“Dutiful in Service”: College Tutors Partner with Hillsdale Academy Students

Written by Adam Robbins

Many Hillsdale College students know of Hillsdale Academy as the College’s closest classical school in both proximity and familiarity. There are many opportunities for the students of the Academy and College to interact. One of the most common ways is through the Hillsdale Tutoring Program, which sends college students to the Academy and other local schools to assist students with homework after school.

The Academy’s assistant headmaster and tutoring program coordinator, Mrs. Julie Apel, believes tutoring is one of the best things someone interested in teaching can do. “I’ve been deeply impressed by the caliber of students who seek out the opportunity to invest in a student,” said Mrs. Apel. “Tutoring gives you insight into typical obstacles, practice in helping see content through a fresh lens, and a general compassion and fortitude to ensure a student’s success.”

The tutors arrange times to meet with students once or twice a week after school or during a study hall. Much of the tutoring occurs in the Academy library, and there are often one to five tutors working with Academy students on any given afternoon. Tutors will typically help with Latin, math, reading, comprehension, and language arts, but some tutors help younger students practice reading aloud.

Student leader of the Hillsdale Tutoring Program Nathan Stanish, ’25, first joined the program as a sophomore. Nathan knew he was interested in education but wasn’t quite sure what pedagogical position he would pursue until he joined the program. Tutoring was a good way to introduce himself to an educational environment outside of his classes. 

As he worked with Academy students through the program, he realized how special the opportunity was to devote time to helping students grow. “When working with students,” Nathan said, “you find they have really strong characters and personalities as individuals.” His experience with the program made him realize that he wanted to pursue a future career as a teacher and not as an administrator.

Nathan said that his position is not to force the students to work or do the work for them, but to make sure the students are focused, with a little bit of “chit-chat” on the side, and to provide new explanations of difficult terms. Nathan described this relationship formed between him and the students as something deeply rewarding.

As someone going into education, Nathan said Hillsdale College’s curriculum teaches the philosophy of why we teach, and the tutoring program gives you a how. He told me that tutoring felt like the best way to share his education and to live up to the words “duty” and “service” in the College’s Honor Code. The Hillsdale College Honor Code describes the character of not just the students but also the education taught at Hillsdale College. The student is called to be dutiful in service as well as study. They are to be “respectful of the rights of others.” Both of these provisos of the Honor Code relate to the relationships and interactions between people. Nathan said he recognized the similarity in how the Academy students and college students valued faith, honesty, and respect. He said that the students sense the importance of honorable conduct tied to their education, and this binds their character as well as their education together.

Tutor Erin Freidenfeld, ’26, said it’s been a special opportunity to return to a classical K-12 environment. Working in the program reminded her that what she was doing on campus is not isolated to just the College. “Teaching reminds us of why our education at Hillsdale College is important,” said Erin. It reminded her that her education is meant to be shared and given to help others. She reiterated how important it is for younger students to have a caring, older student as a role model outside of the classroom.

The Academy “especially enjoys having Hillsdale College students work with our K-12 students because they are experiencing at a collegiate level the kind of education for which we are laying a foundation at the Academy,” said Mrs. Apel. Bringing in college students who value the same studies provides a common ground between Academy and College students that allows tutors to bond more closely with their students and to serve as role models of academic dedication.

Adam Robbins, ’27, hails from Atlanta, GA, and enjoys writing short stories and poetry, reading, and the English language. He plays classical guitar and specializes in Classical, flamenco, and Spanish music. His favorite author is Dostoevsky, and he enjoys studying literary and philosophical works from across the ages. He likes to spend his warm sunny days golfing with friends or going on walks.

Published in April 2025