CLADEA Brochure
Purposes of CLADEA
- Coordinate the work of its members,
- Promote collaboration among its members,
- Serve as a forum for effective communication among its members,
- Provide leadership on policy development in postsecondary education,
- Recognize outstanding contributions to the field of postsecondary learning assistance and developmental education,
- Encourage the development of new professionals and future leaders in the field,
- Endorse standards of practice and professional ethics, and
- Advocate for professional development and research in the field.
CLADEA Inclusivity Statement
CLADEA’s mission is to provide leadership and a unified voice for postsecondary learning assistance and developmental education. We affirm the essential role that diversity, equity, and inclusion (DEI) play in advancing educational opportunity and student success. We recognize that the students and professionals we serve represent a wide range of identities, lived experiences, and perspectives. It is through this diversity that our field grows stronger, more innovative, and more responsive to the complex needs of today’s learners.
We champion policies that align with best practices for student success, including those that provide a sense of belongingness, equitable access to resources, improved mental health and well-being, diverse perspectives, a discrimination-free environment, and a reduction of barriers caused by systemic inequities in education. While we recognize that institutions operate in diverse political and legal contexts, we urge all educational leaders to remain steadfast in their commitment to equity and student success.
As national and international member organizations dedicated to student learning, we must continue to lead with integrity, cultural humility, and courage. CLADEA will persist in advocating for inclusive policies and preparing professionals to meet the needs of all students, including those who have been historically underserved. We will continue to offer professional development, public statements, and partnerships that reinforce these values.
History of CLADEA
CLADEA Members
Members of the Council are professional organizations concerned with postsecondary learning assistance or developmental education. See the CLADEA By-Laws and Policies and Procedures for applying for membership. Currently the Council comprises six members:
ACTLA
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.
ACTP
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.
CRLA
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.
ICLCA
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.
ICSI
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.
Council of Learning Assistance and Developmental Education Associations
Providing leadership and a unified voice advancing the profession of postsecondary learning assistance and developmental education.
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