University of Dayton, Ohio

Learning and Study Resources

Learners come in all shapes and sizes. Understanding your goals and knowing how you learn best can help you make good learning choices as you move through your college career and beyond.  The resources described on this website can help you learn more about yourself as a learner, develop or strengthen the skills you will need as you encounter more and more complex material, and make choices that are appropriate for yourself in any learning setting. So go ahead, dig in!

Academic Coaching and Student Consultations
ARCC | Academic Renewal Course and Coaching Program
FIRST| Fully Integrated Resource Support and Transition Program
Study Resources
Supplemental Instruction
Transition to College
Tutoring by Appointment
Walk-In Tutoring  

Academic Coaching and Consultations

We are happy to meet with you (undergraduate and graduate students) to discuss academic goals and current course progress, to help motivate you toward success, and to provide information about a variety of study skills.  Our professional staff are available to meet with you in single or multiple sessions if requested. Referrals to campus and community resources will be made when appropriate and informal disability screenings are offered.  You can schedule a consultation by calling our office at 937-229-2066.  In addition, we ask that you complete our Consultation Form prior to your consultation date.

Looking for a peer academic coach?  If so, our office can match you with a trained and supervised peer (undergraduate or graduate) academic coach.  When you contact our office, let us know if you are interested in this opportunity!

Complete our Consultation Form now >>

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ARCC | Academic Renewal Course and Coaching Program

This one (1) credit, seven-week course is all about renewing, revitalizing, refreshing your academic efforts at the college level.  Learn more about your approaches to learning as well as valuable study skills. The course is followed by one-on-one academic coaching through the end of the semester with the course instructor. Seats are available each semester with permission only. Complete our ARCC Inquiry Form to reserve a seat or to learn more about the course.

Complete our ARCC Inquiry Form now >>

What does the course actually cover?

• Attitude
• Learning and the Brain
• Memory
• Motivation
• Note-taking
• Reading strategies
• Studying and exams
• Time Management
• Visual, Aural, Read/Write and Kinesthetic Learning

What do students say about the course?

• "I liked learning how to stay motivated."
• "I enjoyed the relaxed atmosphere that I felt comfortable in."
• "It was really fun and helped me reflect on myself and what I need to work on in order to improve academically."
• "We were encouraged to participate and did some games that helped us with our studies."
• "I expected it to be a lecturing course where I was told what I did wrong and to not do it again but it was so much more than that, great class."
• "I learned more efficient ways of approaching study habits. I learned to work on projects a little each day. I also learned ways of approaching professors and learning."
• "I liked the end result of getting my act together!"

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FIRST | Fully Integrated Resource and Transition Program

The FIRST Program provides students with a total package of academic support integrated into their regular schedule of courses.  Participation in FIRST is offered free of additional charge to a small number of students whose academic profile and experience suggest that they will benefit from a structured transition to college. In accepting admission to the University of Dayton, all FIRST students and their parents/guardians sign a contract indicating their understanding of the expectations for participants in the program.

Read the FIRST Terms of Agreement with explanations (opens PDF) >>

FIRST students are enrolled in a course titled The Art & Science of Learning in the fall semester. As the anchor for the program, this course is designed to engage students in discussion and activities that will enhance their learning and study skills.  Students will explore the intersection of research in neuroscience, psychology, and educational psychology with their own experience of and needs in learning. The course will ask students to synthesize what they’re learning from their UD experiences in classes, residence halls, and co-curricular activities with what they’re learning about themselves in this class. The goal of the course is to teach students meta-cognition skills that will help them become successful in college. The credit hours for this course apply toward the student’s total credit hours for graduation. The Art and Science of Learning was created by professional staff from OLR in ongoing collaboration with faculty from academic departments.

What will the course actually cover?

• The brain and how it works, including memory.
• Learning, learning styles/preferences, strategies and techniques.
• Self-efficacy, motivation, and engagement.
• Community and responsibility in the Marianist tradition.

Who are the faculty collaborators?

