The Learning Commons Team
Ibrahim Rosic
Learning Commons Director and Assistant Dean of the School of STEM
Phone | 315-792-5506
Location | Wilcox Hall 129I, Utica Campus
Email Ibrahim Rosic
Katie Nolan
College Services Associate in The Learning Commons
Phone | 315-792-5517
Location | Wilcox Hall 129, Utica Campus
Email Katie Nolan
Breanne Rathbun
Math Tutor & Mentor
Phone | 315-792-5610
Location | Wilcox Hall 133A, Utica Campus
Email Breanne Rathbun
Jocelyn Ireland
Instructional Design Librarian
Phone | 315-792-5372
Location | Wilcox Hall 129, Utica Campus
Email Jocelyn Ireland
Danielle Del Giudice
Writing Tutor & Mentor
Phone | 315-792-5598
Location | Wilcox Hall 131A, Utica Campus
Email Danielle Del Giudice
Full time and clerical staff work closely with part-time professional consultants and peer tutors. Learn more about consultants and tutors by visiting the Math Lab, Writing Lab and Content Tutoring.
What faculty are saying
What is tutoring?
TUTORS have been providing individualized academic support since Ancient Greece. Their work takes many forms. Our tutors and consultants use kindness, questions, critical dialogue, and responsive instruction to help students build on their strengths, connect to course material, and gain confidence as learners and thinkers.
Every appointment is different, but common session uses include:
Reviewing course material
Studying for an exam
Mapping out a paper
Discussing challenging texts
Developing study strategies
Practicing math skills
Locating and citing sources
Planning a revision
Mission & Vision
Learning Commons Mission
The Learning Commons serves students by reflecting and magnifying their strengths, by valuing interdependence and self-determination, by honoring each learner’s experience, by providing responsive and individualized academic support, by building an inclusive community, and by connecting students with tools, guidance, and resources that enable them to work at the edge of their ability.
Learning Commons Vision
We aim to build an inclusive, connected community actively pursuing its own evolution, attentive to research-supported practice and shifting student needs, attuned to the complexity of the individual, and responsive to the mind, character, and innate curiosity of each learner.