (CRLA) is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and peer educating at the college/adult level.

Article Spotlight

Learning Centers & Academic Support

Armstrong, S. L., Lampi, J. P., LeBlanc, R., & Bartelt, A. (2025). An Invitation for Learning Assistance Professionals: Ten Recommendations for Supporting Students' Reading. Learning Assistance Review (TLAR), 29(3).
Fallon, E. (2025). Applying strategic planning to college learning center management. Learning Assistance Review (TLAR), 29(3).
Wiatr, J. (2024). Collaboration between learning centers and campus support services encourages degree attainment post-COVID. Learning Assistance Review (TLAR), 28(3).
Arendale, D. R. (2023). 2023 Course-Based Learning Assistance: Best Practice Guide for Academic Support Program Design and Improvement.
Giblin, J., & Jacobson, J. (2024). Learning Center Administrator Competencies. Learning Assistance Review (TLAR), 29(1).
Voisin, L. E., Phillips, C., & Afonso, V. M. (2023). Academic-support environment impacts learner affect in higher education. Student Success, 14(1), 47-59.
Hoyt, J. E. (2023). Student connections: The critical role of student affairs and academic support services in retention efforts. Journal of College Student Retention: Research, Theory & Practice, 25(3), 480-491.
Perez, H. L., & Sabato, E. (2023). Student support services: Perceptions and recommendations for the next generation. Journal of dental education, 87(10), 1419-1426.
Leaper, S. E. (2024). Academic Libraries and Co-Located Academic Support Services: A Collective Case Study of Students’ Perceptions (Doctoral dissertation).
Duthoy, J. S. (2024). Redesigning Success Centers for Students of Color: A Case Study on Initiating and Sustaining Change. University of California, Los Angeles.
Arendale, D. R. (2023). Essential glossary for increasing postsecondary student success: Administrators, faculty, staff, and policymakers.

Tutor and Coach Development

Herinek, D., Woodward-Kron, R., & Ewers, M. (2024). “Between formulas and freestyle”–a qualitative analysis of peer tutor preparation and its impact on peer relations. BMC Medical Education, 24(1), 1173.
Syahrial, A. (2024). Facilitating Tutor Collaborative Online Learning through Guided Instructional Design: Educational Design Research. Learning Assistance Review (TLAR), 29(1).
Campbell, A. L., & Mogashana, D. (2024). Assessing the effectiveness of academic coaching interventions for student success in higher education: A systematic review. Innovations in Education and Teaching International, 1-23.
Howlett, M. A., & Rademacher, K. (2023). Academic coaching: Coaching college students for success. Routledge.
Rodríguez Fuentes, A., Navarro Rincón, A., Carrillo López, M. J., & Isla Navarro, L. (2023). University coaching experience and academic performance. Education Sciences, 13(3), 248.
Kumlu, G. D. Y., & Yürük, N. (2023). Investigation of cognitive and metacognitive strategies used by pre-service science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research, 10(1), 1-24.
Nasiri Garme Cheshme, M. R., Fathi, M., & Javidpour, M. (2024). The effectiveness of teaching cognitive-metacognitive strategies on the motivation to progress and academic vitality of students with learning disabilities. Journal of Learning Disabilities, 13(2), 75-87.
Batista, F. C., & Troughton, T. (2024). Seeking International Tutor Training Certification During COVID. SKRIB, (1).
Rodríguez Fuentes, A., Navarro Rincón, A., Carrillo López, M. J., & Isla Navarro, L. (2023). University coaching experience and academic performance. Education Sciences, 13(3), 248.
Canaan, S., Fischer, S., Mouganie, P., & Schnorr, G. C. (2023). Keep Me In, Coach: The short-and long-term effects of targeted academic coaching (No. 60). Working Paper Series.
Saunders, A. F., Wakeman, S., Cerrato, B., & Johnson, H. (2024). Professional development with ongoing coaching: A model for improving educators’ implementation of evidence-based practices. TEACHING Exceptional Children, 56(6), 430-439.

Assessment & Data Use

Sawhney, S., Gupta, A., Nanda, A., & Gupta, A. (2025). Assessing the Impact of Teaching Learning Centers on Faculty Preparedness and Empowerment. Journal of Engineering Education Transformations, 420-427.
Hines, S., & Ford, C. (2024). Designing and Implementing Program Evaluation for Teaching and Learning Centers: An Evidence-based Model. Taylor & Francis.
Sussman-Dawson, K. J. (2023). The Effect of Learning Centers on Academic Outcomes in Virtual Learning During the SARS-CoV-2 Pandemic (Doctoral dissertation, University of Missouri-Columbia).
Alam, G. M., & Forhad, M. A. R. (2025). Impact of private tutoring for university admission and subsequently on students' academic results. Journal of Applied Research in Higher Education, 17(1), 75-91.
Zhang, C., Sun, N., Jiang, Y., Liu, H., & Huang, Q. (2024). The Impact of Peer Tutoring Programs on Students’ Academic Performance in Higher Education: A Meta-analysis. The Asia-Pacific Education Researcher, 1-12.
Burton, T. R., & Guessous, K. Measuring the Impact of Remote Tutoring on Academic Achievement and Retention in Community Colleges.
Schell, B. T. (2024). The Impact of Student Success Rates When Mandatory Tutoring is Applied to a First-Semester Barrier Course in Writing at a Two-Year Community College (Doctoral dissertation, Western University).
Carlana, M., & La Ferrara, E. (2024). Apart but connected: Online tutoring, cognitive outcomes, and soft skills (No. w32272). National Bureau of Economic Research.