Academic Coaching & Tutoring

Achieve More with an Academic Success Coach

In addition to our Academic Support programs, including peer, writing, and organizational tutoring, students also can work with an academic success coach on a weekly, bi-weekly, or one-off basis. The academic success coaches are professional staff members who mentor students by designing and implementing an individualized plan for academic success.

To schedule a meeting, you can send an email to and simply say that you want to schedule an academic coaching appointment. One of our coaches will reply within 24 hours. You can also stop by between 8 a.m. and 4:30 p.m., Monday through Friday, and one of our staff members or student assistants can help you schedule an academic coaching appointment. On evenings and weekends, sending an email request is best.

Students work together in library study room

Learn Valuable and Transformative Skills

Through these coaching sessions, students work with the academic success specialist to improve skills that may not be taught in the classroom:

  • Effective Time Management
  • Study Skills and Note-taking
  • Organization
  • Stress Management
  • Self-Motivation
  • Goal-setting
  • Critical Reading
  • Test Preparation and Test-taking
  • Self-care
Peer-led Support for Students

Writing Tutoring

Are you struggling with a paper or looking to improve your writing skills? The mission of the Lebanon Valley College Center for Academic Success and Exploratory Majors is to provide students with the tools, techniques, and confidence necessary to become successful communicators and writers. We do this by creating a comfortable environment in which students and tutors work together at improving writing and thinking across the curriculum.

Peer Tutoring

Do you want higher grades or to improve your study skills? Peer Tutoring offers free assistance to students who want to improve their academic performance. Tutors can be provided for most 100- and 200-level courses offered. Peer Tutors are successful, upper-level students who are trained to help students clarify assignments, understand the subject matter, prepare homework, review homework, prepare for exams, review exams, improve study techniques, and improve time management. Tutors are available for individual and group sessions. Please keep in mind that tutors are students themselves, and it is important to be flexible with appointments if you are looking to receive help.

Organizational Tutoring

Organizational tutors are students who mentor, model, and teach peers effective and healthy time management and organizational skills as well as study habits in order to function independently as a competent and successful student.

Writing Tutoring
  • If you would like to have a paper reviewed by a writing tutor, please submit a Tutor Request formOur policy: please complete a request form 48 hours before you would need help.
  • In the “What would you like to work on during the session?” section, please include the specific things you are concerned about in your paper (e.g., organization, thesis, word choice, etc.).
  • New requests will be processed from and assigned to a writing tutor, who is expected to respond to you within 48-72 hours.
  • Once a request is received, the assigned writing tutor will contact you directly to receive your paper, set up a potential conference, and discuss further steps.

Meetings may be scheduled by individual appointment OR by signing up through conference hours determined by the FYE Writing Mentor. Please refer to your specific section information and communication from the mentor.

Drop-in Hours will be offered Monday-Thursday, 7-9 p.m.

Peer Tutoring
  • If you would like to meet with a peer tutor, please submit a Tutor Request form. Our policy will stand: please complete a request form 48 hours before you would need help.
  • New requests will be processed from and assigned to a peer tutor, who is expected to respond to you within 48-72 hours. Requests submitted on Saturday and Sunday will only receive attention on Monday!
  • Once a request is received, the assigned peer tutor will contact you directly, set up a meeting, and discuss next steps.
  • Please note that we do not provide tutoring to high school students.
  • All students will receive an email during the first week of classes with information related to the study pod schedule.
  • The full schedule can also be found here throughout the semester.
Organizational Tutoring

Fill out the Tutor Request Form online. The request will be sent to an organizational tutor, who will be in touch with you within 48 hours.

Please give all tutors at least 48 hours’ notice before you would like to meet. Any requests made before that window are not guaranteed.

You’ll get the most out of your session with an organizational tutor if you come prepared to share any calendars/planners (paper or electronic!), examples of how you take notes, and your current feelings regarding what is and isn’t working well for you as a student. An open mindset will take you far!

Success Strategies & Tips

Study skills are essential to learning, applying, and retaining course material. From note-taking to test-taking to active reading strategies, it is best to identify areas you can improve.

Steps to Improve Your Study Skills

Attempt to modify your study behaviors.

Try to study the same subject at the same time in the same place every day. You will find that your brain will adjust after a short while, and you will automatically be in that subject “groove” at the same time each day. Not only will this save you time and energy, but it will also help you retain more of the information. After you are done studying, reward yourself by doing something you want to do. Positive reinforcement of a behavior will increase its frequency and duration.

Do not study more than an hour at a time without taking a break.