• Thomas Eggemeier, Ph.D., Psychology
• Said Elhamri, Ph.D., Physics
• Michele M Welkener, Ph.D., Educational Leadership

Who teaches the course?

• Dude Coudret, Ms.Ed., Assistant Director of OLR
• Zelda Smith, Ms.Ed., Learning Initiatives Coordinator of OLR

FIRST students are also expected to attend learning support sessions offered for several of the courses in which they are enrolled during their first semester. These are usually small group, activity-based sessions led by students who are trained as course facilitators. The sessions ask students to use the course material they are trying to learn in order to learn it well.  The FIRST Program is administered by OLR in collaboration with the Office of Admissions and the College of Arts and Sciences.

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Study Resources

The following resources are designed to help you improve your learning and enhance your academic performance at UD. Try strategies that you think will work for you. And remember that you need to adapt any new strategy to meet your particular needs and practice it over a period of time in order to figure out whether it is helping you. If it isn't, try another.

Assessments

If you want to learn more about your learning preferences, try these free assessments.
Discovery Wheel >>
Learning Styles Online >>
Study Space Assessment (opens a PDF file) >>
Visual Aural Read/Write and Kinesthetic (VARK) Assessment >>

Apps for Learning

Our office is always on the look out for resources to enhance your learning and approaches to studying.  If you have smart phone, check availability for ipads, iphones or Droids.  Do you know of a useful app that can enhance learning?  If so, let us know!  Contact our office now >>

Check out our Applications for Mobile Technology now >>

Learning Tools

Check out our helpful learning strategies and resources that may enhance your academic success.
Explore more tools to enhance your learning >>
Explore free learning technologies >>

Grade Point Average Calculator

DegreeWorks offers a useful GPA Calculator to help you determine what grades you need to achieve your academic goals.  The GPA Calculator has three different options:

• Graduate Calculator, which shows what GPA you will need over your remaining courses to achieve a desired final GPA.
• Term Calculator, which allows you to enter credit hours and expected grades to determine your potential GPA at any point in the semester.
• Advice Calculator, which show you what grade distrubtion is needed to bring your GPA up to a desired level.

Log on to Porches now to use DegreeWorks >>

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Supplemental Instruction

Did you know that research suggest that group study is most effective for most learners?  If you are enrolled in a class that offers Supplemental Instruction (SI), your class will have an SI Leader - a peer facilitator, who holds two weekly scheduled study sessions outside of class hours for you and other students in your class. Your SI Leader will attend your class every day, so she or he will know exactly what your professor is telling you and asking you to learn.  Research also tells us that attending SI for one 50 minute session is roughly the equivalent of studying 2.5 hours alone.*

SI sessions are not study halls or additional lecture sessions. Rather, they are time for you to work collaboratively with your SI Leader and the other students in your class to solidify your understanding of class material. You might work with others to compare and complete your notes from class, prepare together for an upcoming test, practice solving problems like those your instructor is introducing, or draw concept maps to help you organize and learn new material from class.

There is no homework for these sessions and nothing special to do to prepare for them. In fact, attending the SI sessions for your class is simply a good way to study for your class and can mean that you spend less time, but spend it more effectively, than studying on your own. You can also use the strategies you learn in SI to help you do well in other classes.

• Gain problem-solving experience
• Become more actively involved in the course
• Understand what to learn and how to learn
• Develop learning and study skills that you can use in other courses 

• “It helps keep students (me) on track and focused. It produces an environment conductive to learning."
• “SI helps to reiterate what I’ve learned in class, and makes details that I may not have caught on my own more memorable.”
• “SI helped me to better understand the material we went over in class, we looked at the material from a different perspective and went over the notes to prepare for the exam and class. “
• "SI was very helpful.  We repeated material more thoroughly and played games to make learning interesting."

• "Everything was rewarding. I enjoy making a difference, especially one I can see."
• "I liked getting to know the students and my co-operating teacher through my SI experience."
• "I really got close to my students. I felt like they respected me and considered me a friend too. It was rewarding when they did well on tests or said things like "you're the only reason I'm passing, thank you so much." It felt good to know that i was making an impact."
• "It was a great opportunity to help others and contribute to the University. I also learned a lot from working with the students and the LTC."

