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by Kathryn McMillan, Learning Centres
in the September 2019 issue
The Seneca Learning Centre is updating its services to offer a broader approach this fall. To serve the largest number of students possible, Learning Centre services will be aligned with specific courses. Large courses will have access to group learning opportunities, like our Supported Learning Groups (Arendale, 1994; Rabitoy et al., 2015) and workshops; courses with lower enrolment will utilize our tutoring services.
The focus is on promoting independent learning strategies for students through foundational support (Topping, 1996; Dawson et al., 2014):
Students who wish to have online tutoring or support for courses outside of the Learning Centre foundational support frameworks have the option of on-demand, fee-for-service tutoring through Tutor Matching Service. This service will only be available to Seneca students: only Seneca students will be able to sign up as tutors, and only Seneca students will be able to search for Seneca tutors. The Learning Centre is facilitating the access to Tutor Matching Service for students; as a result, these private tutors, while Seneca students, are separate from the Learning Centre tutors.
This model, which takes effect in fall 2019, ensures the Learning Centre services are sustainable and focused on the most difficult courses that are foundational to a student’s learning.
For more information, please see the Learning Centre website. If you have questions, please contact Kathryn McMillan, Manager, Learning Centres.
References:
Arendale, D. R. (1994). Understanding the Supplemental Instruction model. In D. C. Martin, & D. R. Arendale (Eds.), Supplemental Instruction: Increasing student achievement and retention. (New Directions in Teaching and Learning, No. 60, pp. 11-21). San Francisco: Jossey-Bass. doi:10.1002/tl.37219946004. 10.1002/tl.37219946004.
Dawson, P., van der Meer, J., Skalicky, J., & Cowley, K. (2014). On the effectiveness of supplemental instruction: A systematic review of supplemental instruction and peer assisted study sessions literature between 2001 and 2010. Review of Educational Research, 84(4), 609-639. https://doi.org/10.3102/0034654314540007.
Rabitoy, E. R., Hoffman, J. L., & Person, D. R. (2015). Supplemental instruction: The effect of demographic and academic preparation variables on community college student academic achievement in STEM-related fields. Journal of Hispanic Higher Education, 14(3), 240–255. https://doi.org/10.1177/1538192714568808.
Topping, K. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321-345. Retrieved from http://www.jstor.org.libaccess.senecacollege.ca/stable/3448075.
View the September 2019 issue of the Academic Newsletter.
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