Eastern Connecticut State University’s Academic Success Center (ASC) has grown in recent years. Located on the first floor of the J. Eugene Smith Library, the ASC now houses seven previously separate offices with the goal of helping students reach their academic potential.

Director Alison Whitcomb has witnessed this growth firsthand. “Most of those (offices) were siloed previously, even in the past three years,” she said. Now, however, “we can walk (students) to any of our spaces to better connect them and help them get that support.

“I think the traffic of students coming in voluntarily to utilize the services is really telling,” Whitcomb continued. “I’m glad to see that, because we’re (a center) that's got a lot of people whose goal is to see students succeed.”

The four offices primarily highlighted in this article — Advising Center, Math Achievement Center (MAC), Writing Center, and Subject Tutoring and Learning Strategies — focus directly on students’ academic pursuits and studies.

The remaining three ASC offices — Global Learning, Opportunity Programs and Career Services — do impactful work connecting students with study abroad programs, supporting underrepresented students and guiding students’ career journeys, respectively.

"The ASC's structure allows advisors to connect students with the right resources quickly, whether for academic or personal support," said Whitcomb.

Challenges students face

The ASC exists to serve students who face any academic challenge. These challenges come in many forms. “Understanding assignments is a big deal,” said English Professor Rita Malenczyk, director of the Writing Center. “One of the most common things we get in the Writing Center is ‘I don’t understand what I’m being asked to do.’”

Jordyn Szretter, a subject tutor in economics for Subject Tutoring and Learning Strategies, also recognized the lack of confidence that students face. “I find myself saying to a lot of students, ‘you're more solid in this than you think you are,’” she said.

“Sometimes you just need that second set of eyes to tell you, ‘This is the XYZ or the things that you should look at.’”

Hurdles like these are common not only in specific disciplines, but in the transition to college life. “Some students struggle with time management and don’t know how to balance academics with their new independence,” said Jessica Ruddy ‘11, director of first-year advising at the Advising Center.

“We aim to make students feel connected to campus early on, as social integration has a significant impact on their overall success.”

How tutors are selected

To be a tutor at the ASC, being knowledgeable on your subject is important but not the primary requirement. “Some of the smartest math minds aren’t very good teachers because it’s like their brain is on a different level,” said mathematics Lecturer Kate Dale, director of the MAC.

“You have to balance being good at math and being able to explain it clearly. We use a mock tutoring session to evaluate candidates. It gives a feel for how they interact with students and explain concepts.”

Along similar lines, “sometimes students are excellent in their subject area, but it’s all in their head and they can’t communicate it,” said Olivia Sidman ’21, tutor specialist for Subject Tutoring and Learning Strategies. “I look for tutors who balance knowledge with approachability.”

Malenczyk has a similar process for vetting tutoring candidates. “I ask interviewees, ‘Can you talk about a time you struggled with writing?’ because I want to know they can relate to other students' struggles,” she said.

Rebounding from COVID

The ASC has grown largely in the wake of the COVID-19 pandemic. “The pandemic forced us to centralize resources and merge offices, which has actually improved accessibility for students,” said Sidman.

“COVID showed the importance of having multiple entry points for students seeking help, from in-person to virtual support.”

Several offices adjusted their operations due to the pandemic. “During COVID, we revamped how we register first-year students and conduct planning sessions,” said Ruddy. “We kept many of those innovations, even though we’re back in person.”

In some cases, ASC departments have been forced to adjust to fallout from the pandemic. “Since COVID, I have fewer students applying, so I don’t have the luxury of mapping out tutoring needs by subject,” said Dale.

Dale makes clear to her students that the MAC is a resource for them. “Developmental math students are required to complete 14 hours in the MAC, which ensures we’re still engaging with them despite reduced (tutoring) applications,” she said.

Building relationships for success

When working with students, tutors make sure to relate with them. “When students walk in, I ask their name and major to make them feel comfortable. We’re peers, and I think it’s important to establish a connection,” said Alston from the Writing Center.

“Sometimes, just talking about something unrelated to writing, like their sports team, can ease their stress and make them more open to learning.”

Math tutors Aaron Matus and Christian Deras-Rodriguez emphasize self-belief and communication in their work. “In terms of challenges (students) need to overcome, it’s their own minds,” said Matus. “Being here helps with teamwork.”

Deras-Rodriguez highlighted the importance of discussing math in a relatable way, as he and Matus both aspire to enter the field of actuarial science. “The career we’re going into is very technical,” he said.

“We have to communicate our results and models to business leaders who aren’t as familiar with the jargon; we need to be able to boil it down.”

Individualized support through collaboration

Each student entering an ASC office has their own set of needs. Meeting those often comes down to teamwork between offices. “We try to stay on top of student needs, like finding tutors for new programs such as nursing,” said Whitcomb (director). “Collaboration across departments ensures students get the help they need.”

Sidman (tutor specialist) recognized the importance of outreach across the university to connect students with the right resources. “We’re constantly expanding services to meet student demands, even working with departments like music to set up tutoring for unique needs,” she said.

“Collaboration across offices lets us address students’ broader needs beyond academics, like connecting them with internships or study abroad opportunities.”