• “Students’ confidence and preparedness level is raised.”
• “Provides forum in which students are comfortable to ask questions and seek help.”
• “Helps the students understand the material and perform better- better prepared for class.”
• “SI helps students make the transition from high school to college more quickly. Students have something to keep them accountable.”
• "My SI Leader was able to get SI student test scores raised above non-SI participants significantly, BRAVO!"
• "I wish to have SI leader for every undergrad class I teach."
• "My SI Leader is professional, affable, attentive, and smart. Enjoyed working with him."

*John, D. W., Johnson, R. T., & Smith, K. A. (1991).  Cooperative learning: Increasing college faculty instructional productivity (ASHE-ERIC Higher Education Report No. 4)  Washington, DC:  George Washington University.

View our learning services schedule now >>
Learn more about becoming a SI Leader now >>
I am faculty member and I want to recommend a student for a SI Leader position >>

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Transition to College

Transition means passing from one state or place to another. In this case, you are transitioning from high school to college, and that involves much more than just moving into your residence hall or beginning your classes. For most students college is very different from high school, and living away from your family (if that's what you're going to do) may also be something new for you. Gearing up for this change can help you feel better prepared and help you adjust more quickly once you arrive on campus. Our office encourages you and your parents/guardians to explore the following resources about the pre-admission process as preparation for a smooth transition to college.

Explore the Office of Admission. The University of Dayton gives balanced consideration to all aspects of a student's college preparation. While no minimum grade point average, class rank or standardized test score is specified, these measures must provide evidence of the applicant's readiness for college studies in their chosen academic program.
Learn more about admission to UD >>

Be prepared for your college admission test. If you are concerned about taking your college admission test, be sure to explore the resources available to you before you take your exam. The are numerous test-prep guides and practice exams to help you prepare for college admissions tests. Check out resources available in your community or on the web. Here are a few resources to get you going.

Learn more about ACT prep on the ACT, Inc. website >>
Learn more about ACT prep on the Kaplan website >> 
Learn more about ACT prep on with Sylvan Learning website >>
Learn more about ACT prep on the Study Tips website >> 
Learn more about ACT prep on the Spark Notes website >> 

Carefully consider what to include in your personal statement. The University of Dayton application asks applicants to write a personal statement. This is your opportunity to say whatever you feel you need to say about yourself. For example, you can talk about your character, your achievements or your dreams. In addition, if you feel your high school performance was adversely affected by unique circumstances, you may want to provide additional information about this in your personal statement. Get connected on campus early. Getting connected with the resources at the University of Dayton is an important step. Here is a list of tips that will help you get connected.

• Make personal contact with an Admission Counselor. 
• Arrange to make a daytime or overnight visit. Talk to students, faculty and staff during your visit to campus. 
• Make personal contact or arrange appointments with offices of particular interest and ask plenty of questions.

Explore more the Transition Year Organization's website >>
Explore more about transition resources on the College Board website >>
Learn more about transition to college on the Family Education website >> 

Registration Tips

Picking a class schedule is like putting a puzzle together.  You need to identify the classes you want to take, figure out which days and times they meet and adjust for any overlaps — you can’t be in two places at once!  Typically you will take four to six courses a semester, depending upon how demanding they are. Here are 10 suggestions to consider when you register for your college classes:

• Plan ahead so you can register as soon as you are eligible.  The earlier you register, the more likely it is that you can get into the classes you want.
• Have a back-up plan.  Classes fill up, so make a list of alternative classes.
• Plan your for studying time. At a minimum, students are advised to spend two hours studying for every hour of in-class time.
• Anticipate how your schedule will play out each week.  Make sure you have a reasonable workload, spread out somewhat evenly over the week, not a crushing load on one or two days. Do you work better with a 50 minute class or a 75 minute class? Would class meetings three days per week or two days per week work best for you? Do you need time between classes to prepare?
• Think about yourself and how you learn best.  Are you a morning person? Do you need to take medications at a certain time of the day? Do you need breaks between classes? Are multiple classes in a row stressful?
• Schedule time to get involved. Build time in for employment, service projects, socialization, clubs, errands, and other co-curricular and personal needs.
• Plan for your health.  Plan to get enough sleep. Breakfast is proven to be the most important meal of the day and crucial for concentration. If you are tired and hungry, your learning is impacted. Keep in mind regular medications or dietary concerns that help you maintain your health.  Plan time to eat well and for exercise.  A healthy body will help you maintain a healthy mind.
• Consider course expectations.  You may not realize how challenging college courses can be, and how much reading and other work they require. Build your schedule around subjects that require different kinds of work (e.g. a lot of reading and writing, solving problem sets, hands on activities). Keep in mind things like course prerequisites, major and minor requirements, scheduling labs, and availability of tutoring.
• Take an extra course.  Sometimes we don't know what we can handle until we push ourselves a little. If you think you can handle 12-14 credits, try 16-18 credits. After the term starts, you can evaluate the expectations of each course. If you have concerns, you can consult with the instructor or academic advisor. If necessary, you can then drop a course--be sure you check deadline dates!
• Seek guidance.  There are many people who can give you advice on scheduling, including your academic advisor, family and friends.

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Walk-In Tutoring

Free tutoring is available for many general education classes. If you attend our Walk-In Tutoring service, you will work individually or in small groups with a Tutor who has taken the course and has been successful in it.  Walk-In Tutoring takes place in the Marianist Hall Learning Space (2nd floor) or in Alumni Hall (ground floor) depending on the subject matter.  These spaces are warm, inviting and accessible for all learners.  When you arrive at Walk-In Tutoring, you will be greeted by one of our friendly Customer Service Assistants who will make sure you get connected with an appropriate Tutor.  Bi-lingual Tutors (Arabic, Chinese, French, and Spanish) are available on designated evenings.    

What are students saying about tutoring?

• "She taught different techniques. I learned things I didn't’t know before and I believe they will stick."
• "He guided me through the process while I attempted to work it out which was very beneficial."
• "They all worked as a team to help me understand what the problem was asking before they helped me solve it."
  
• "He didn't’t just do the problem for me, he showed me helpful tricks and his strategy for solving problems."
• "He must have used magic because I completely understand everything. I was stressed out thinking I was going to fail my final, but now I’m going to get a 100%!!"

• "I think this is the most enjoyable job on campus. I love coming to work and working with the students."
• "Tutoring is one of the best on-campus jobs at Dayton. It is a great way to develop leadership/communication skills while performing meaningful work."
• "I think this year has been incredibly successful with regards to tutoring. Marianist Hall Learning Space is awesome!"
• "I think tutoring is one the most rewarding and important jobs on campus and I'm proud to work for OLR."

How do I get the most out of tutoring?

Tutoring is offered to help you benefit as much as possible from the classroom instruction by providing opportunities to work with peers knowledgeable in that discipline. Here are a few tips to help you prepare for your next session. 

• Tutoring tends to be most effective when used proactively.  Remember, you don’t have to be failing a course to use this service.  It is much easier to break down difficult material at the beginning of the semester. If you get too far behind, you may not have enough time to demonstrate mastery of the course material. 
• Tutors are not expected to know everything!  They have been recommended by professors and have been successful students in designated content areas.  Tutors may refer you back to your instructor, since content may not be covered in the same way for every class. 
• Read the assigned sections and review the content in advance, complete any homework questions that you understand, mark the concepts or problems you do not understand and by write down any questions.
• It is important that you bring your class notes, book, syllabus, and other materials to the session. Having the appropriate material will help in your conversation with the Tutor.

What do I do if tutoring is not available?

We are unable to provide tutoring for all courses at UD. If this is case for the course(s) you are enrolled in this semester, consider the following approaches.

