APPL 622.186: GROUP COUNSELING
FALL 2015
Thursdays, 5:30-8:00 p.m.
AC 232*
*Beginning with the second class, we will meet in the Veterans Counseling Center
in the Langsdale Library, 4th floor, Learning Commons
Instructor: Emily Silverman, Ph.D.
E-mail: esilverman@ubalt.edu
*Email is the best way to contact me. All emails will be responded to promptly.
Office Hours: I will be available immediately before and after class, or by appointment.
Sakai: On your MyUB portal, click “Sakai.” Tab to this course. There you will have access to
announcements, the syllabus, and other postings. You will also submit your papers on this site by the due
date and time. Papers will be automatically scanned by Turnitin. (A hard copy of all papers also should
be brought to class).
******
Welcome to Group Counseling! I look forward to exploring with you the theory and processes of group
counseling. This course meets the State of Maryland LCPC licensure requirement for a course in Group
Dynamics, Processing, and Counseling. It is geared toward the student of professional counseling, and
has APPL 606 (Basic Counseling Techniques) and APPL 605 (Advanced Theory) as prerequisites.
This course has both didactic and experiential components. Consistent attendance is required, as is
participation as a group member, and sometimes co-leader, in weekly group sessions. It is expected that
any graduate course will require 10-12 hours of dedicated work time per week. This course will not be an
exception.
******
Course Objectives
By the end of this course, students will be able to:
1. compare and contrast eleven major theoretical approaches to group counseling.
2. understand the rationale for individual versus group counseling with selected clients.
3. facilitate effective group process by the application of specific group counseling skills.
4. describe increased self-awareness as a group leader and as a group member.
5. give and receive constructive feedback to and from other group members.
6. design a group for a population of interest, applying knowledge of group process, counseling
skills, and theoretical approaches.
7. participate effectively as a group member and group leader in experiential learning about group
process.
8. demonstrate sensitivity to multicultural and diversity factors as they influence group process.
9. apply the profession’s ethical standards for group work.
Required Books & Materials
Corey, G. (2016). Theory and Practice of Group Counseling, (9th ed.). Boston: Cengage Learning.
Corey, G. (2016). Student Manual: Theory and Practice of Group Counseling, (9th ed.).
Cengage Learning.
Boston:
On e-reserve:
Yalom, I.D. (2005). The Theory and Practice of Group Psychotherapy, (5th ed.). New York: Basic
Books.
Strongly Recommended
American Psychological Association. (2001). Publication Manual of the American Psychological
Association. (5th ed.). Washington, D.C.: Author.
Corey, G. DVD for Theory and Practice of Group Counseling (8th ed.). Belmont, CA: Brooks/Cole
(On reserve at Langsdale Library)
Corey, G., Corey, M.S., & Haynes, R. Groups in Action: Evolution and Challenges.
(2006). Belmont, CA: Thomson Brooks/Cole. (DVD) (On reserve at Langsdale Library)
Georgetown University Honor Council (1999). What is Plagiarism? Retrieved January 19, 2003 from
http://www.georgetown.edu/honor/plagiarism..html.
Georgetown University Honor Council (1993). Acknowledging the Work of Others. Retrieved January
19, 2003 from http://www.georgetown.edu/honor/main.html.
Websites:
Maryland Board of Professional Counselors and Therapists, www.dhmh.state.md.us/bopc/
Association for Specialists in Group Work, www.asgw.org
American Group Psychotherapy Association, www.agpa.org
Also see p. 8-9 of the Student Manual (SM) for list of professional organizations
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Course Method
The course will include readings, lecture (minimal), classroom discussion and activities, student-led group
sessions, and self-study using the Student Manual (SM). Approximately half of each class session will be
devoted to experiential group sessions and half will be instructor-led, lecture/discussion format. Since
much of the learning for this course is experiential, it is very important to attend every class session, to
arrive promptly for every class, and to stay for the entire class. You will sign in to each class and note
whether you arrived on time.
Absences beyond two will result in a deduction of ½ course grade (e.g., A to A-) for each absence.
