Geneseo AOP Program Tutoring and Academic Support

Tutoring and Academic Support for AOP Students

Tutoring Services

If you need extra help in a course and prefer individualized or small group tutoring, our office will arrange to have a highly accomplished tutor assist you in your learning. Our tutors have taken these courses, achieving a B+ or higher and have earned a minimum cumulative grade point average of 3.0. Students interested in applying to be a tutor must be mature role model and possess an understanding of their unique responsibility as stewards of the AOP support services. Tutorial services are funded by the AOP Department.

For more information about AOP Tutoring Services, or to request a tutor, follow the link below.

AOP Tutoring Service

Become a Tutor

For students interested in learning more about becoming a Peer Tutor for the Access Oppurtunity Programs, follow the link below to get started:

AOP Tutor Application

All tutors hired by the AOP department must participate in a training program to ensure that they are sensitive to the needs of students with diverse cultural and ethnic backgrounds. Training for all tutors, new and returning, is comprised of an online component, and in person mini-training and monthly small group training sessions.

For questions regarding the Peer Tutor application process, please contact or call Ms. Beverly Henke-Lofquist, AOP Tutoring Coordinator, at (585) 245-5725.

Resources for Current Tutors

Below are listed the links to the log resources for current AOP Peer Tutors. The Online Tutor Log is a critical component for your position as an AOP Peer Tutor. You must complete a log following every client meeting, even if the client is a no-show. Information and communication are crucial in making this a successful program.

Academic Advisement

Academic Advisement and transitioning to the academic rigors of SUNY Geneseo is of the highest priority to the AOP Department. As such, the process of advising students regarding the requirements for academic success is approached in a holistic manner. This process includes, but is not limited to:

  • Transitioning to college
  • Academic planning
  • Academic decision-making
  • Identify options and resources
  • Learning the academic policies and procedures of SUNY Geneseo
  • Making informed decisions

AOP Counselors, in collaboration with the Office of the Dean of the College, provides direct advisement to pre-major students as well as walk-in support to all AOP students. AOP Counselors along with designated academic department faculty members, participate in academic advisement training sessions each year. During these sessions, updated information regarding changes in course, major or minor requirements are addressed. In this way, AOP professional staff are kept abreast of all areas of academic development at SUNY Geneseo.

Every semester, the AOP department provides to students a calendar of important dates of which they must be aware. This calendar allows students to know in advance deadline dates for the declaration of their major(s) as well as important information regarding academic advisement, registration, final exams, and collegewide vacation dates. Click here to download the calendar.

Supplemental Instruction

Developed by Deanna C. Martin, Ph.D. at the University of Missouri - Kansas City in 1973, Supplemental Instruction (SI) is an academic support program that targets historically difficult courses. SI is a non-remedial approach to learning enrichment that increases student performance and retention. SI offers regularly scheduled, out-of-class review sessions to all students enrolled in a targeted course. SI study sessions are informal seminars in which students review notes, discuss readings, develop organizational tools, and prepare for examinations. Students learn how to integrate course content with reasoning and study skills. The SI sessions are facilitated by “SI leaders,” students who have previously and successfully completed the targeted course. SI leaders attend all class lectures, take notes, and act as model students for their classmates.

Key Elements of the SI Program

  • SI targets historically difficult courses rather than "at-risk" students.
  • SI provides a vehicle for developing essential academic and learning skills in core curriculum courses.
  • Participation in the SI program is voluntary and open to all students in the course.
  • The SI leader attends all lectures for the targeted course.
  • The SI leader is trained in specific teaching/learning theory and techniques.
  • The SI program is supervised by a trained professional staff member.
  • The program is offered only in classes in which there is support from the faculty member.
  • Assistance begins during the first week of the term before students encounter academic difficulties.
  • SI leaders do not lecture; rather they direct collaborative learning exercises that encourage the students to take responsibility for processing the course material

SI Sessions

SI sessions integrate how-to-learn with what-to-learn. Students who attend the SI sessions develop study strategies for note taking, graphic organization, questioning techniques, vocabulary acquisition, and test preparation as they review course material. Students have the opportunity to become actively involved with their classmates as they process the text, supplementary readings, and lecture notes. SI uses the course content as a vehicle for developing learning skills. SI sessions normally occur in or near the course classroom instead of in a learning center. Students attend SI sessions on a voluntary basis and no effort is made to segregate students based upon academic ability. Since SI is introduced on the first day of classes and is open to all students in the class, SI is not viewed as remedial.

SI Leaders

SI leaders serve as the peer facilitators for SI sessions. They present an appropriate model of critical thinking, organization, and mastery of the discipline. All SI leaders attend an intensive two-day training session before the beginning of the academic term. This training addresses issues about how students learn and presents instructional strategies aimed at strengthening student academic performance. SI leaders attend all class sessions, take notes, read all assigned material, and conduct regularly scheduled review sessions each week.