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Establishing a centralized learning assistance program to systematically address the academic challenges of all students was the first priority of the Academic Achievement Center (AAC) at Bridgewater State College when it was formed in 2001. This new, open, bright, comfortable, and inviting place has truly become the heart of the campus, for it is here that abundant human and material resources are available to support all students. In this learning environment, students can access services in advising, testing, disabilities resources, study, research, writing, communication, mathematics, adaptive technology, tutoring, and English as a second language. Primary responsibility for learning assistance lives with faculty directors who plan how to place meaningful assistance in the path of all students. This article describes the challenges and rewards in establishing and sustaining campus commitment to centralized learning assistance programs as well as some of the exciting opportunities for collaborative innovation on learning assistance that have resulted from such a commitment at Bridgewater State College. An additional discussion focuses on the administrative strategies that support this successful model, and the profound professional opportunities presented to faculty, graduate students, undergraduate student staff, and professional staff through this model. Besides the various services provided at the AAC, systemic delivery of learning assistance is meshed through academic courses for at-risk, first-year students. A description and analysis of quantitative and qualitative data point out the observed trends of student persistence and academic standing for each cohort that has benefited from this comprehensive model.

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Bukowiecki, E., Miskelly, S., AuCoin, A., Burgiel, H., Evans, K., Farrar, R., Stakhnevich, J., Viveiros, S. (2009). A Center for Academic Achievement: How Innovative Collaborations Between Faculty and Learning Center Administrators Built Model, Credit-Bearing, First-Year Courses with Embedded Support for At-Risk Students. International Journal of Learning, 15(11), 65-77.

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