(Note - Two late arrivals, beyond 15 minutes, constitute an absence).
Course Requirements
Specific Requirements
Quizzes & Inventories (11)
Exam 1
Exam 2
Group Facilitation (2)
Paper 1
Papers 2-4
Final Integrative Paper
Class Participation
Total Points
Total Percent
Total
A
A-
B+
B
B-
C+
C
C-
55
100
100
80
40
30
40
25
470
100
437
93
423
90
409
87
390
83
376
80
362
77
343
73
329
70
Requirements Explained
Inventories & Quizzes (IQs). For each of the 11 theoretical models we study (Chapters 6-16),
you will receive 5 points for submitting answers to the pre-chapter self-inventory and the quiz from the
Student Manual. These are due at the beginning of the class on the day that the chapter is assigned. For
full credit, answer both the inventory and the quiz on a separate sheet of paper, then correct and score
your quiz before bringing it to class. Also bring and be ready to share a couple of sentences describing
two inventory items that you most agree or disagree with (e.g., scores of “1” or “5” on your inventory).
Also write two more sentences describing at least one quiz item that addresses a concept that you find
either confusing or profound! For credit, these must be turned in on the due day. (Do not submit these to
Sakai).
Exams 1 and 2 will consist of objective and short answer questions. More information will be provided
closer to exam dates.
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Group facilitation refers to your leadership of a 45-50-minute group session with a classmate. You will
work in teams of two (as co-therapists), and will sign up at the beginning of the semester for the
theoretical approaches (and therefore the dates) for which you would like to lead.
I will function as the supervisor to the leadership teams. I will also sit in as an extra co-leader in all
sessions, but your plan and its execution is (mostly) up to you. I will be letting you take the lead! You
should work with your student co-leader as you would in a real group situation. (See SM, pp. 28-29). It is
up to you to come up with a plan that reflects the process of your group, including its stage of
development, and the theoretical orientation that you are using. The two-page summary charts in your
SM of the initial, working, and final stages of a group as applied to each theory may be helpful in your
planning, as well as the suggested exercises and activities. You must email your plan for your group (on
the Template for Group Plans on Sakai) to me no later than Tuesday at midnight of the week when you
will lead on Thursday. I am also available to discuss your plan with you. Your grade on the group
leadership requirement depends on the quality and professionalism of your preparation and follow-up, in
addition to your group leadership process.
You should also debrief your group experience with your co-leader. This should be done
immediately after your group. What went well? What did you learn? Did the group make progress in
terms of its "process"? What would you like to have done differently? How well were you able to
implement the theory? Summarize your debriefing on the form provided on Sakai (Template for
Debriefing) and email it to me within two days of your group. You should also review the tape of the
group and be prepared to discuss your summary and your learning from leading the group at the
outset of the next class.
Note: You will not be graded on the "success" of your group session. You will be graded on
professionalism and attention to detail in preparing the group, including timeliness of your planning,
application of theory and process knowledge in your group plan, attention to basic and group counseling
skills as you conduct the group, and thoughtfulness of your debriefing and in-class sharing of what you
learned from the experience. As beginning group leaders you are expected to make mistakes. Do not be
afraid to share them with your peers!
PAPERS 1-5 will all focus on your understanding of group theory and group process, and, eventually,
how you will apply this understanding to a creation of a group of your own. They should include your
understanding from both your reading and your class experiences. These papers must all be turned
into Sakai as well as brought to class in hard copy form by the due date.
For Paper 1. Drawing from your readings, draft plans for a group that you would like to lead.
Start by imagining a group for a particular population with whom you would like to work. This may stem
from your awareness of a particular need with a particular population. Note: Experience shows that you
will have a MUCH easier time with this paper, and with Paper 5, if you imagine a group for a very
specific and familiar population (e.g., one in Baltimore City middle schools, etc). If you are currently
working or in practicum, designing a group for your practicum/work site is recommended. However, do
not use a pre-existing group or a “manualized” group plan that already exists, for the paper. This group
should be one of your own original design, for a population and problem of interest.
