The Learning Center
West Virginia Wesleyan College provides excellent support programs to students with diagnosed learning disabilities, attention disorders, and other special needs.
The staff of the Learning Center strives to support the college in its mission to help students think critically and creatively, communicate effectively, act responsibly, and to demonstrate local and world citizenship. We guide our students to:
- plan, organize, and set goals based on self-understanding
- become aware of and draw on personal and cognitive strengths
- link current education to long-term goals
- become active and independent learners
- make decisions for healthy and positive outcomes
- continue to develop respect for themselves and others, and
- appreciate the merits of hard work and perseverance.
The Learning Center promotes the academic success of students who are at risk due to diagnosed disabilities, other special needs, and insufficient preparation. In addition, all Wesleyan students are given the opportunity to be supported by instruction in college level learning strategies and through the outreach of the Walk-In Tutoring System. Finally, the Learning Center staff is charged with ensuring College compliance with the Americans with Disabilities Act (ADA) for all students who qualify for this protection.
In addition to serving all students on campus through various academic support initiatives, the structured program for students with learning and attention problems will model excellence in the field. The Learning Center seeks to stay current with research in the disciplines of cognitive psychology and special education to implement best practices. This knowledge will continue to be the foundation for offering a broad range of services, assistance, and guidance to support students with varying levels of need and for delivering individually structured support through the provision of comprehensive yet flexible services.
Summary of Programs
West Virginia Wesleyan College is strongly committed to giving you the outstanding learning support you are looking for. Our resources and facilities are among the most complete in the country. They are designed to serve a broad scope of student needs, ranging from the individually structured assistance, accommodations, and services of our foundational program to our specialized, concentrated support systems. The following programming selections can stand alone or be combined to fit your needs:
- Foundational Program
- Mentor Advantage Program
- Day-Time and Evening Check-In
- Lindamood-Bell® Learning Techniques
- Services for all students on campus
In the Foundational program, professionals who have earned graduate degrees in the fields of Education, Psychology, Educational Psychology, Special Education, Counseling, and Reading work to help each student design strategies for academic success. Students, who enroll in our optional programs on a semester-by-semester basis, will also be served by the Foundational support prior, during, and after enrollment in the fee-based programs.
All qualified students have access to this assistance. The heart of the program is the student relationship with the Comprehensive Advisor. It is from this starting point that components of support are built as the student transitions to and persists at Wesleyan. Our students work with their Comprehensive Advisor to cover the following areas:
- Specialized academic advising
- Preferential preregistration for the first three semesters
- Implementation of accommodations to be used for college classes
- Development of academic, organizational, and self-monitoring strategies
- Discussion of priorities and motivational outlook
- Self-Advocacy and social coaching, as needed
- Assistive Technology Lab with state-of-the-art software
- Test Taking Lab including readers, scribes, and word-processing, as needed
- Note Takers, as needed
- Connection to services within our program support system
- Linkage with campus organizations and offices
The Mentor Advantage Program (MAP) provides an innovative, individualized support developed from research on the transition and persistence of postsecondary students with learning disabilities and from self-regulated learning theory. It is designed to create a bridge to academic regulation in the college environment. The program is composed of the following elements: strategic content tutoring, organizational mentoring, and day-time and evening check-in. The student enrolled in the Mentor Advantage Program will meet with professional tutoring staff several hours each week to organize and carry out coursework preparation. The strategic content tutoring sessions focus on the student learning the content and managing the pace of specific coursework. The organizational strategy sessions will train the student to develop, continue, and adapt overarching plans for the semester. Together, day-time and evening check-in provides enrolled students with structured study times and access to a professional tutor 12.5 hours per day in a specified Learning Center study area. Those interested in participating in this program should contact the Director of the Learning Center.
In the Day-time and Evening Check-In program, a professional tutor will be on duty to provide organizational and academic support between the hours of 8:00 AM and 8:30 PM Monday through Thursday and 8:00 AM and 4:30 PM on Friday in our Mentor Advantage study area while the College is in session. When students sign in to this area, they may:
- Make or revise to-do lists for the day or week
- Get started on school work before the first class
- Work on assignments and readings between classes
- Review for quizzes and tests
Students may sign up for this program on a semester-by-semester basis, in keeping with our usual advising process.
