Yale Gordon College of Arts and Sciences

Basic CounselingCredit hours: 3

APPL 606.185 - Fall 2016Course Meets: Wednesdays, 5:30 – 8 pm

8/29/16 – 12/18/16Location: LC201

Instructor:Katy Shaffer

Teaching Assistant:Desiree Ducharme (desiree.ducharme@ubalt.edu)

Contact Information:E-mail: kshaffer@ubalt.eduPhone: 410-837-5994

I prefer that students contact me via email. Please be sure to include the course number in the subject line. I will make every effort to respond to your inquiry within 48 hours or earlier. If an issue is urgent, please indicate "urgent" within the subject line of the email and I will respond as soon as is practical.

Office Hours and Location:Wednesdays, 3-5pm; LC410

WELCOME!

Welcome to Basic Counseling! I look forward to our exploration of the fundamental processes and skills of counseling. This course meets the State of Maryland LCPC licensure requirement for a course in Counseling Techniques. It is geared toward the student of professional counseling. It is assumed that you have a strong undergraduate background in psychology, including courses in learning theory and personality theory. If you lack any of these, you should speak with me, as you may have difficulty passing this course. In addition, a look at the course requirements will accurately suggest that this course is a lot of work! In the course you will be integrating conceptual/theoretical knowledge with skills. Hence, there are many practice and self-study components to this course that take considerable time. If you cannot devote 10 to 12 hours per week to this course, you are advised to consider taking it at another time.

Course Description:Basic skills and techniques required for conducting counseling sessions. Listening skills, initial interviewing, taking case histories, etc., are explored. Basically experiential in nature, with

students practicing and evaluating counseling styles and abilities and participating in varied classroom activities such as mock counseling interviews. Lab fee required. prerequisite: APPL 605 or permission of instructor

Student Learning Outcomes:Through reading, instruction, observation, and experiential methods, upon successful completion of the course students will be able to:

1. Describe the distinguishing characteristics and functions of basic listening and interviewing skills

2. Effectively use basic listening and interviewing skills3. Describe characteristics and limits of an effective treatment relationship 4. Establish a collaborative treatment relationship with a potential client 5. Describe stages of clinical treatment from initial contact through termination or referral,

and the skills associated with each stage. 6. Articulate self-awareness of motives, skills, and personal factors related to the

professional counselor role. 7. Apply an integrative theoretical perspective that includes Rogerian, psychodynamic, and

cognitive-behavioral elements to client problems and change/intervention skills

Required Course Materials:

Hill, C.E. (2014). Helping skills: Facilitating exploration, insight, and action. (4th ed). Washington, D.C.: American Psychological Association. ISBN: 9781433816789 [you must purchase this book]

Cormier, S., Nurius, P.S., & Osborn, C.J. (2009). Interviewing and change strategies for helpers (6th ed). Belmont, CA: Brooks/Cole. [Available on Sakai]

Hill, C. E., & Rochlen, A. B. (2002). The Hill cognitive-experiential model of dream interpretation. Journal of Cognitive Psychotherapy, 16, 75-89.

Lanning, W., & Carey, J. (1987). Systematic termination in counseling. Counselor Education and Supervision, 27, 168-173. [Available on Sakai]

**All readings are available through Sakai, our course webpage, with the exception of the Hill (2014) text, which must be purchased. Most (if not all) handouts will be posted on Sakai and that students are expected to print out the materials in advance of class.

Scantrons: Please purchase at least 2 (I recommend more, as you’ll use them in all of my courses!) scantron sheets for taking your exams. You need: Form 882-E compatible versions (they are green and smalle than a half sheet of paper). These are available in the bookstore, and well as on Amazon.com:

To access Sakai: On UB's home page (www.ubalt.edu), click "MyUB" and login. On the right hand side of the screen, click on the icon for UB Online Sakai.

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Your Sakai username and password are identical to your MyUB (Peoplesoft) username. For help with MyUB and Sakai, contact OTS at callcenter@ubalt.edu or 410-837-6262.NOTE: DO NOT use Sakai messages to contact me—I do not check them. Instead, use UB email to contact me.

Course Requirements/Assignments:

The course will include reading, lecture, discussion, demonstrations, lab experiences, papers, and practice interviewing. Generally, the first half of each class session will be instructor-led. The second half will consist of lab exercises done in dyads, triads or small groups with classmates. Please bring your Hill text to each class AND an audio tape recorder and tapes (if recorder is not digital) to Class 2 and every class thereafter.