The group you design should be a counseling, therapy group, or psychoeducational group (not a taskfacilitation group).
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First, discuss which of these types of groups (counseling, therapy, or
psychoeducational) would best meet the needs of your population, and why (2 points).
Then, write the basic plan for the group, including all of these dimensions, which are discussed by Corey
in Chapter 4. A Template for Paper 1 is provided on Sakai – please use each item as a paragraph
heading in your paper.
 co-leader considerations (2 points)
 the basic purpose of the group, (2 points)
 the population to be served (be as specific as possible) (2)
 the rationale for the group, (2)
 procedures for recruitment, screening and selection of members, (3)
 size of the group, (1)
 frequency of meetings and duration of the group, (1)
 structure and format (structured, unstructured, or somewhere in the middle)
(2)
 preparation of members (2)
 open vs. closed group, (2)
 voluntary or involuntary, and (2)
 a plan for follow-up and evaluation. (2)

brief responses to the following questions – 2 points each, except #1, which
is worth 5 points.
1. To what extent will your group be homogeneous vs. heterogeneous? What sorts of
multicultural dimensions are likely to be present? What steps would you want to take to
address these? (5 points)
2. What ethical issues do you want to be sure to remember as you plan and conduct
this group?
3. What sorts of goals would the members of this group be likely to set for themselves (or
what would you want them to set for themselves)?
4. What skill set do you presently have that would be relevant to running this group? What
skills do you anticipate needing? Which might be most difficult for you to develop?
5. What theoretical orientation would you expect to incorporate into this group? For now,
this may be the theoretical orientation that you are developing in relation to individual
counseling – just give me your best guess. Then, name one or two ways that this
theoretical orientation may be manifested in your group.
6. Tell me in what specific way you'd like to open AND close the first session of your group
Pages 31-33 in your text and 27-28 in your SM may be useful in considering this).
This paper should be 5-6 pages in length (double-spaced, standard margins). After your paper is
returned, keep your graded copy to turn in again with your Final Paper/Paper 5!!
Papers 2-4 (2-3 pages each) are essentially journal entries/reflection papers, reflecting on
what you are learning about group leadership, and what you are experiencing as a member in the
ongoing group that is occurring in class. Papers should touch on what you are learning about:
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



theory as it applies to a group, including your degree of appreciation for particular
theoretical approaches.
the process of the group that you are experiencing in class – what you are learning
about group process.
your awareness of the skills and personal characteristics of group leadership that strike
you as really important for good group process, including how you see yourself in
terms of these skills and characteristics.
how you see yourself operating in the group; what you are learning about yourself as a
group member.
In these papers, do not recount what happened in a group meeting (I will have been there!) and do
not simply describe what a theory says (I will have read the book!). Rather, write entirely from
your experience, your thoughts from reading, and your observations and reactions to our group.
Use the Template for Papers 2-4, again using the template items as paragraph headings.
For your Final Paper (Paper 5), please return to the group you began developing in Paper 1.
Discuss, from this standpoint in the semester, the theoretical underpinnings that you would incorporate
into your group. Alternately, you may present a new idea – a different type of group and/or a group
designed for a different population, but if you do this, be sure to include enough information about the
population and the type of group you are planning (considerations from Paper 1) so that I can see the
applicability of your theoretical formulations to this group. For this project, integrate two or more of the
eleven theoretical approaches that we have studied, and apply this integrated model to the group you
design for your selected population. In your paper (approximately 8-10 pages, and using the Template
for Final Paper) please:
1. briefly note any changes to the overall plan and structure of the group that you would
make, since writing Paper 1. (2 points)
2. articulate the theoretical approach you will use (the integration of at least two
theories) in this group. As part of discussion of your theory, your paper should cover (and
please divide your paper into sections to address): (4 points each)
a) the key concepts that you will utilize from each theory (see text on each chapter 6-16)
b) your role(s) as group leader in this approach – your tasks
c) role of group members in this approach – what are their responsibilities?