If you are doing straight memorization, do not study more than 20 or 30 minutes at a time. Why, you ask? First, you use time more efficiently and learn more when under an imposed time restriction. Second, psychologists say that you learn best in short takes, and that you will get your most effective studying done if you take a 10-minute break every hour. This break is considered your “reward.” However, if after 40 or 45 minutes you feel you need a break, take short one. That way, you won’t waste time watching the clock or anticipating your upcoming break. To keep your mind from wandering while you’re studying, begin with your hardest or least favorite subject and work towards the easiest or favorite subject. Thus, your reward for studying the hardest or least favorite is studying the subject you like best.

Separate the study of subjects that are alike.

Brain waves are like radio waves. If there is not enough space between input, you get interference. The more similar the kinds of learning taking place, the more interference. So, separate your study periods for courses that have similar subject matter. Follow math with Spanish or history, not chemistry or statistics.

Do not study when you are tired.

Everyone has a certain time of day when he or she gets sleepy. Instead of trying to study or taking a nap, schedule some physical activity for that period, even if it’s sorting through your notes or cleaning up your desk.

Prepare for your class at the best time.

If it is a lecture course, do your studying soon after class. If it is a course in which students are called on to recite or answer questions, study before class. After the lecture, you can review and organize your notes. Before the recitation class, you can spend your time memorizing, brushing up on your facts and preparing questions. Question-posing is a good technique for helping the material sink in and for pinpointing areas in which you need more work.

Know when to take notes.

Taking notes during class forces you to listen carefully and test your understanding of the material. Notes also provide a gauge of what is important in the text. Usually, instructors will give clues when they are covering need-to-know material. Make sure you write down 1) anything that is written on the board, 2) anything that is repeated, 3) anything that is emphasized, either by tone of voice, gesture, or time spent on a point, 4) anything following specific word signals such as “there are two points of view,” or “in conclusion,” etc., 5) summaries given at the end of class, and 6) reviews given at the beginning of class.

Know how to take notes.

Make your notes brief. Never use a sentence where you can use a word or a phrase. Never use a phrase where youc an use a word. Use abbreviations and symbols, but be consistent. Don’t try to write down everything you hear either. Be alert and attentive to the main points, concentrating on the “meat” of the subject. Use an outline form and/or a numbering system so you can distinguish major points from minor ones. If you miss a statement, write key words down, skip a few spaces, and get the information later. Don’t try to use every space on the page. Make sure you leave room for coordinating your notes with the text after the lecture. Lastly, date your notes, number the page, and keep your notes all in one place.

Know what to do with your notes.

Review your notes regularly. Do not take notes then toss them aside until the day before the test. The more you review them, the more the information will stick, and the less you will have to cram before test day. If you have a few extra minutes after class, go through your notes, adding anything you might have missed or clarifying unclear points. Take 5 or 10 minutes before class to read over your notes from the previous meeting. The mind easily forgets information, and reviewing your notes frequently is the only way to completely retain knowledge.

Memorize actively, not passively.

Researchers have found that the worst way to memorize is to simply read something over and over again. This method not only takes the most time, but it results in the least retention. Instead of doing this, use as many of your senses as possible. Try to visualize in concrete terms and form a picture in your head. Also use sound: say the words out loud and actually listen to yourself saying them. Also, try using association. Relate the fact to something personally significant or find a logical tie-in. Use mnemonic devices. (For example, “Every Good Boy Does Fine” is a phrase used to remember the names of the musical notes on the lines of the treble clef.)

Read and study at the same time.

This saves you time as well and will save you frustration in the long run! Read with a purpose. Instead of starting at the beginning and reading to the end, you will complete the assignment much faster and remember much more of you use something called the “OK4R method” devised by Dr. Walter Pauk:

  • Overview: Read the title, the introductory and summarizing paragraphs, and all the headings included in the reading material. Then, you will have a general idea of what topics will be discussed.
  • K (Key Ideas): Go back and skim the text for key ideas (usually found in the first sentence of each paragraph). Also read the italics and bold type, bulleted sections, itemizations, pictures, and tables.
  • R1 (Read): Read your assignment from beginning to end. You will be able to do it quickly because you already know where the author is going and what he/she is trying to prove.
  • R2 (Recall): Put aside and say or write, in a few key words or sentences, the major points of what you have read. It has been proven that most forgetting takes place immediately after initial learning.
  • R3 (Reflect): The previous step helps to fix the material in your mind. To cement it there forever, relate it to other knowledge; find relationships and significance for what you have read.
  • R4 (Review): This step does not take place right away. It should be done for the next short quiz, and then again for later tests throughout  the term. Several reviews will make that knowledge indelibly yours.

Make up a color and sign system for text and notes.