Assignments:

1. Participation. Since a great deal of learning in this course is experiential, through classroom demonstrations, activities and labs, please make every effort to attend each class, arrive on time and stay until the end. You may miss two classes without penalty: after that your total grade will be reduced by 10% (one letter grade) for each missed class. Two latenesses also constitute one absence, with a lateness being defined as missing at least 15 minutes of class. Participation points will be based on classroom discussion and lab participation, including how you respond to feedback on your developing skills and the quality of feedback you give to your classmates.

2. Reading. Make sure you have done the readings prior to the date for which they are assigned and come to class having done critical thinking about the readings and be ready to participate in class discussions.

3. Papers and Journaling. Paper 1: Self-Awareness. Reflecting on the material in Chapters 1, 2, 4 & 5 of Hill and Chapter 2 of CNO, assess the motives, personal experiences, and personal characteristics that have brought you to this profession. From these, identify and discuss at least one “unhealthy motivator” to which you might be susceptible, and therefore may need to work on as you move toward becoming a counselor. Also, do some introspection on Brems' interpersonal patterns (from the handout), and identify at least two that could be either a strength or problematic. Discuss how they could influence your counseling. Finally, specifically address how you typically handle power, competence, and intimacy, as discussed in CNO, in relationships with others. That is, discuss how you see yourself, in general, on these dimensions of interpersonal relating, and how they may

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unfold in your counseling. Length should be sufficient to cover the above in some depth – probably not less than 4 pages (double-spaced) and no more than 8 pages.

Paper 2. This assignment has two parts.  First is to be a "helpee" for a second-year student who is enrolled in either Dr. Donahue’s or Dr. Johnsons’s practicum class.  The assignment is to spend 1 session with this student, allowing that student to practice her/his skills, talking about your career path to this point, and your experiences in and hopes for graduate school.  This is not “real counseling,” in that you don’t have to bring any problems(!)  Rather, this is a training exercise for both you and the practicum student, but will hopefully help you gain awareness about the experience of a client.  As with all of the class exercises in this course, monitor yourself and discuss only what you are comfortable discussing.  But please talk about your skills, values, interests and aspirations and possible problems/frustrations as they relate to your chosen profession.  The paper should be a brief report on your experience as a "client" with your student counselor.  It is not necessary to tell me what you talked about, but please do discuss what you learned about the experience of being a client, which may include comments on the process of your session, how the relationship evolved (or did not) and on how the counselor's skills helped or hindered that process.  The paper should be no longer than 2 full pages in length. Other than in-text citations (to be used if you reference your texts) APA style is not required.

Journal. Please keep a journal (typed!) about your training experiences. The journal is to be a vehicle for introspection, and perhaps even insight, into yourself as a developing helper. Experiences about which you may journal include readings, lab and videotaped practice sessions, and class experiences and discussions (make sure you touch on each of these elements at least twice this semester). In all cases discuss the relevance of these events to your thoughts, perceptions, and feelings about yourself as a helper. Include reflections on your skill development, challenges you faced, feedback you received and your reactions to that feedback, and further observations about the characteristics and motivators you considered for your first paper and others of which you have become aware. Hill's questions that follow every lab also provide good fodder for reflection. Make a journal entry each week (1 full page to 2 pages), especially noting your thoughts and feelings about EACH lab. Journals will be collected at midterm and at the end of the semester.

At the end of the semester, for your last journal entry, review Paper 1 and in a 2 page entry describe how you have changed over the semester, in terms of both skills and self-awareness.In which skills do you now feel most secure? How has your picture of yourself as a helper changed over the semester? Also, discuss personal factors and skills that need continuing work in your professional development. Attach your original, graded copy of Paper 1.

4. Exams. Exams 1 and 2 will consist of objective and short answer questions. Each exam is worth 100 points. Part of Exam 2 will be comprehensive. Exam 2 will be held during our Finals Week examination time, which will be from 5:30-8 pm on Thursday, May 12th.

