Unpublished Lessons Learned

Authors

  • Lindley Workman Alyea Student Learning Assistance Center, Texas State University

DOI:

https://doi.org/10.58997/6.2sc2

Abstract

Learning with and from others profoundly impacts my past and present as both student and professional, defining my personal philosophy of learning assistance. As an undergraduate, I believed myself to be a student who led study groups, not one who sought them for my own gain. As a senior, I served as a Supplemental Instructor (SI), stumbling into an SI graduate assistantship when I mentioned starting a master’s program in English Literature and job hunting to my then supervisor. Oblivious to the impact of the collaborative experience at the time, I became fully conscious of it when I needed help passing my master’s comprehensive exam.

Author Biography

  • Lindley Workman Alyea, Student Learning Assistance Center, Texas State University

    is director of the Student Learning Assistance Center (SLAC) at Texas State University. Lindley recently received the Level IV (Lifetime) designation from ICLCA’s Learning Center Leadership program and has more than twenty years of experience in learning assistance center management with primary expertise in Supplemental Instruction. She is actively involved as an SI Associate with the International Center for Supplemental Instruction, is a frequent presenter at state, national, and international professional conferences, and teaches University Seminar courses in addition to being a faculty mentor.

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Published

2024-05-31

Issue

Vol. 6 No. 2 (2024): Journal of College Academic Support Programs: Summer 2024

Section

Special Contribution

License

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Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

How to Cite

Unpublished Lessons Learned. (2024). Journal of College Academic Support Programs, 6(2), 48–49. https://doi.org/10.58997/6.2sc2