West Virginia Wesleyan College has the unusual capability of providing clinical language processing intervention by using the Lindamood-Bell® Learning approach with a concentrated focus on the needs of the post-secondary student population. Our professional staff members teach within the context of multisensory structured language education. Wesleyan’s Learning Center has used the instructional techniques of Lindamood-Bell® to help students improve their language processing since 1992. Test scores and enhanced academic performance have validated a record of success with our students. Clinical instruction in phonemic awareness, comprehension skills, and application to course work has provided a foundation for making the necessary transition from high school courses to a college level curriculum. Pre-testing results determine instructional placement. The initial phase of instruction consists of daily one-on-one clinical sessions. Post-testing is completed at significant points during the student’s enrollment. The advanced phase provides instruction in strategies applicable to specific courses within each student’s academic program. Those interested in receiving instruction in this technique should contact the Director of the Learning Center.
Our students continue and/or taper down the number of hours enrolled in the optional programs as they progress through Wesleyan’s curriculum.
To reach all campus students who are interested in enhancing their academic performance, the Learning Center offers individual conferencing and small group classes in which individuals are encouraged to target and correct problems that interfere with academic functioning and to use cognitive strengths to deepen their learning process. All Wesleyan students have access to class instruction and individual guidance from a Learning Center staff member, may participate in the Walk-In Peer Tutoring Program, and use computer software programs to broaden skills in research, writing, reading, vocabulary development, and study techniques.The College Study Strategies class (COLL-104) is designed to assist with the academic adjustment to the college setting. Comprehensive Advisors provide conferencing to help students systematically prepare for graduate school entrance examinations. Students may sign up for a meeting to request support in planning out practice tests, analyzing mistakes, and designing a study plan for subsequent practice tests.
Finally, the staff of the Learning Center oversees the provision of services and accommodations for all campus students with diagnosed disabilities. Students who believe they may need disability-related accommodations should contact the Director of the Learning Center for more detailed information about procedures for receiving appropriate adjustments.
Learning Center Outcomes
Study Strategy Gains
Students enrolling in the College Study Strategies class will report improved knowledge and skills for college level study.
Walk-In Tutoring Satisfaction
Students attending Walk-In Tutoring will express satisfaction with assistance given during the tutoring session, direction and purpose given for future study, and the tutor’s helping attitude.
Student Satisfaction with Services
Students enrolled in the structured support program for students with learning disabilities will express satisfaction with the support and services set up to provide academic assistance and accommodations.
Academic “good standing”
Students enrolled in the structured support program for students with learning disabilities will maintain a cumulative GPA of 2.0 or better.
Language Processing Gains
Students enrolled in the Learning Center program using Lindamood-Bell®* methods will improve their ability to decode and encode written symbols and improve their receptive and expressive oral and written language comprehension.
Mentor Advantage Satisfaction/Effectiveness
Students enrolled in one-to-one professional mentoring through the Learning Center’s Mentor Advantage Program will report satisfaction with the support received in guiding future study outside of the mentoring session, in developing and strengthening a repertoire of academic strategies, and in organizing coursework by forming a systemized approach that works for the student (an academic work plan, strategies to complete coursework, and an individualized system to stay organized).
* Lindamood-Bell ®, LiPS ®, V/V ®, Lindamood Phoneme Sequencing ®, Visualizing and Verbalizing for Language Comprehension and Thinking ®, and SI ® are trademarks of Lindamood-Bell Learning Processes (http://www.lindamoodbell.com). Lindamood-Bell in no way guarantees the quality of the materials or services that may be supplied by West Virginia Wesleyan College. West Virginia Wesleyan College is not affiliated with, certified, endorsed, licensed, monitored or sponsored by Lindamood-Bell, Nanci Bell, Phyllis Lindamood, or Pat Lindamood.