The First Year Intervention Program (FYI) is one of the many services that the Learning Resources Center offers to UMBC students. The purpose of the program is twofold: to notify students in their first year at UMBC that they are in danger of receiving a D or F in a certain course and to provide them with resources to improve their grade in that course and preserve their GPA. By alerting students early in the semester, students have the ability to make the necessary changes to improve their grade and become successful in their academic careers. 

When do FYI alerts get sent?

The FYI reporting period for the Fall 2016 semester is scheduled to begin on Monday, October 3, 2016 and end on Friday, November 4, 2016. 

I got an alert, but I’m not in my first year at UMBC

The alert program is designed to notify students in their first year at UMBC; however, instructors have the ability to send alerts to any student who is in danger of receiving a D or F in the course. If you received an alert, it means that your grade is in jeopardy and you should take action immediately.

Help! I got an alert in one of my courses! What should I do?

Your professor sent you an alert because you are in danger of receiving a D or an F in that course. The first thing you should do is to contact your professor to figure out what your exact grade is and what you can do about it. Next, visit our website to see if there’s any services at UMBC that can help you improve your grade.

If I’m in danger of receiving a D or an F, doesn’t that mean I could still be passing?

It is possible, but you could just barely be passing. If you are in a course that has a second level to it (such as MATH 150, or BIOL 141), you MUST receive a C or higher to move on to the next level. If you are trying to fulfill your GEP requirements with a course, you MUST have a C or higher for it to count. This is why we ask professors to let you know if you are in danger of receiving a D.

If you have any further questions about the FYI program, please email us.

Meet Himadri,

She is a double major (Biological Sciences & Interdisciplinary Studies) and an URA Scholar. She is also a Teaching Assistant for the Chemistry Discovery Center and a Tutor for the Learning Resources Center. If research is in your future, Himadri recommends getting started in the process early on so that you have enough time to get involved in a lab, learn and discover if research is your passion. Her future plans are to pursue a career as a physician, possibly specializing in the field of Neurology.

Her research involves in examining stress-induced analgesia (SIA), the phenomenon in which exposure to intense stress suppresses the perception of pain. From an evolutionary perspective, SIA is part of the adaptive fight-or-flight response mediated by the sympathetic nervous system that enhances an individual’s ability to survive a crisis situation; pain suppression is a critical component of this response as it enables individuals to escape a threat even if they have sustained an injury.

Read more about her research here…

Tell us a little about yourself

Hi, I am Da’Kuawn Johnson. I am from Baltimore City and a senior studying Biochemistry & Molecular Biology and Spanish. Besides my studies, I spend the bulk of my time tutoring, doing research, and playing music.

Tell us about how you are involved on campus.

I enjoy helping people in whatever way possible. I am an undergraduate teaching assistant for BIOL 141. I am also a member of both the Meyerhoff Scholars Program and the Honors College. I help out a lot with trying to recruit students. Both programs also promotes giving back to the community. During certain parts of the semester, I will work with other scholars get involved with a community service event. My favorite community service activity that I look forward to every year is working with my fellow scholars and being a special topic judge for Prince George’s Area Science Fair for high school students. I love seeing students excited about science and trying to keep that passion alive.

How and why did you get involved in being a tutor?

I began tutoring for the Learning Resource Center (LRC) and Math my sophomore year. I have been tutoring one-on-one through high school and my freshman year. I started tutoring for the LRC because I loved math and I wanted to help more students do well in these classes like mathematics. After speaking with my MATH 151 professor, she suggested that I should apply to be a Math Lab tutor.

What is your favorite thing about being a tutor?

My favorite thing about tutoring is the amount that I learn as a tutor. A given class that I tutor is never exactly the same every semester. Some professors teach concepts differently, the classes move at different paces from semester to semester, and sometimes the professors choose to cover new topics. In addition to variations of classes, students tend to ask interesting and sometimes complex questions I never would have thought about. The exposure to these variations of classes and thoughts about the material makes me a better tutor and greatly increases my knowledge about the subject material. I think it is cool that you can teach and learn at the same time!

Why should students utilize the tutoring?

Everyone needs help at some point in their educational career. I always tell students that people who seek tutoring are smart. People who need help and do not seek help aren’t as bright as they think they are. Plus, you already PAID for the service, so take advantage of it!

What advice would you give students about how to prepare for a tutoring session?

I believe students should come prepared to work and be involved with their education. Don’t expect the tutor to lecture at them. They should expect the tutor to work WITH them through the material. The goal as a tutor is help the student realize that they can be self-sufficient learners.

When and where can someone work with you through the Learning Resources Center?

You can find me in the Math Lab on the first floor of the library behind the resources desk. I work on Mondays 9am – 11am and 5pm -6pm. I also work 9-11am Tuesday through Thursday.

We are thrilled to announce a new way to earn recognition for your service to the INDS program.... a special cord to wear at graduation signifying the time and talent you provided to Interdisciplinary Studies.

The breakdown will be (but is not limited to) the following ways to earn your service cord. Additional items can be added to the list, and special circumstances for individualized service will be considered.

In order to earn your cord to wear at graduation, students must earn a minimum of 75 points through a series of activities. Cords would be presented to graduates at capstone presentations. After you have completed a service, submit the form on our website. 

Some opportunities may be announced through our myUMBC group page; others will be presented in a Council of Majors meeting. You can also reach out to a staff member in INDS for current opportunities that need your helping hands.

