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About The Center

The Learning Center provides academic support to currently registered, full or part time Northampton Community College students. Tutoring services include individual and group subject tutoring, math/computer walk-in, and individualized reading and writing appointments. The Learning Center also provides educational software and a variety of special projects aimed at enhancing traditional methods of instruction. All services are offered free of charge. The goals of the Learning Center are

• To develop a comprehensive academic assistance program designed to provide the skills and foster the motivation needed by students to succeed and graduate.
• To help students meet the academic demands of college-level course work.
• To help students attain their academic potential.
• To help students develop self-awareness, self-direction, and self-confidence.
• To strengthen interpersonal relations and an understanding of academic commitment shared by students, faculty, and support staff.

 The underlying philosophy of the Learning Center is a belief in fostering independent learning, and the tutorial program strives to help students develop their capacity to take responsibility for their own learning strategies and educational goals.

Some Facts about the Center

• In the academic year 2005-06, over 2000 students visited the Learning Center.
• Students received tutoring in 245 different courses taught by over 320 instructors.
• Tutored students passed their courses at a higher rate (75%) than non-tutored students (70%) in Fall 2005.
• 80% of tutored students re-enrolled from fall '05 to spring '06 compared to 69% of non-tutored students.
• More than 98% of students surveyed would recommend tutoring to other students.
• All new peer, paraprofessional, and professional tutors at the Learning Center participate in a minimum of ten hours of tutor training during their first year of employment as part of the College Reading and Learning Association (CRLA) Tutor Certification Program.
• Returning tutors participate in three hours of refresher training every academic year. Six tutors have earned Level III Master Tutor Certification and can now train and mentor other tutors.
• Faculty and staff participation in tutor training and program evaluation is highly valued, and we try to involve faculty and staff in discussions that address student learning and tutoring concerns. For example, math faculty have met with math tutors to discuss the new problem-based math curriculum and the challenges it will bring for instructors and tutors. English faculty joined with the writing tutors over lunch to address common writing issues.
• Throughout the semester we send reports to faculty on their tutored students' progress, and at the end of the semester we report on students' participation and achievement by course or area.