d) the therapeutic goals for this group
e) techniques and methods of the approach that you will use
f) stages of group development according to this approach -- how will your
group evolve over time?
g) limitations of this theoretical approach
Again, the summary charts in Chapter 17 of your text should be useful in thinking about these dimensions
of a group, as well as the two-page summary charts in your SM of the initial, working, and final stages of
a group as applied to each theory. However, do not give a summary of textbook content. Rather,
demonstrate your own understanding of the models you have integrated and write from your own thoughts
and observations. You can also see Chapter 18 of your text for ideas, but do not duplicate Corey’s
personal integrative approach as your approach. Be original and show that you are able to synthesize,
integrate, and conceptualize a model that will help you work effectively as a group leader.
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3. Show how your theoretical model fits your specific population (6 points). Be creative and
original in your thinking here! What does your specific population need? You may want to
discuss the expected stage of change of your members (precontemplation, contemplation,
preparation, action, maintenance) and/or the level of change (symptom, cognition, interpersonal
conflict, family/system conflict, intrapersonal conflict) targeted by your model, and how these are
appropriate for your population.
4. Address the implications of your approach for multicultural practice in general, and its fit
with the diversity you expect in your population (4 points).
Turn in your graded copy of Paper 1 along with Paper 5 on the due date!
All written assignments are due on the date stated on the syllabus. Unexcused late papers will be
subjected to a 10% grade reduction per day. In cases of excused late assignments, you must
communicate with me prior to the established due date, to set up a date by which the assignment will be
turned in.
FOR ALL PAPERS, it is essential that you document any and all source materials according to APA
standards. Be particularly cautious to correctly paraphrase any sources, so as not to commit
plagiarism. Also see "Academic Integrity," below. All papers will be graded for both content and form.
The latter includes such things as spelling, grammar, sentence structure and usage. Poorly written papers
will not be graded, but returned for rewriting. A 10% reduction in grade will be applied for each day
the paper is out for rewriting. Achievement & Learning Center staff members are available to assist
you with improving your writing skills and products.
Participation. Participation points will be based on your contributions to class discussions and
participation as group members. As noted on p. 3, attendance is required. Absences and late arrivals
will also reduce participation points. For the instructor-led portion of classes, I will expect you to have
done the readings and contribute to discussions as an active learner. I strongly encourage you to listen to
Corey’s lectures on the DVD (which will be posted on Sakai) for a summary of the content of each
chapter as an aid to mastering the theory as applied to groups, in order to be ready to discuss it in class.
Class participation points will also be based on the degree to which you help to build a safe and
supportive atmosphere in the class. This is a skills-based course, where students need to feel supported
while taking the risks of practicing new skills and making bold mistakes! As a group member, it is
important that you follow the guidelines on pp. 9-11 of the Student Manual. Your degree of ease or
difficulty in following these guidelines make excellent material for your reflection papers (Papers 2-4).
*Note that our in-class group does not constitute group counseling or therapy. You are not expected to
disclose difficult or painful material from your own life, although a certain degree of self-disclosure is
necessary to an effective group process. You are asked to fully participate in the sessions consistent with
the guidelines noted above, in a manner with which you are comfortable, and to take responsibility for
monitoring and maintaining your own desired comfort level. Although this is not group therapy, you will
have continuous opportunity, in these sessions, to increase your self-awareness and sensitivity to others in
ways that can contribute greatly to your ability as a group leader and counselor.
Your Student Manual (SM) is your general resource book for this class. It contains self-study activities
and questionnaires (including the inventories and quizzes discussed above), suggested theory-based
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activities for leading groups, and a general comprehension check/sample tests that can assist you
significantly in studying for exams. Although you will not be turning in your manual, I encourage its
regular use to help you master the content of the corresponding chapters in your text, and to engage in
discussions and test preparation with your classmates.
