The mission of the Association of Colleges for Tutoring and Learning Assistance (ACTLA) is to advance excellence within our discipline and practice. Through professional development, certification, and dialogue, we foster and promote racial and socioeconomic equity in student achievement. We recognize the critical role of tutoring and learning assistance programs in disrupting and transforming inequitable practices and educational systems.

The historic and systemic nature of educational inequity has created economic and psycho-social barriers for our students. We are committed to ensuring equitable access and inclusive practices regardless of race, gender, socioeconomic class, age, ability, religion, sexual orientation, national origin, and individual expression and experience.

Our work facilitates student empowerment, restorative justice, and the transfer of cultural knowledge within our global communities.

The Association for the Coaching and Tutoring Profession provides a communication platform linking academic coaches, coaching supervisors, tutors, tutor coordinators, and administrators who are committed to the development of a successful learner.

The mission of the College Reading and Learning Association is to provide college reading and learning professionals with an open forum to discover and exchange the leading tools and techniques to enhance student academic success.

The mission of the International College Learning Center Association is to support learning assistance professionals as they develop and maintain learning centers, programs, and services to enhance student learning at the post-secondary level.

WHAT IS SUPPLEMENTAL INSTRUCTION?

Supplemental Instruction (SI), created at the University of Missouri-Kansas City, is a non-remedial approach to learning that supports students toward academic success by integrating “what to learn” with “how to learn.” SI consists of regularly scheduled, voluntary, out-of-class group study sessions driven by students’ needs. Sessions are facilitated by trained peer leaders who utilize collaborative activities to ensure peer-to-peer interaction in small groups. SI is implemented in high-risk courses in consultation with academic staff and is supported and evaluated by a trained supervisor.