For your text, try underlining main ideas in red, highlighting dates and numbers in blue, and highlighting supporting facts in yellow. Using circles, boxes, stars, and/or checks in the margins can make reviewing easier. If you come across any words or terms you don’t know, make your own “glossary” for reference. In your notebook, underline, star, or otherwise mark ideas that your teacher tells you are important, such as thoughts that you are told will be coming back later or items that are mentioned to be common mistakes. Watch for words such as therefore and in essence: these phrases tell you what is being summarized. Always record examples the teacher gives as well. During the last 5 or 10 minutes of class, don’t mentally “check out.” Rather, pay close attention because when teachers realize they are running out of time, they might try to jam a lot of important content into the last few minutes.

Do not buy underlined textbooks.

If you underline, do it sparingly. The best underlining is not as productive as the worst note-taking. Students often over-underline, but only the key words in a paragraph should be underlined. Any underlining should be done in ink or felt-tip highlighter, and it should be done only after you’ve finished the “OK” part of your “OK4R” reading. If you buy a used book, try to get one that doesn’t have much underlining. After all, you don’t know whether the original owner received an “A” or an “F” in the course. If your only choice is an underlined textbook, make sure you do your underlining in a different color.

BOTTOM LINE: Research has shown that it’s not how much time you spend studying but how well you study during that time. Some studies have shows that students who studied 35 hours a week came out with poorer grades than those who studied less. Use your study time wisely, and you will come out ahead!

Reference: Paul Nolting’s book Winning at Math, Cuesta College’s Academic Support Center, Dartmouth University’s Academic Skills Center.

The first step in developing better time management skills is actually thinking about how you use your time. Most people find that they are not using their time as wisely as they could be.

Tips to Succeed as a College Student

Designate specific study and break times.

As your school term begins and your course schedule is set, develop and plan for blocks of study time in a typical week. Blocks ideally are around 50 minutes, but perhaps you become restless after only 30 minutes. Some difficult material may require more frequent breaks. Shorten your study blocks if necessary, but don’t forget to return to the task at hand! What you do during your break should give you an opportunity to have a snack, relax, or otherwise refresh or re-energize yourself. For example, place blocks of time when you are most productive: are you a morning person or a night owl?

Dedicate study spaces.

Find a place free from distractions (no cell phone or text messaging!) where you can maximize your concentration. You should also have a back-up space that you can escape to like the library, departmental study center, even a coffee shop where you can be anonymous. A change of venue may also bring extra resources.

Set up weekly reviews.

Weekly reviews and updates are also an important strategy. Each week, on Sunday night, review your assignments, your notes, and your calendar not only for the week but for the upcoming month. You want to be proactive and eliminate the chance of ever falling behind. Be mindful that as deadlines and exams approach, your weekly routine must adapt to them.

Prioritize your assignments.

When studying, get in the habit of beginning with the most difficult subject or task. You’ll be fresh, and have more energy to take them on when you are at your best. For more difficult courses of study, try to be flexible: for example, build in reaction time when you can get feedback on assignments before they are due.

Get started early.

The longest journey starts with a single step. Don’t procrastinate starting that project: you may realize that there are some things you have not planned for in your process. Details of an assignment are not always evident until you begin the assignment. Projects and essays take time. Make sure you leave yourself enough time to revise and edit.

Postpone unnecessary activities until the work is done.

This can be the most difficult challenge of time management. As learners, we always meet unexpected opportunities that look appealing but then result in poor performance on a test, on a paper, or in preparation for a task. Distracting activities will be more enjoyable later without the pressure of the test, assignment, etc. hanging over your head. Think in terms of pride of accomplishment. Instead of saying “no,” learn to say “later.”

Identify resources to help you.

Are there tutors? An expert friend? Have you tried a keyword search on the Internet to get better explanations? Are there specialists in the library that can point you to resources? Using outside resources can solve problems and save you time and energy. Thankfully, LVC has many opportunities for academic support, so take advantage of them!

Use your free time wisely.

Have an extra 5, 10, or 15 minutes? Those short periods of time can be very productive, whether you’re walking to class, waiting for a friend, etc. Times like these are perfect for routine tasks like flash cards, or if you can concentrate, to read or review a chapter. The bottom line is to put your time to good use.

Review notes and readings just before class.

Is your professor a few minutes late? Did you get to class 10 minutes early? Look over your notes, and skim the assigned readings. You may come across something you don’t quite understand, and you can ask to talk about it in class or after class. Reviewing your notes and readings also demonstrates to your teacher that you are interested and are prepared.

Review lecture notes just after class.

Also review lecture material immediately after class. The first 24 hours are critical. You will most likely forget the material if you wait days or weeks to look at it. The more you review, even if it’s for 10 minutes, the more the information will “stick” in your mind and the less you will have to study later for the exam!

In Their Words

I improved as a student immensely knowing I had someone supporting me and rooting for me outside my family and department. These meetings contributed to my academic success because I was able to talk through study strategies with the academic success specialist and learn study issues that I could avoid in the future.