For Faculty

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Faculty Resources

Our services can supplement your coursework to boost student performance. Here are tools to assist you in bringing your students in touch with our services:

• Text to add to your syllabus

  Copy and paste the following into your course materials:

  The Achievement and Learning Center is a free resource for all UB students and offers support in three ways:

  1) A tutor or study facilitator may be available for this course. Visit www.ubalt.edu/tutoring or stop by the Achievement and Learning Center in AC 113 to submit a request.

  2) Writing consultants provide feedback on anything you're writing for UB courses at any point in the writing process. Writing consultants do not proofread papers—they help you learn to proofread your own work. Assistance is available in person, online or by phone. Call 410.837.5383 to set up an appointment or visit www.ubalt.edu/alc to learn more.

  3) To gain a competitive edge in the classroom or the workplace, make an appointment with Learning Consultant Cydney Delia. She can help you develop a personalized "master plan" that helps you establish new habits for accomplishing your goals. Learn more about her services at www.ubalt.edu/alc . To schedule an appointment, stop by AC 113, call 410.837.5366 or email cdelia@ubalt.edu .

• You can send students to us to make an appointment, or you can use our faculty referral form  to provide specific goals for a draft.

• Request tutoring support for your course

  We provide course-specific tutoring and facilitated study groups. To learn what's available for your course, contact Tutoring Coordinator Nancy Bates at 410.837.5387 or nbates@ubalt.edu.

• Learn how academic coaching and consulting can improve your students' performance

  Learning Consultant Cydney Delia can help students develop learning and study skills as well as a long-term success plan. She offers everything from one-time consults to regular check-ins that provide structure and help students stay on track. Contact Cydney Delia at 410.837.5366 or cdelia@ubalt.edu to discuss how her services can benefit your students.

• Request a class visit

  We'd love to introduce our services to your class with a brief 5-10 minute overview scheduled at any point during your class and at any point in the semester. Email alc@ubalt.edu to request that a representative come visit your class.

• Request an in-class presentation

  Our presentations in math, writing and learning skills are designed to support excellence in your teaching and your students' learning. We tailor our presentations to meet your specific class needs, in content and duration. Email alc@ubalt.edu to request an in-class presentation.

• Read literature and research on student success

  
  Self-Efficacy and Student Success

  What is Self-Efficacy?

  "In studies of college students...high self-efficacy has been demonstrated to influence academic persistence..."

  From Pajares and Schunk (2001),
  "Self-beliefs and self-efficacy, self-concept, and achievement"

  More about Self-Efficacy

  • Center for Positive Practices
  • Emory University

  On Fostering Self-Efficacy in Students

  "Although it's important me to believe that I can do this, it seems equally important to believe that you believe I can do this."

  Emory University student to her professor
  From "First Person: Frank Pajares on Nurturing Academic Confidence, " Emory Report, February 14, 2000, Vol. 52, No. 21.

  On Fostering Self-Motivation

  • Self-Motivation: An Overview
  • Determining Motivational Level
  • Autonomy As Motivator I (Autonomy Supportive Behaviors/NQA Coupons)
  • Autonomy As Motivator II (Student-Created Test/Contracts)
  • Autonomy As Motivation III (Non-Controlling Feedback/Tracking Form)
  • Autonomy As Motivation IV (Student Choices/Menu of Assignments)
  • Autonomy As Motivation V (Self-Chosen Team Projects/Student-Designed Syllabus)
  • Class Mission Statements
  • Autonomy as Motivator VI (Student-Chosen Rules/Wise-Choice Process)
  • Motivation in On-Line Classes
  • Acknowledgement in the Classroom
  • Re-energize Students' Motivation
  • Motivating Persistence with Retention Letters
  • Inspirational Quotations, People, Screensavers, etc
  • Strategies for Effective Goal Setting

  On Fostering Student Self-Responsibility

  • When Students Abandon Responsibilty
  • Responsibility and Mathematics
  • Assigning Responsibility for Learning
  • Thought Cards
  • Locus of Control Inventory
  • Dave Ellis’s “You Create It All, ” a tool for moving beyond seeing ourselves as victims of circumstances to being responsible for our own successes and failures. A related short video (available from the Academic Resource Center) shows students experimenting with—and being convinced by—this powerful technique.

  On Responding to Student Work

  • Giving Feedback that Promotes Learning
  • Having Difficult Conversations

  Teaching Models for Diverse Learners

  • Universal Design for Learning (Center for Applied Special Technology)
  • The Spiral Model: a Technique for Teaching to Diverse Learners (Old Dominion University)

  Other Sources of Information on Student Success

  • The Lumina Foundation
  • On Course Workshops
  • Learning Styles Inventory
  • Additional Learning Strategies (Houghton-Mifflin)