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5. Practice Tapes 1 and 2 (T1 and T2). These recordings will be made with the teaching assistant as your "client." In Tape 1, you will work with an assistant to create a recording, approximately 10 minutes in length, in which you demonstrate the skills of the Exploration stage of helping. In Tape 2, you will demonstrate the skills of both the Exploration and the Insight stage. Tape 2 will be approximately 15 minutes in length. Both tapes must be made outside of class time. You will need to schedule a time with the assistant to make each tape by the due date indicated on the Course Outline. Also, review your tape prior to meeting with me for a tape review. I will schedule sessions to review your tapes with you individually. These will also be held outside of class time.

6. Labs. All of the labs in this class are designed to give you hands-on experience with counseling skills. They are all contained in your text. Labs will be completed in class, with the exceptions of Labs 7, 11, and 13. These labs will all be done outside of class time and may be recorded in the Clinic, including the “non-recording” rooms, as long as you have your own audio recorder. Lab 7 will be done with a classmate. For Labs 11 and 13 you will meet with a volunteer from an undergraduate psychology course at UB. Contact information will be provided later this semester. You MUST meet for the session first and then, immediately after the session, continue meeting with your practice “client” (helpee) to review the session together (with each person making their own private ratings of the session). DO NOT let your practice “client” (helpee) leave without doing the ratings. These should be conducted as "real" counseling sessions, which means that you will use the Informed Consent form with your helpee (bring two copies, one to keep in your file and one to give to your helpee). You will follow the instructions given in Hill, subject to modifications given in class, for these sessions. You will be making verbatim written transcripts of all three of these labs. Again, you will follow the directions given in Hill for your transcripts, subject to some modifications that will be explained in class.

BEFORE EACH CLASS: Carefully read the Lab that will be done so that you are familiar with it and don’t need to spend class time getting ready for it. Be sure to bring Hill to each class.

Additional Student Responsibilities

Academic Integrity & PlagiarismEach 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 sanctions, from an F in the course to expulsion from the University.

The most frequently occurring problem behavior in this context is plagiarism. Plagiarism occurs when a person submits written work as her/his own, when in fact the work has been done entirely or in part by someone else to whom the person has not given appropriate

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credit. This includes any written work that copies the language, structure, ideas, or thoughts of another (UB Student Handbook, 2006), work that has been paraphrased, and even the reporting of facts derived from another source and not a part of common knowledge. This includes sources such as magazine or newspaper articles, encyclopedias, dictionaries, pamphlets, brochures, other students’ term papers and reports, articles in professional journals, transcribed interviews, live interviews, books, internet pages, CD-ROMs, etc. This list is not meant to be exhaustive. The fact is, if you do not give appropriate credit to any source of your written words besides your own ideas or common knowledge, you have committed plagiarism.

Exam PoliciesMissed exams can be made up only for emergency situations. You must notify me, personally, by e-mail or phone BEFORE the exam, and you must supply documentation (doctor’s note, tow truck receipt, etc.) supporting your emergency’s status.

Paper ExpectationsPapers are due at the beginning of the class period. Late papers will have a 10% per day penalty. Papers 1 and 2 should be typed (Times New Roman, font size 12) and double-spaced, and must conform to APA (6 th ed.) standards for appropriate referencing . In addition, papers must meet graduate-level standards for quality of writing, including grammar, spelling, sentence structure, and paragraph construction. Quality of writing will be weighted equally with content in determining your grade.

Writing HelpYou are encouraged to make use of the services provided by the Langsdale Library and the Achievement and Learning Center (AC 113) for the preparation of student papers. However, the work of actually researching and writing a paper is ultimately your responsibility.

Grading Evaluation Procedure:

Specific Requirements Total A A- B+ B B- C+ C C-Conceptual components: Exam 1 100 Exam 2 100 Class Participation 30Total Conceptual Points 230

Skills Components Paper 1 20 Paper 2 25 Practice Tape 1 20 Practice Tape 2 30 Lab 7 40 Lab 11 50 Lab 13 60

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Journal 40Total Practice Points 285

Total Points 515 489 463 448 432 412 396 381 360Total Percent 100 95 90 87 84 80 77 74 70

Grading ScaleA = 95 - 100% B+ = 87 – 89 C+ = 77 – 79 F = 69 and belowA- = 90 – 94 B = 84 – 86 C = 74 – 76

B- = 80 – 83 C- = 70 – 73

Requirements ExplainedTo pass the course, you must pass (70% or higher) both the conceptual and the skills components of the course. At the end of the semester, conceptual points and skills points will be computed separately. If either falls below 70% of possible points, the course grade will be an F. If at least 70% of possible points have been obtained in both components, the final course grades will be based on the combination of points accrued in both the skills and the conceptual components.

