the learning assistance review

As an official publication of the National College Learning Center Association (NCLCA), The Learning Assistance Review (TLAR) seeks to foster communication among higher education learning center professionals. Its audience includes learning center administrators, teaching staff, professional or student worker tutors, consultants, mentors, faculty members, and administrators interested in improving post-secondary students' learning skills. TLAR is available free of charge to all NCLCA members.

NCLCA defines a learning center at higher education institutions as interactive, academic spaces that reinforce and extend student learning in physical and virtual environments. A variety of comprehensive support services and programs are offered in these environments 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 trained student educators, learning centers are designed to reinforce the holistic academic growth of students by fostering critical thinking, metacognitive development, and personal academic success.

TLAR aims to publish scholarly articles and reviews that address issues of interest to a broad range of academic professionals. Primary consideration will be given to program design and evaluation articles, classroom-based research, applying theory and research to practice, innovative teaching strategies, student assessment, and other topics that bridge the gaps within our diverse and growing profession.

The journal is published three times a year. All submissions are subject to a masked, double-blind review process. Administrators use their published work to continue the growth and development of the learning commons space on campus. In contrast, faculty may use their publications toward promotion and tenure at institutions where student success initiatives are rewarded as part of the process.

The Learning Assistance Review publishes scholarly articles and reviews that address issues of interest to learning center professionals interested in improving the learning skills of post-secondary students. Primary consideration will be given to program design and evaluation articles, classroom-based research, applying theory and research to practice, innovative teaching and tutoring strategies, student assessment, and other topics that bridge gaps within our diverse profession. Its audience includes administrators, teaching staff, faculty, and tutors.

  Full submission guidelines PDF