5 pts - take photos at an INDS event and share with INDS staff

5 pts - assist INDS staff, Council of Majors or LLC RA with set-up for an event

5 pts - assist INDS staff, Council of Majors or LLC RA with clean up for an event

10 pts - write an article (~250 words) for the INDS newsletter

10 pts - take photos and write a photo story (~250 words) about an INDS event

10 pts - spend an hour writing thank you notes to those who contribute to INDS

10 pts - represent INDS for one hour at an Admissions event

15 pts - spend 1.5 hrs help to plan and execute a CoM event under the leadership of a CoM officer or the individual responsible for planning the event

15 pts per meeting - accept invitation and participate in the Mock ISC (includes 30 minutes preparatory reading and 1 hour of participation)

20 pts - serve as an officer for one semester in the INDS Council of Majors

20 pts - plan and execute an event with the management of other CoM members for the INDS Council of Majors

20 pts - mentor an INDS student formally through the INDS Peer Mentoring Program

Tell us a little about yourself 

My name is Junaid Bhatti and I am a tutor at the Writing Center and the Math Lab. I was born in Pakistan and moved to Baltimore when I was very young. I am junior Biology major and am currently on the pre-medical track at UMBC.

Tell us about how you are involved on campus.

Along with tutoring, I am also a TA for a few classes. I also work in a pair of on-campus research labs and am an active member of many clubs and organizations at UMBC.

How and why did you get involved in being a tutor?

This is my fourth semester as a tutor for the LRC.  A while back, I got an email informing me that I was recommended by my English professor to work in the Writing Center. I always enjoyed tutoring, so I decided to apply and was fortunate enough to get the position. The same sequence of events occurred the following semester, however, this time it was my Calculus teacher that had recommended me for the Math Lab. Along with Math and English, I started tutoring many other courses such as Chemistry and Biology.

What is your favorite thing about being a tutor?

Knowing that you are making a difference. Often times students will come in with absolutely no clue on how to do something. By the end, however, they seem to understand that same concept so well that they’d teaching their fellow peers about it. Seeing students make progress and getting the results they want is really rewarding as a tutor.

Why should students utilize the tutoring?

It helps you either learn something you don’t understand or reinforce your knowledge on some concept that you are fairly comfortable with. Even if you feel you have a good enough grasp on a certain concept, I would still encourage you to drop by because it usually enhances what you already know. There are really experienced tutors that have taken and excelled in courses they tutor and will give you tips from the perspective of a fellow student who has already been through that situation. On a side note, it’s also surprisingly a really great place to meet people. Many students will come in for tutoring and end up leaving with a new friend or two with whom they usually form a study group with. This can be really helpful in some of those upper level classes.

What advice would you give students about how to prepare for a tutoring session?

Try attempting some of the assignment/problems (Math Lab) or drafting part of your paper (Writing Center) ahead of time. If you made previous attempts, you usually have a better idea of the material when the tutor is going over it due to that preliminary exposure and are more likely to completely understand it by the end.

When and where can someone work with you through the Learning Resources Center?

For Fall 2016, you can find me at the Writing Center and Math Lab on Wednesdays.  

1.  Tell us a little about yourself…

Hi! I’m Ryan, a tutor with the LRC, and a math/economics double major. I’m a transfer student who came from Carroll Community College, and am now in my senior year.

2.  Tell us about how you are involved on campus.

I’m president of the Japanese Student Association. We believe in closing the East-West gap one person at a time, by providing language and cultural topics to give students the tools they need to reach across the Pacific. We meet Wednesdays at free hour in Sondheim 112! Come visit us! All right, shameless plug out of the way. I’m also in the accelerated pathway program in economics, a TA for econ 101, and I’m doing independent research in economics, so I’m all over the place.

3.  How long have you been a tutor? 

I’ve been a tutor since the beginning of the year. I came in last semester to tutor economics, and ended up tutoring calculus too. I’ll always remember my very first tutoring session, about trigonometric integrals. Good times.

4.  How and why did you get involved in being a tutor?

“How” is easy:  I filled out the form on their website. They make it super easy for potential tutors to apply. “Why” is a little more involved. Obviously it’s a job so there’s money involved, but that’s really not the point. It helps keep me sharp in subjects I may have taken years ago, it’s a good item for my resume, and of course, the joy of helping people learn is unparalleled.

5.  What is your favorite thing about being a tutor?

My favorite thing is the part, after a few sessions, where you and your student aren’t a tutor and a student anymore—but just friends, one of whom happens to know more about the topic. A close second is when I walk into my tutoring room and find a whole solid piece of chalk, and it practically radiates.

6.  Why should students utilize the tutoring?

Why shouldn’t students utilize the tutoring? It’s free, we cater to your schedule, and there are no obligations except to show up each week. If you want to improve your grades, or even if your grades are fine but you want to make sure they stay that way, come to tutoring. And if you really don’t like it, we can cancel your appointments and give your slot to someone else. (I’ll miss you, though, of course.)

7.  What advice would you give students about how to prepare for a tutoring session?

Make an earnest attempt beforehand to study and understand the material on your own. The lecture sets out the mold, and your studies pour into the mold to create your understanding. Tutoring is a revision process, to fix any problems in your understanding. If you don’t try to understand and come in with specific things you didn’t get, I’ll just lecture, but you already heard a lecture. (Shoutout to all my students this semester for doing great on this. You guys rock.)

8.  When and where can someone work with you through the Learning Resources Center?

I tutor Econ 101 at 11 on Mondays and 1 on Thursdays, Econ 102 at noon on Thursdays, and then Phys 112 at 10 and at 4 on Wednesdays and noon on Fridays. 

I’m always happy to help!