Metacogntive Tutoring
(Learning Strategist)

“Metacognition is an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation and to do so efficiently and reliably.” ~ LearnWell Projects 


Whereas traditional tutoring focuses on a particularly challenging subject area, and supplemental instruction addresses specific challenging courses, Learning Strategy (metacognitive tutoring) sessions focus on students’ interaction with content, in general, across domains and academic tasks.  

Traditional Tutoring

focuses on

 challenging subjects

Supplemental Instruction 

focuses on

challenging courses

Learning Strategies

focus on

learning challenges


Learning Strategy workshops address the immediate learning challenges students are experiencing while remaining open to underlying metacognitive (thinking about your own learning) conditions that may be contributing to these challenges. The primary goal of Learning Strategy (metacognitive tutoring) sessions is to help students achieve a greater understanding of how they are learning and to gain skills and strategies to be successful at the university level.


Schedule an Appointment

For appointments please indicate preference for day and time by clicking on this link and filling in your availability.  A Learning Strategist will get back to you shortly.

What are the expected outcomes or goals of student engagement with the TAP programs?

The substantive learning outcomes are…

In addition to traditional tutoring functions, the work of a Learning Strategist (metacognitive tutor) involves the following operations:

  • Locating the Problem– Identifying the task, role, responsibility, setting or cognitive function that is the source of students’ problems.
  • Clarifying the Problem– Distinguishing between students’ and faculty’s perceptions of the problems and the actual problems.
  • Linking Metacognitive Roots– Connecting problems in students’ learning to their underlying metacognitive roots.
  • Developing a Clear Metacognitive Problem-Solving Framework– Moving students from their “Now-State” to a more desirable “Goal-State" (improving their learning strategies).
  • Using Tools and Tactics – Using metacognitive tools and tactics to move students toward metacognitive control.



  • Involves facilitated learning techniques
  • Utilizes the experience of a near peer
  • Promotes community and academic collaboration between peers
  • Makes the invisible process of interaction that occurs throughout learning more visible and concrete

Learning Strategist

Academic Learning Strategist – Metacognition Tutors

  • Are students who are high achieving students
  • Extensively trained with facilitation skills, developing learning goals, using collaborative learning techniques, and developing strategies for university expectations
  • Manages drop in, individual, or workshop sessions; various locations on campus
  • Facilitates study sessions that encourages communication, community and engaged learning
  • Utilizes collaborative learning techniques to integrate course content and study strategies at the university level


The Triton Achievement Hub Director is always available to answer questions, receive feedback about students' tutoring experience, or listen to ideas on how to improve the program.  Reach the Director, Susan Rinaldi, by sending an email to