In addition, students must adhere to all of the Standards and Expectations for Graduate Students listed at the end of the syllabus, which will be assessed through the Professional Counseling Performance Evaluation (or PCPE, available to students on Sakai).

Professional Counseling Performance Evaluation (PCPE): There is a well-established relationship between clinical competence and personal and professional development; therefore, counselor educators have a professional and an ethical obligation to evaluate student development in areas other than academic performance and skills acquisition. CACREP (2000), ACA (1995), and APA (2002) ethical guidelines require therapist educators to assess and evaluate students’ professional and personal growth and development and ensure competence in these areas. These areas include, but are not limited to: 1) interpersonal and professional competence; 2) self-awareness, self-reflection, and self-evaluation; and 3) multicultural sensitivity and awareness in professional and interpersonal interactions (see Standards for Counseling Graduate Students, this syllabus). As a result, you may be assessed using the PCPE (posted on Sakai). This form may be used to evaluate students and to provide feedback on skill levels in communication, counseling skills, ethical practice, and personality or behavior traits that interfere with providing professional counseling at an acceptable skill level. A poor evaluation on the PCPE will result in being referred to the faculty review committee for a review and remediation plan and/or failing the class. You will fail the course would if you receive a score of .50 or less on one or more of the evaluation areas.

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Attendance Policy: You may miss two classes without penalty: after that your total grade will be reduced by 10% (one letter grade) for each missed class. Two latenesses also constitute one absence, with a lateness being defined as missing at least 15 minutes of class.

Tentative Course Schedule:

The instructor reserves the right to change this syllabus at any time during the semester.

BEFORE EACH CLASS: Carefully read the Lab that will be done so that you are familiar with it and don’t need to spend class time getting ready for it. Be sure to bring Hill to each class.

Class Date Topic and Activity Readings/Miscellaneous

1 8/31 Becoming a Helper Introduction to the Course Professional Training Requirements Cultural Identity – Introductions of each other------------------------------------------------------------------- Multicultural Awareness LAB 1, p. 28

Syllabus

2 9/07 The Helping Process The 3-Stage Model

Personal Characteristics of Helpers------------------------------------------------------------------The Initial Session LAB 2. p. 56

HILL Preface & Ch 1-2, 4-5CNO Ch 2, 14-30*“Client” Signups

3 9/14 Paper 1 Due (keep this after returned to turn in on last day with your journals!)

The Exploration Stage of Helping (Stage 1)Attending and Listening LAB 4, p. 118--------------------------------------------------------------------

HILL Ch 6, 7

4 9/21 Exploring Thoughts LAB 5, p. 139--------------------------------------------------------------------Exploring Feelings LAB 6, p. 165

HILL CH 8

HILL Ch 9

Between 9/21 and 9/29 T1 & Review

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5 9/28 Cognitive Behavioral Assessment & Conceptualization The Cognitive-Behavioral Assessment Interview--------------------------------------------------------------------Integration of Exploration Stage Skills

CNO Ch 7*CNO Ch 8*

HILL Ch 10Between 9/28 and 10/11 Lab 7

6 10/05 Ethics in Helping--------------------------------------------------------------------Ethical Awareness LAB 3, p. 76

HILL Ch 3CNO Ch 2, pp. 31-

48*7 10/12 Lab 7 Transcript Due

Challenging Discrepancies LAB 8, p. 220HILL Ch 11 &12

8 10/19 Exam I (on readings to date) & Journals Due (keep 1st half of journals to turn in with final journals!)

--------------------------------------------------------------------The Insight Stage of Helping (Stage 2)--------------------------------------------------------------------Facilitating Insight LAB 9, p. 250

HILL Ch 13

9 10/26 Paper 2 dueImmediacy LAB 10, p. 264--------------------------------------------------------------------Integrating the Skills of the Insight Stage

HILL Ch 14

HILL Ch 15

Between 10/26 and 11/03 T2 & ReviewBetween 10/27 and 11/08 Lab 11

10 11/02 The Action Stage of Helping (Stage 3)Overview--------------------------------------------------------------------Skills of Action Stage 2-Chair work

HILL Ch 16

11 11/09 Lab 11 Transcript dueFour Action Strategies--------------------------------------------------------------------Practice with Action-Stage Skills

