Phone: (269) 471-6096
Fax: (269) 471-8407
Student Success Center
Nethery Hall Suite 100,
Andrews University
Berrien Springs, MI
49104-0080
 

Tutoring

Individual Tutoring

One-on-one tutoring is offered for undergraduate students as a class (GNST091 - Academic Tutorial Support) through the Student Success Center for on-campus students.  Students can register for 1-4 credits per semester with a maximum of 8 credits during their undergraduate experience.  Registration is open throughout the semester. There is NO late registration fee.  

Students must sign up for tutoring in the Student Success Center, Nethery Hall 100.  

Starting in Fall Semester 2013 Academic Tutorial Support (GNST091) is listed as a Developmental class and will not be listed on final transcripts. GNST091 credit will not be counted towards the 124 credits which is the minimum needed by undergraduate students to graduate. 

GNST091 will be counted in the total credits a student is taking in a given semester and will show on the iVue University Academic Record as Developmental credits not as Undergraduate credits. 

 

Please note:

To be eligible to enroll for tutoring at no extra cost a student must be a full-time student taking between 12 and 15 credits. 

One credit of GNST091 gives a student two 50-minutes sessions of tutoring per week.
 

Group  Tutoring

Group tutoring is no longer offered through Student Success.  Check with professors to see if group tutoring is available for specific classes.  


Benefits of Peer Tutoring
      "There are several benefits for teachers, students and students being tutored, in using peer tutorial programs. Studies have been done to support the claim that many students may feel more at ease, and thus can concentrate better on the subject matter, with a peer tutor rather than a professional teacher or consultant (Ehly et. al. 21). Other studies have found that peer tutors help themselves increase their own understanding of the subject matter they tutor students in/on, which boosts confidence and can carry over to their desire to learn other subjects (Ehly et. al. 21). So we can see that peer tutoring is mutually beneficial; both the student and tutor stand to gain something. And, of course, peer tutoring is also beneficial to teachers who may not have the time to spend with each of their students one-on-one."
History of Tutoring

The first recorded use of an organized, systematic peer tutorial learning project in the Western World didn't come about until the late 1700's. Arising from school budget woes in the late 18th and early 19th centuries, peer tutoring became an effective way of giving underprivileged (at this time, sadly, only male) children a reasonable shot at an education. The first systematic approach to peer tutoring is credited to Andrew Bell, who was the superintendent of the Military Male Asylum at Egmore, in England (Goodlad et. al. 23). When Bell took the reins at this institution, the asylum was run as  a school for boys whose fathers had been killed during wartime. Bell transformed the asylum into more of an official school.

(For more information on the benefits and history of peer tutoring see Brendan Debkowski article.)
 

 
Andrews University is a Seventh-day Adventist institution of higher education
Phone: 1-800-253-2874   E-mail: enroll@andrews.edu
Copyright © 2014 Andrews University
Berrien Springs, Michigan 49104