Welcome to The Learning Commons: Faculty FAQ

The Learning Commons welcomes all learners, teaching them to be more effective and engaged scholars.

A:The Learning Commons welcomes all learners, teaching them to be more effective and engaged scholars.

What we do: We help students develop strategies for more effective and efficient learning across the curriculum and throughout their lives. We provide academic support for all students, including Early College, CCE, alumni, traditional, honors, under-prepared, students with special needs, students on academic probation, and those doing creative writing, advanced course work, or senior theses. We aim to make all of our materials and services accessible. Please inform staff of accessibility barriers you encounter, and request accommodations that will make activities and information resources accessible to you. We offer individualized professional tutoring as well as work with trained student tutors..

A: A full-time director, one full-time professional tutor, and a group of faculty, staff, and students who come from departments across campus. In the Student Tutoring Service (STS), Guilford students and alums who excel in classes and are recommended by faculty, work with their peers to share strategies for academic success in specific courses. Tutors work with their fellow students to unpack issues that are impeding progress in the course. They coach the students to understand their learning style and course concepts, to try new strategies for learning and to think about their thinking, applying metacognition.

Tutors learn the pedagogy of tutoring through the LC’s tutor training program, which is certified through the College Reading and Learning Association. Tutors are paid for 10 training hours, and when training is complete, they are awarded certification and a pay raise.

In addition to certification, tutors also benefit from the ability to set their own schedules and fill an important leadership role in the academic lives of their peers.

Please note that the number of tutoring hours depends upon demand per course. Some tutors receive more requests for assistance than they can fill, while others may receive very few requests. If you have high demand, you may pair or group students dependent upon their comfort level working with others. You are encouraged to let your professors know that you are a tutor and that you welcome referrals.

A:

  • Add a description of Learning Common services and your view of them to your syllabus. Feel free to copy the following paragraph:

    The Learning Commons offers free, one-on-one assistance with all aspects of writing at any stage in the writing process. The Learning Commons are located on the second floor of the library. Professional tutors devote time to help you work on your drafts as well as to deal with specific writing problems. The LC is a place that even honors-thesis students go to for extra coaching and learning and I guarantee that your writing will improve with consistent visits there. To make the best use of your time, please bring a copy of your assignment with you. The Learning Commons will not proofread papers or talk with you about grades. Many students find visits to the Learning Commons well worth their time.For the LC schedule or for more information, visit: guilford.edu/academics/learning_commons

  • Bring your class on a tour of the Learning Commons at the beginning or end of your class, or invite one of our staff to visit your class. We can give a 5-10 minute overview of our services and answer questions. Use the "Request Our Services" link in the Workshops page to request a visit.
  • Make an appointment for yourself to experience our services firsthand.
  • Remind students that they can request that you receive session summaries via email or fill-out an Appointment Verification Form each time they visit the LC.
  • Help students make their first appointment with us or walk them over to the Learning Commons as a "field trip.".
  • Describe your own writing process, including when and why you seek feedback from others.
  • Distribute the LC Semester-at-a-Glance Calendar to your students on the first day of class. This calendar maps the whole semester out on one page and is a valuable planning tool for major assignments and general academic life.

A: Yes. You are welcome to request a consultation with one of our staff via the "Request Our Services" link under "Workshops."

A: No. While we support your efforts to encourage students to examine and improve their writing skills, we cannot support required visits to the Commons. This policy derives from both practical and pedagogical reasons that are related to the demand of our services exceeding the supply of appointments, as well as past experience teaching us that students who aren't genuinely invested in their work, don't learn well. A student only making the appointment to "get the credit" isn't using the services to gain knowledge about ways to be a better writer but instead, only to get points on the assignment.

A:

  • Request a Learning Commons visit
  • Promote Learning Commons services to the whole class.
  • Talk with our staff about your writing assignments and ways to improve students' responses to them.

A: Yes. Many students do.

A: Yes. Students may make a group appointment if they are working on a group assignment.

A: Yes; however, for take-home exams we require written permission from you, their instructor, (either an email or brief note) so that students can receive feedback from a Learning Commons tutor.

A: No. We do not provide editing or proofreading services, and students may not drop off a paper and pick it up later with corrections. We can, however, teach students to edit and proofread their own work more effectively. Don’t expect them to turn in a flawless paper after a visit here; our goal is to help them increase their skills and knowledge, so there’s a limit to the number of different concerns we can discuss in a single session.

A: No. Students do not need to have a completed draft before they make or attend an appointment. They do not even need to have started writing. Encourage students to make and keep appointments regardless of how far along they are in the assignment.