Not required, but worth the watch: Groups in Action (GA) is a DVD (with its accompanying
workbook) designed to deepen your understanding of group process through self-study. It is not required
for this course, but is available on reserve in the library for anyone who wants to watch Gerald and
Marianne Corey conduct a 3-day intensive group counseling experience for graduate students and recent
grads. It illustrates the stages of group counseling, as well as their well-developed integrative theoretical
approach, and they provide great models in use of the skills of group counseling!
Format for Groups
All members of the class will participate as group leader twice during the semester, and as group members
each week. Group sessions will be recorded for group leaders’ review.
In your role as group leader your communication, planning, and interaction with your co-leader and with
me are expected to be of a professional (including timely) quality. You should regard me as your
supervisor, and you should work with your co-leader as you would work with a co-leader in a real group.
As group members, you are responsible for active participation, following the guidelines in this syllabus
and on pp. 9-11 of the SM.
My roles in this class are several: teacher (and along with that, evaluator), supervisor, supporter, and at
times, co-leader. I will give feedback on skills and characteristics that facilitate or hinder your ability as a
group leader. I will NOT become the therapist for the group or any individual, although it is possible that
situations will arise where I will help "debrief" an experience with one or more students, and might
encourage therapy for students, if indicated. My intent and purpose in each of my roles is to support your
development as an effective group leader.
You will, as a group, determine the type of counseling group that you want to have.
You might choose a theme-focused group. One theme might be your developing professional self. This
could include what it’s like to become a group counselor (!), or a broader theme including the experience
of being a grad student, development of your professional identity, your hopes/dreams/aspirations,
feelings about your training and work experiences, strengths, worries, experience in this training group,
etc., etc. (See following pages for specific possibilities for the “becoming a group counselor” theme).
Another theme might be assertiveness in interpersonal relationships, or anything else related to
interpersonal relationships.
Another option is that the group would function as a personal growth group (NOT theme-centered). This
group might be less structured, more open-ended, with each person choosing what to work on. Regardless
of what the class chooses, it will be important (as we will see in our reading) for each person to determine
a sincere goal for your work in the group.
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These issues will be discussed in a pre-group meeting (next week!) and you will come to consensus as to
the type of group you will create.
Some possible directions for each of the weekly groups, should you decide to focus on your growth
as group leaders, include: (in reverse order for the current schedule)
Psychoanalytic Group
Focus on areas of potential countertransferences that are likely to affect your work as a co-leader or as a group
member. What are some of the main ways you are likely to display resistance, and how might you challenge your
resistance? What is an example of one of your major defenses when you experience anxiety?
Adlerian Group
Focus on some of the main ways that your family of origin has influenced you as the person you are today. What
are some ways that your early experiences in your family might be replayed in groups in which you are a member?
Leader?
Psychodrama
Focus on some interpersonal relationship that you would like to improve. Psychodrama techniques can be applied
to working on relationship concerns.
Existential Group
Focus on how you are dealing with freedom and responsibility in your own life at this time. How is your ability to
cope with freedom and responsibility in a personal way a factor in your ability to facilitate your groups? Focus on
the how you are in the here-and-now in this group.
Person-Centered Group
Focus on the nature of your experience at this time in your groups: What might you like to change in yourself?
What are your main reactions to the experience of this group, and what ways might you want to be different? Focus
on identifying what you want for yourself in your groups?
Gestalt Group
Focus on any unfinished business from your personal life that might be getting in the way of your effectiveness in
co-leading your group. Identify one area of unfinished business that you would like to complete. You might also
explore a central polarity in your life and reflect on ways you would want to integrate what appears to be opposing
dimensions of yourself.
TA Group
Focus on the injunctions that you heard (verbally and nonverbally), and especially think about one of your early
decisions. After identifying a central early decision, ask the degree to which this decision still serves you. How
does this decision affect you as a group leader? What new decision might you consider?
Cognitive Behavioral Group
Focus on a specific behavior pattern that you would like to change—some thoughts/beliefs, or ways of acting, or
some feeling. What is the impact of this behavior pattern on your work as a group leader? How might you go about
making the change you say you want to make?
