In the summer of 2018, the GSS program was accredited by the International Center for Supplemental Instruction for the program’s quality and its commitment to student learning.
The Guided Study Sessions (GSS) Program offers FREE, regularly scheduled group review sessions for students in traditionally difficult courses.
Based on the Supplemental Instruction (SI) model, our trained peer facilitators plan and hold two, 50-minute study sessions per week to help you practice and put difficult material in perspective. Our GSS Leaders have previously taken your course and earned an A, so they know what it takes to stay on track in lectures and prepare for exams. Go once, a few times, or attend every session—it’s never too late to start attending GSS. However, our data suggests that the more you attend, the higher your course grade will be.
Download and view the Spring 2020 GSS Schedule (pdf)
Danielle Pafe, M.Ed.
Coordinator of Collaborative Learning
Academic History: M.Ed., 2018, Secondary Education, Towson University; B.S., 2016, Forest Resources and Environmental Conservation, Virginia Tech.
Professional Interests: Instructional technology, inquiry-based learning, disciplinary literacy, training and development of educators, Universal Design for Learning, formative assessment methods.
Personal Interests: Cooking, walking my dogs, reading, playing board games, hiking, pottery, going to the beach.
Ashley Clark, B.A.
Academic History: Masters student in Higher Education, University of Maryland, College Park; B.A., 2009, Political Science, International Affairs, Spanish, Marshall University.
Professional Interests: Higher education access and equity, college choice, rural student enrollment in post-secondary institutions, college outcomes for first generation college students, first generation college student access to nationally competitive scholarships and programs.
Personal Interests: Reading, traveling, spending time with my friends and family, dog sitting.
Role of The GSS Leader
The GSS Leaders serve as model students. GSS leaders:
GSS Leaders Have
GSS Leader Responsibilities
GSS sessions are facilitated by leaders, undergraduate students who have previously taken the course and demonstrated academic competency in the subject area. GSS leaders will share their approach to success in the course and help the groups to review lecture material, work through homework and problem-solving exercises and review for exams.
Meet the GSS Leaders (pdf)
Why should you attend GSS?
What courses are supported by GSS?
What should I bring to a GSS session?
Guided Study Sessions (GSS) provide a structured opportunity for your students to engage in course material outside of the scheduled class time. GSS allows instructors to maintain high standards for academic excellence in historically difficult courses by providing students the opportunity to increase their time on task in an effective learning environment. Faculty members who participate in GSS benefit from students who are better informed about classroom topics and who earn higher grades.
Faculty play a crucial role in the success of the GSS Program. You will share your content knowledge and teaching expertise with the GSS leaders in order for the leader to prepare for GSS sessions and support the development of students in your course. Interactions with the GSS leader before, during, and after class model student-faculty interaction and demonstrate to students that you are the most valuable resource in the class. GSS leaders are also encouraged to provide feedback to the faculty member about the GSS sessions and areas where students may still be struggling.
If you have any questions about the GSS program, please contact the GSS Coordinator at (301) 405-3318.
GSS Leaders Are Trained To
We hope you will view your GSS Leader as a resource, for your teaching and your students. They are encouraged to interact with students in class as much as possible when you feel it is appropriate for them to do so.
GSS Leaders Will Not
For Questions or to Request a GSS Leader for Your Class Contact
Coordinator of Collaborative Learning