• Go to your professor. Professors are the most knowledgeable about the subject. Set up an appointment to meet with your professor during their office hours to discuss questions about the material.
• Begin your own study group. Many students find it easy to discuss difficult concepts with other students in the class. Invite a few classmates to meet once or twice a week to go over the concepts presented in class. It might be helpful to limit the size of your study group to 3-5 students. Set some guidelines before beginning such as expectations and responsibilities for each person and times and locations to meet. Check out the following websites for additional tips for developing your own study group.
  Learn more about Education Atlas >>
  Learn more about How to Study >>
  Learn more about Study Guides and Strategies >>

Not sure what to do? 
We can help!  Complete our Consultation Form now >>

View our learning services schedule now >>
I am faculty member and I want to recommend a student for a SI Leader position >>
Learn more about becoming a Tutor >>

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Tutoring by Appointment

Language tutoring by appointment is available for Arabic, Chinese, French, German and Spanish during the Fall and Spring semesters.  If you are enrolled in one of these language courses and are interested in scheduling a tutoring session, you can complete our online request form.  We are unable to guarantee that a tutor can be found for each requested and approved course.

Tutor Request Form for Languages >>

Scheduled tutoring appointments may be requested by registered and pre-approved students with disabilities and student athletes.  Approvals for these requests are determined by our office or the Office of Academic Services for Student Athletes (OASSA).  We are unable to guarantee that a tutor can be found for each requested and approved course.

Tutoring Request Form for Student Athletes  >>
Tutoring Request Form for Students with Disabilities >>

View our learning services schedule now >>
Learn more about becoming a Tutor >>
I am faculty member and I want to recommend a student for a Tutor position >>

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Disability Resources

Recognizing disabilities.  Enhancing possibilities. Learn about how you can access programs and services such as academic, housing and testing accommodations; individual consultations; on-going disability management; and course materials in alternative formats. The goal of Services for Students with Disabilities is to provide all students with equitable opportunity to participate freely and actively in all facets of university life.  Read through the entries below in order or use the alphabetical list of links to find information about specific issues and services.

Follow the links below for information about the resources offered by the Office of Learning Resources' Services for Students with Disabilities:

• Accommodation Process
• Alternative Formats
• Alternative Testing
• Confidentiality
• Course Substitution
• Disability Student Handbook
• Non-Academic Accommodations
• Ryan C. Harris Adaptive Learning Lab
• School of Law Students
• Accommodation Letters (formerly known as Self-ID Letters)
• Study Abroad
• Resources (Additional)
• Transition for Students with Disabilities
• University of Dayton Policies
• Volunteer Note Taking

Interactive Accommodations Discussion

The LTC’s Office of Learning Resources (OLR) asks students who wish to make an official request for disability accommodations to contact a member of the OLR staff to discuss the barriers they anticipate or are facing and the kinds of accommodations that may be appropriate while attending classes and participating in community life at the University of Dayton.

OLR has established an interactive process that will enable us to work together to determine reasonable accommodations. To do this, we need information on how your condition is likely to impact you here at the University of Dayton--in the classroom, laboratory, testing, and community living learning environments. Here are some things you might want to think about prior to our discussion:

• What tools or strategies facilitate your access? 
• What accommodations, auxiliary aids, assistive technology, and/or services do you currently use or have you used in the past? How effective are they as tools for access?
• What barriers do you anticipate at the university?  
• If your condition is variable, has known triggers, or has medication side effects, what accommodations do these suggest? 

As we work with you to examine the reasonableness of the accommodations you have requested, we will look at your request in relation to your disability or condition and the essential elements of the course, program, or services involved.

In addition to your own report, OLR may request external documentation to support your request for specific accommodations. Reports from school systems, doctors, and other professionals; records of past accommodations and services; or results from diagnostic procedures/assessments may clarify how your condition impacts your learning and living on campus, and thus the connection between your disability or condition and your accommodation request.

