- Peer Tutoring
- Online Tutoring
- Audio-Visual Materials
- Assessment Tests & Inventories
- Academic Counseling
- Computer Lab
STUDY GROUPS OBJECTIVES
- Integrate review of course content with study skills and learning strategies.
- Increase student skills in comprehension, analysis, critical thinking, and problem solving.
- Demonstrate the positive effects of combining academics and socialization.
- Increase retention and success of students in specific courses.
HOW STUDY GROUPS WORK
One-hour study group sessions are held once a week throughout the semester. Some facilitators also hold extra sessions before exams. The primary function of study groups is to connect course content with study strategies. In study groups students connect how-to-study with what-to-study.
Students are expected to:
- attend most scheduled sessions
- contribute ideas to support or dispute
- prepare for each session
- prepare possible test questions to stimulate discussion
- share notes and chapter outlines with other members in the group
Group facilitators are expected to:
- meet with the professor regularly throughout the semester to gain insight into possible strategies for the study group
- meet with the group at all scheduled sessions
- help the group stay on target as opposed to running the group
- challenge concrete thinking to increase the group's ability to compare, contrast and analyze
- conduct open-ended discussions and debates designed to promote understanding and insight
- Students learn how to study. The facilitator will introduce study strategies or reinforce familiar ones.
- Students apply study strategies to the course content itself. The facilitator focuses on skills that are highly relevant to the course. Participants apply new skills during the session.
Although study groups have many strengths, three stand out:
- students are involved in their own learning as well as the learning of their peers.
- it is a great way to find and select a study partner and socialize with peers.
- study groups are available throughout the semester.
Facilitators are selected and trained by the program director, however, instructor input is welcome in the selection process. The peer facilitators guide study sessions but expect students to be actively involved in the learning process. The facilitator's chief purpose is to promote independent learning.
Job qualifications for these student leaders are the following:
- Must have taken the course and have received a "B" or better prior to leading the group OR must be registered in the class and have an overall GPA of no less than 3.0 or greater.
- Demonstrate competence in several subjects and practice overall good study habits.
- Must be sensitive to many learning styles.
- Must be very dependable and stable person who can work creatively and independently.
- Must be recommended by a key faculty member or the department chairman.
- Must possess good interpersonal communication skills and ease in relating to people from varying educational, cultural, and social backgrounds.
STUDY GROUPS CAN MAKE A DIFFERENCE
Research suggests higher academic success among those who study in small groups. Our statistics from previous semesters clearly support this research.
For every course study groups were offered in, the percentage of students passing with a "C" or better was substantially higher among those who actively participated in a group than among those who were not involved in a study group.
WHAT STUDENTS SAY ABOUT STUDY GROUPS
New groups may be formed as interest is demonstrated. Call the Center at 641-4225 if you are interested in participating in a study group.
Tutors are available for many departments. On a walk-in first come first served basis. Students are encouraged to participate in study groups when they are available. Although appointments are not necessary they are encouraged to ensure priority.
- Attend class regularly.
- Read and attempt assignments on own before tutoring session.
- Come prepared with specific questions.
- Bring textbook and notes.
The Math Department handles most of their own tutoring in D-330 for higher level classes. However, tutoring for lower level math classes are available at the KLC.
Come to our Academic Success Skills Workshops held at Kissinger Learning Center on Wednesdays and Thursdays from 2 p.m. to 3 p.m. as scheduled. Reservations are not necessary. For more information, please visit the workshop schedule.
Students who attend the entire series actually receive a mini-course in learning strategies.
If the workshop days and times do not fit well with your schedule, you may want to use our audiovisual materials. Handouts are also available.
* Plan your own workshop: If you would like to plan your own workshop, you can borrow our videos and sample handouts to plan a workshop for your residence hall or social club. Using the video along with a panel of experienced students is an exceptional way to answer questions and offer help in an informal setting. Or schedule a workshop with the Director of the KLC by calling (765) 641-4225.