HILL Ch. 17

12 11/16 Integrating Skills of the Action Stage------------------------------------------------------------------ Structuring the Action Stage LAB 12, p. 354 ------------------------------------------------------------------ Integrating the Three Stages

HILL Ch 18

HILL Ch 19Between 11/17 and 12/06 Lab 13

11/23 NO CLASS – THANKSGIVING BREAK13 11/30 Another look at integration: Basic skills to

psychodynamic and transtheoretical psychotherapy---------------------------------------------------------------------Referral and Termination

CNO Ch 4, pp. 72-80*

Lanning & Carey*14 12/07 Lab 13 Transcript due

Integration, ContinuedDream Interpretation

CNO Ch 4, pp. 80-93*Hill & Rochlen

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12/14 Final ExamJournals Due (both 1st half and second half ALONG WITH your copy of Paper 1!)

* CNO = Cormier, Nurius & Osbourne available on Sakai

UB Policies and Procedures

Academic IntegrityThe A ca d e m i c I nt e gri t y P ol ic y for the Univ e rsi t y of B a l t i m ore provides information regarding 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. 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.

Student Rights and ResponsibilitiesThe University’s policy on S tudent R i g hts and Responsib i l i t i e s can be found in the UB Student Handbook.

The University of Baltimore is a community comprised of students, faculty, administrators, and staff who share a commitment to learning. Exceptional academic honesty is essential to the university’s mission of learning, scholarship and integrity. We believe:

Honesty is the foundation of personal integrity. Honesty promotes substantive learning. Honesty validates the recognition of scholarly achievement. Honesty demonstrates respect for the work of others and enables effective

cooperation.All members of our community share responsibility for actively fostering academic honesty, actively discouraging academic dishonesty, and engaging in ongoing discussion of activities that may violate the spirit of honesty.

Plagiarism TutorialUB’s pla gi arism t utorial

TurnitinAs 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

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identify possible plagiarism. All UB faculty members reserve the right to use this or other measures to evaluate your work for originality and proper attribution.

Accommodations for Students with Special NeedsThe 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 (either temporary or permanent) that requires accommodations, please contact the CEA. The center provides reasonable and appropriate accommodations for students with documented disabilities Center for Educational Access .

Code of ConductStudents are expected to maintain a high standard of conduct. Since the university's role is to provide the best possible atmosphere for learning, individuals who violate its rules or regulations are subject to discipline. To the extent described in the Code of Condu c t , the president of the university delegates authority over student discipline to the provost and the associate vice president for student affairs.

Grade ChallengesStudents have the right to a grade based on their actual course performance as compared to an articulated standard that is applied to all those taking a course. Each instructor must therefore be able to articulate a uniform, identifiable standard that is applied in calculating any part of a student's course grade. That standard must relate to the course syllabus, academic instruction, and the assignments and materials that were provided to the class. P ol i c ies a nd p r o c edur e s r e lat e d to gr a de c h a l l e n g e s (click on grading challenges)

Incomplete Grades and RequestsIncomplete (INC) grades will not be considered prior to the official WD deadline. After this date, and INC m ay b e g ra n ted at t he dis c ret i on of t h e i n s t r u c tor and the appropriate dean’s office based on an anticipated extenuating circumstance. Incompletes are ordinarily issued to students whose circumstances meet all five of the following conditions: Your situation is emergent. By that we mean your situation was clearly unexpected, and there was simply no way you could have predicted it.

Your situation is exceptional, which often coincides with the first condition. By that we mean your situation is unique and extraordinary.

Your situation prevents you from completing your work. By that we mean your situation must seriously jeopardize your ability to complete work in the class.

Prior to requesting the Incomplete, you must be passing the course and have completed the vast majority of your work.

When your situation emerges, you must contact your professor about it as soon as possible. A timeline for grade completion is outlined in the catalog.

For any of the above conditions, documentation may be required to officially issue the Incomplete. It is a good idea for students and faculty to have a formal written plan for completing coursework when an incomplete is issued. Please see specific dates on the A ca d e m i c C a l e nd a r for W D a nd r e funds .

Mid-Semester Progress Reporting for UndergraduatesMid-Semester Progress Reports will be issued for all undergraduate students halfway through the semester. You will be issued an S/Satisfactory – which means you are passing the class with a C or

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better; an NS/Not Satisfactory – which means your grade is a C- or lower; or an FA/Failure due to absences. If you are in the NS or FA categories, you should contact your professor and advisor to discuss ways to improve your performance before it is too late.