Learn more about the interactive process >>

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Non-Academic Accommodations

Students with disabilities may require reasonable accommodations outside of the classroom setting. Residential Life, Parking Services, Dining Services and student programs represent types of non-academic settings where reasonable accommodations may be necessary. 

For housing and dining accommodations associated with a medical condition or disability, students should review the information available on the Department of Residence Life website.  OLR is a member of the Housing Committee and will assist, when necessary, in determining reasonable accommodations in the residential environment.  

Visit Department of Residence Life Website >>

For parking parking accommodations, you need to communicate your needs directly with Parking Services.

Visit Parking Services Website >>

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School of Law Students

School of Law Admissions considers an applicant with a disability in the same manner as any other applicant. There is no separate admissions’ application process for a student with a disability.

The procedure for documenting a disability and requesting an accommodation is set out in the School of Law’s Policy for Students with Disabilities, Appendix F-1. Students with disabilities who request reasonable accommodations must make those needs known to the School of Law’s Dean of Students and the Associate Dean for Academic Affairs as soon as possible. Only students who seek reasonable accommodations for their disabilities need to make their disabilities known.  School of Law utilizes the Multistate Professional Responsibility Examination (MPRE) disability guidelines when determining eligibility for academic accommodations.

It is the responsibility of the student to make their request known in a timely manner consistent with this policy statement. Students must provide appropriate documentation and evaluations of the disability and need for accommodations to OLR.

The UD School of Law utilizes consultation services from OLR. Our Disability Staff member reviews the disability verification, meets with the prospective or current School of Law Students and renders a disability verification decision to the School of Law’s Associate Dean for Academic Affairs and the Dean of Students. The School of Law implements reasonable accommodations following the determination of eligibility from OLR and the request for reasonable accommodations.

Learn more about School of Law Policies >>

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Confidentiality

Our office is dedicated to keeping all personal student information confidential and complies with the standards set by the Family Education Records and Privacy Act (FERPA), applicable federal and/or state law and university policy. Disability information will be maintained by our office in a secure environment.  In general, OLR will not discuss nor release information about a student's disability and information provided about the disability unless required by federal and/or state law and/or University policy and guidelines or with a Release of Information form signed by the student.

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Transition for Students with Disabilities

For students with disabilities, a big factor in their successful transition to post-secondary education is accurate knowledge about their disability and their rights /responsibilities.  Being aware of the differences in K-12 and college environments as well as the college level expectations can help better prepare you for a successful transition. 

Things that you should consider as a student with a disability:

• Take a college admission test - We encourage you to review the guidelines for requesting accommodations on standardized tests such as the ACT and SAT.  Be sure to work with your guidance counselor to make these types of arrangements.
• Consider what to include in your personal statement - Having a disability is not a consideration for admission to University of Dayton. The application to the University of Dayton has a place where applicants are asked to write a personal statement. If you feel your high school performance was adversely affected by special disability circumstances, you may want to provide additional information, e.g. the impact of your disability, in your personal statement for consideration by the Admissions Office.
• Contact the disability services office - While exploring different colleges, it is recommended that you visit our campus and OLR. Many students coordinate these campus visits during their junior year. If you have already been accepted to the University of Dayton and need more specific information about receiving academic adjustments or other learning support services (e.g. tutoring or writing support), please scheduled an appointment as soon as possible.
• Learn what to expect in college - The services you might receive at the University of Dayton may be quite different from what you received in high school due to the differences between secondary and post-secondary disability rights statues. The disability documentation that you provide is reviewed and a determination will be issued based on best practices, trained Disability Staff's professional judgment and disability statutes. Academic adjustments offered by OLR are based on the interactive process directly with you in conjunction with the disability documentation you provide.