___ Word Processing w. spell & grammar check
___ Microsoft Word
___ GRE Power Prep--General & Math
___ How to Improve Your Listening
___ How to Take Notes Using Your Whole Brain
___ How to Study Your Textbook (3 tapes with booklet)
___ How to Ace Tests
___ How to Reduce Test Anxiety
___ Effective Reading/15 Memory Techniques
___ Mega Memory (16 lessons with booklet)
___ Critical Thinking
___ 7 Habits of Highly Effective People
___ Turning Obstacles into Opportunities (4 tapes)
___ Becoming a Master Student
___ 1 First Step/Time ___ 4 Creating/Relationships
___ 2 Memory/Reading ___ 5 Health/Money
___ 3 Notes/Tests ___ 6 Resources/What Next
___ Academic Survival Tips for Student Athletes
___ 1 Time Management
___ 2 The Academic Game Plan
___ 3 Listening
___ 4 Note taking
___ 5 Passing Tests
___ 6 Life After Sports
___ Making A's in College (2 videos with handbook)
Part I--Procrastination, Organize, Time, Concentration, Memory, Notes
Part II--Reading, Study, Memory, Tests, Test Anxiety
___ This Way to an A: Effective Study Skills
___ Where There's a Will, There's an A
___ Test-taking without Fear
___ Improving Your Self-Esteem
___ Stress Management
___ Transitions to Postsecondary Learning
Academic Success Skills Series
___ Lecture Note taking
___ Unraveling the Textbook Maze
___ Increasing Reading Efficiency: Rate and Comprehension
___ Time Management
___ How Do I Know What to Study?
___ Guidelines for Taking a Multiple-Choice Exam
___How Do I Show What I Know?
___ Staying Focused: Improve Your Motivation and Concentration
Becoming a Master Student Power Processes
___ PP#2--Be Here Now
___ PP#3--Love Your Problems, Experience Your Barriers
___ PP#5--You Create It All
___ PP#11--Find a Bigger Problem
TEXTBOOK STUDY GUIDES & RESOURCES
___ ACCT 2010--Principles of Accounting (software)
___ MATH 1000--Basic Algebra (Chapt. 1-9 videos)
___ POSC 2100--The Challenge of Democracy (software)
ASSESSMENT TESTS & INVENTORIES
SKILLS INVENTORIES -- Each inventory listed below lists 20-27 items that are at the heart of developing the desired habit or skill. Students rate themselves on each item to determine steps they could take to benefit themselves in each of the following areas:
Scheduling and Managing Time
Listening and Taking Notes
Reading Textbooks & Study Improvement
Concentrating and Building a Strong Memory
Preparing For and Taking Exams
Organizing and Writing Papers & Reports
THE MULTIPLE INTELLIGENCES SURVEY (MIS) -- Robert M. Sherfield, PhD 1999, 2002, and 2005. Based on frames of mind by Howard Gardner, this survey helps to identify where some areas of strength may be. Identifying strengths allows one to utilize them to improve study strategies. An additional component offers suggestions for enhancing weak areas.
THE LEARNING EVALUATION AND ASSESSMENT DIRECTORY (LEAD)-- Robert M. Sherfield, PhD 1999, 2002, and 2005. Based on research by Rita Dunn, every individual is a combination of three Learning Styles, according to the Learning Style Theory. These styles are Visual, Auditory, and Kinesthetic. Determining which of these styles is the strongest, etc., can help determine an individuals best method for learning.
THE PERSONALITY ASSESSMENT PROFILE (PAP)-- Robert M. Sherfield, PhD 1999, 2002, and 2005. Based on Myers-Briggs Type Indicator. Although not one personality type is either better or worse than another, personality does affect how information is processed and absorbed. Therefore, determining personality type is a key factor in developing good learning strategies.
A combination of all three assessments (MIS, LEAD, and PAP) is utilized to help students determine their own personal methods of learning which in turn helps them to develop appropriate strategies for learning.
The Kissinger Learning Center offers individual counseling to help students improve their academic performance. Topics often addressed during these appointments are time management, reading comprehension, procrastination, motivation, and learning strategies enhancement.
Students may drop in or make an appointment.
- 5 pentium computers
- Novell network with access to personal network drive plus student-shared drive and access to e-mail and Internet
Students who correctly login to the Novell network have $1.50 of free printing. Once the print account balance reaches 3 cents, money can be deposited with a lab assistant in Decker 45/46 or Nicholson Library lab. The cost of printing is 3 cents per page and is deducted from the print account balance each time a page is printed. Refer to the ITS.anderson.edu for more information on campus computer labs.