Rational Emotive Behavior Therapy Group
Reflect on your internal dialogued as a group leader and/or as a group member and identify one major belief that
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you see as being dysfunctional. What self-talk or cognitions most get in your way? What are some ways that you
can practice challenging an irrational belief and substituting more constructive ways of thinking?
Reality Therapy Group
What is one form of behavior that you would very much like to change? Develop an action plan aimed at change
that you can implement once the course is over.
Solution-Focused Brief Therapy Group
Use the scaling technique as a way to assess characteristics that you desire to change within your group.
Course Outline
Class
Date
1
8.27
2
9.3
3
9.10
4
9.17
5
9.24
6
10.1
7
10.8
Topics and Activities
Introduction to Group Work
Types, Theory, Process & Skills
-------------------------------------------------------------------------Group Sign-Ups
Seeing Yourself as a Group Leader; Group Skills
Pre-Group Issues – Ethical, Diversity, “Process”
-------------------------------------------------------------------------Pre-Group Meeting
________________________________________________
* 9.8 - Last Day to drop without a “W”
Solution-Focused Therapy in Groups
More Ethical and Professional Issues
-------------------------------------------------------------------------SOLUTION-FOCUSED GROUP
Paper 1 Due
Initial Stage of Group Development
Reality Therapy
-------------------------------------------------------------------------REALITY THERAPY GROUP
REBT
------------------------------------------------------------------------REBT GROUP
Transition Stage
CBT
-------------------------------------------------------------------------CBT GROUP
Paper 2 due
SFT, RT, REBT & CBT approaches; Initial & Transition stages
Transactional Analysis (TA)
-------------------------------------------------------------------------TA GROUP
Assigned
Readings &
Activities
C&SM, Ch 1-2;
Ch. 3, pp. 45-59;
Ch. 4, pp. 69-78
C&SM, Ch. 16
(IQ); Ch 3, pp. 5968;
Yalom,* Ch. 1
C&SM, Ch 15
(IQ);
Ch. 4, pp. 79-85;
Yalom,* Ch. 2
C&SM, Ch.14
(IQ)
C&SM, Ch 13
(IQ); Ch. 4, pp. 8593
C&SM, Ch 12
(IQ)
10
8
10.15
9
10.22
10
10.29
11
11.5
12
11.12
13
11.19
14
11.26
12.3
Exam I (Corey & SM 1-4 & 12-16; Yalom 1-2)
-------------------------------------------------------------------------Dealing with Group Conflicts/Psychodrama overview
Gestalt Therapy and Psychodrama
-------------------------------------------------------------------------GESTALT GROUP
PSYCHODRAMA GROUP
Working Stage
Cohesion
Person-Centered Groups
-------------------------------------------------------------------------PERSON-CENTERED GROUP
_________________________________________________
*11.2 - Last day to drop with a “W”
Paper 3 due (Stages; T.A., Psychodrama, Gestalt & PersonCentered approaches; Transition & Working Stages)
Existential Approach
-------------------------------------------------------------------------EXISTENTIAL GROUP
Adlerian Group Work
-------------------------------------------------------------------------ADLERIAN GROUP
The Psychoanalytic Approach to Group Leadership
Final and Post-Group Stages
-------------------------------------------------------------------------PSYCHOANALYTIC GROUP
No class – Thanksgiving Break
Paper 4 Due
Existential, Adlerian & Psychoanalytic approaches; Final and
Post-group stages
Integration and Termination of the Group
-------------------------------------------------------------------------TERMINATION GROUP
Exam 2 (Corey & SM, 5-11, 17-18; Yalom, Ch. 3)
Paper 5 Due (by midnight)
C&SM, Ch. 11 &
Ch. 8 (IQs)
C&SM, Ch. 10
(IQ)
C, Ch. 5, pp. 94107
Yalom*, Ch 3
C&SM, Ch 9 (IQ)
C&SM, Ch. 7 (IQ)
C&SM, Ch. 6
(IQ);
C, Ch. 5, pp. 107114
C&SM, Ch. 17-18
12.10
12.15
*on e-reserve;
C= Corey; SM = Student Manual
Academic Integrity and Student Responsibilities
Each student is responsible for personal academic integrity, and thus avoidance of such misconduct as
cheating, plagiarism, falsification or attempts of these acts. Any violation of the University of Baltimore
Academic Integrity Policy will result in a minimum sanction of zero for the work and may include other
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sanctions, with a maximum being expulsion from the University. The academic integrity policy is included
in the student handbook found at http://www.ubalt.edu/campus-life/student-handbook.cfm#AcademicIntegrity
As a part of an institution-wide effort to ensure the originality of student work, the University of
Baltimore licenses Turnitin, a commercial text matching service that analyzes students’ submissions
against its own archive of student papers, articles and web sites to report on student originality and
identify possible plagiarism. Incorrect use of other individuals’ work will likely result in plagiarism
charges, which can lead to a failing grade on an assignment, a failing grade in the course, or even
suspension from UB. All UB faculty members reserve the right to use this or other measures to evaluate
your work for originality and proper attribution. Not understanding the definition of plagiarism or
improper attribution are not excuses for failure to abide by originality requirements in this or any other
course.”