Privacy ActPublic Law 93-380 (Family Educational Rights and Privacy Act of 1974, also known as the “The Buckley Amendment”) provides certain rights to students (and, in some cases, parents) concerning access to educational records. For more specific information on your privacy rights, visit the FERPA for Students website.

Title IX Sexual Harassment and Sexual Misconduct PolicyThe University of Baltimore’s Sexual Harassment and Sexual Misconduct policies are compliant with Federal laws prohibiting discrimination. Title IX requires that faculty, student employees and staff members report any known, learned or rumored incidents of sex discrimination, including sexual harassment, sexual misconduct, stalking on the basis of sex, dating/intimate partner violence or sexual exploitation and/or related experiences or incidents. P ol i c ies a nd p r o ce du r e s r e l a ted to Title I X a nd U B ’s nondis c rimin a t i on pol i c ies

UB Resource Centers for Students

Academic and counseling resources for students include but are not limited to:

A c h iev e m e n t and L e a rn i n g C e n t e r Academic Center 113 a lc @ ub a l t . e du 410.837.5383Make an appointment at the ALC

The ALC is a free resource for all UB students and offers support in three ways: A tutor or study facilitator may be available for this course, either on-campus or online.

Assistance in a variety of computer skills may also be available. Learn more about tutoring, 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 the ALC Learning Consultant. Consultants work with students on goal-setting, time management, efficient learning strategies, working in teams, oral presentations, and exam taking. They can help you develop a personalized "master plan" for accomplishing your goals.

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C e n t e r f or E du c ational A cce ss Academic Center 139 cea @u b a l t . e du 410.837.4775

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 CEA. The center provides reasonable and appropriate accommodations for students with documented disabilities.

Cou n s e l in g C e n t e r Academic Center 111 c ouns e l i n g @u b a l t . e du 410.837.5159

The Counseling Center 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.

D e an of S tu d e n ts a n d O f fi c e of Co m m un ity L i fe Academic Center 112 c om m uni t y l if e @ub a l t . e d u 410.837.4755

The Office of Community Life and the Dean of Students provides students with the knowledge, skills and support necessary to become successful members of the UB community. The office encourages responsible decision making and community development through its services and programs and offers support and guidance to anyone with questions or concerns about university procedures or who are facing a personal difficulty.

Langsdale LibraryR e f ere n c e & I n st r u c ti o n Li b r a r ia n s

Learning Commons 3rd Floor lan g r e f @ u b a l t . e du 1.888.LANGREF or 410.837.4274

Reference and Instruction Librarians help students develop core information literacy skills, improving their ability to locate, evaluate, and use information as independent, life-long learners. In addition, librarians meet regularly with students in one-on-one and small group settings to provide guidance as students work through various aspects of the research and writing process, such as topic formulation, search strategies, and the evaluation of sources. You can contact the Reference & Instruction Librarian “on call” at the Reference Desk at Langsdale Library by phone, email, instant messaging,

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and in person. In addition, you can get reference assistance even when the library is closed through Langsdale’s partnership with Maryland AskUsNow!’s chat service.

Un i v er sity P ol i c e Charles Royal Bldg. 200ubpol i ce d e p a rtm e nt@u b a l t . e du 410.837.5520

EMERGENCY PHONE: 410.837.4444 Relay users dial 7-1-1

From time to time, the weather, power outages, and other factors play a role in the daily life of the UB campus. Emergency announcements will be communicated via: the U B home p a g e ; campus emails (to UB email addresses); the emergency notification phone line (410.837.4201); local media outlets; and the emergency Campus Text Alert System. Students, faculty and staff are strongly encouraged to register for this emergency notification system. Once registered, you will be alerted to any emergency on campus regardless of where you are - on, off or on route to campus. Sign up for the Campus Text Alert System through the tools in the MyUB portal.

S a k ai S upp o r t ubs a k a isupport@ub a l t . e d u 1.855.501.0856

Having trouble with Sakai? Call or email UB Sakai Support. You’ll speak with a real person who can help you with your problem or create an incident report for following up with your professor.

Of f ice of T ec hn ology S er vic e s Academic Center 101 ca l l ce nt e r @ ub a l t . e du 410.837.6262

OTS provides technology support to the UB community.

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