The Learning Assistance Review

As an official publication of the International College Learning Center Association (ICLCA), 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 ICLCA members.

ICLCA 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.

The journal is published four 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.