All writing assignments must conform to APA standards for summarized and quoted material. See the
current edition of the Publication Manual of the American Psychological Association for specific citation
formats.
Missed exams can be made up only for emergency situations. You must notify me by e-mail before the
exam, or as soon as reasonably feasible, and you must supply documentation (doctor’s note, tow truck
receipt, etc.) supporting your emergency’s status.
If you miss a class for which you were to be the designated Group Leader, you will not be able to make up
that experience.
Accommodations/Academic Adjustment
The University of Baltimore’s Center for Educational Access ensures that all UB students can achieve their
academic potential unhindered by any disabilities. If you have a documented disability that requires
accommodations, please contact the Center for Educational Access at 410.837.4775 or cea@ubalt.edu. The office
is in the Academic Center, Room 139. The center provides reasonable and appropriate accommodations for
students with documented disabilities. Even students with short-term disabilities, such as a broken arm, can take
advantage of certain services if appropriate medical documentation is provided. For documentations guidelines,
visit the Center for Educational Access website at www.ubalt.edu/cea.
If you require special accommodations, please present the appropriate form to me as soon as possible.
The Achievement and Learning Center
The ALC, located in AC 113, (www.ubalt.edu/alc; 410.837.5383) is a free resource for all UB students and offers
support in three ways:
· A tutor or study facilitator may be available for a course, either on-campus or online. Assistance in a
variety of computer skills may also be available. Visit www.ubalt.edu/tutoring to learn more, or stop by
AC113.
· Writing consultants can work with you one-on-one to improve your papers and provide suggestions for
revisions. Writing consultants provide feedback on anything you're writing for UB courses at any point in
the writing process, from getting started to final editing. You can also submit to the Online Writing Link
through the MyUB portal to receive audio MP3 feedback; look for the OWL icon.
· To gain a competitive edge in the classroom or the workplace, make an appointment with Learning
Consultant Cydney Delia. Cydney works with students on goal-setting, time management, efficient
learning strategies, working in teams, oral presentations, and exam taking. She can help you develop a
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personalized "master plan" for accomplishing your goals. To make an appointment, visit
mywco.com/ubalt.
The Counseling Center
The Counseling Center (Academic Center 111, http://www.ubalt.edu/counseling, counseling@ubalt.edu*
410.837.5159) delivers mental health services to UB students, promoting personal growth and assisting students
with personal, social and academic concerns. Services include: individual counseling; group counseling;
psychiatric referrals; consultation with faculty and staff to address student concerns; outreach programs; crisis
intervention. (*Note that this is neither a secure nor confidential email address. It also is not an emergency contact.
If you are experiencing an emergency: dial 911, call the UB Police Department at 410.837.4444, or report to
your nearest emergency room.)
Please note: The instructor reserves the right to modify this syllabus at any time during the semester.
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