• Learn more about the Differences between K-12 and College-Level Services for Students with Disabilities >>
• Read full article from Office of Civil Rights regarding Auxiliary Aides >>
• For additional information read article on "Post-Secondary Education: Knowing your Rights and Responsibilities" from Wrights Law >>

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Accommodation Letters (formerly known as Self-Identification Letter)

The Accommodation Letter is a communication tool which provides a list of requested and approved academic accommodations.  This letter is requested by the student each term via an online form.  Students will meet with OLR staff during the first two terms in which they use accommodations and as needed.  Once the student receives their letters, they must speak with individual faculty to initiate the accommodations and determine the methods in which accommodations will be implemented.  Failure to do so may delay the start of accommodations.

Request Accommodation Letters >>

What is the process to secure Accommodation Letters each semester?

• Students approved for academic accommodations must request Accommodation Letters each semester. This is completed via the online request form (see Request Accommodation Letter form).
• The first part of the request process is to complete a customer services survey.
• Once you have completed the survey, you will be taken to the Accommodation Letter request page. This page highlights common accommodations for which the student may be eligible. The student making the request identifies the accommodations they wish to utilize during that semester.
• Once the request is submitted, an e-mail is generated to OLR staff with the requested items.  OLR will verify your requested accommodations and generate your letters. If you request an item for which you are not approved, this will be evaluated by our Disability Staff. If any requested items are not approved, the student will be advised in writing.  Students will be given the option to set up a meeting to discuss unapproved requested accommodations.
• Once the Accommodation Letters are generated, the student will be sent an e-mail that forms are completed. If required, the email will advise students to meet with OLR.  After the second semester of use, students can choose to meet with Disability Staff or stop in the office to pick up the letters.
• Students are responsible for delivering the Accommodation Letters directly to the identified professor to discuss and coordinate how the accommodations will be addressed. Accommodations must be discussed with your professor prior to implementation.  Failure to do so may result in a delay or denial of accommodations.  Accommodations are not retroactive. 
• If something changes after you have received your Accommodation Letters, please contact OLR.

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Alternative Testing

Alternative Testing is an academic accommodation for eligible students with disabilities registered with OLR.  This accommodation provides students with equitable access in the testing environment.  Eligibility is determined on a case by case basis.  The type of accommodation provided is determined through one-on-one consultation during the intake meeting with OLR.  These accommodations will be outlined on your Accommodation Letter.  Test Accommodations may include extended time, assistive technology, Interpreters, etc. 

It is important for students to communicate with their faculty members before submitting their request for alternative testing as many faculty members will provide necessary accommodations for testing.  If the student and faculty agree to use the OLR Testing Center, the student can then request test accommodations via the online test request forms following established guidelines.

Request alternative testing for exams, tests, quizzes during the Semester >>
Request alternative testing for exams during finals week >>
Cancel an exam, test or quiz >>
Reschedule an exam, test or quiz (including final exams) >>

Learn more about Alternative Testing FAQs >>

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Alternative Formats

Alternative Formats, also called e-text, is an academic accommodation for students with a print disability who are registered with OLR.  This accommodation provides electronic versions of course materials for use with text to speech, large print, Braille etc. Eligibility is determined on a case by case basis, and students must make requests for desired books each term.  Students are required to show proof of purchase before an alternative format can be delivered.

Our office will work with students regarding converting required course textbooks, journal articles, and other print materials. It is important for the student to understand that this is a time consuming process. While OLR strives for no more than 28-day turnaround time from the date material is available, it can take between 4 to 6 weeks for completion of typical college textbooks and 2 to 4 months for more complex materials.

Although requests are processed on a first come, first served basis; priority is given to students who have provided proof of purchase.  The earlier the request is received, the more time we have to determine availability and, if applicable, to secure the book from outside sources.  If outside sources are not available, OLR has to create an electronic copy in-house using the student's copy of the textbook.

Alternative Formats available from OLR include:

• Braille
• Electronic textbooks which can be used for audio output with a text reader such as WYNN or a screen reader such as JAWS. In addition, these electronic versions can use magnification for large print. Electronic textbooks can also be converted to wave/MP3 for more portability. We can provide guidelines on how to create MP3 versions of electronic materials.
• Raised tactile images used by students who need to be able to feel graphic images.

Alternative Formats Conversion Process

Eligible students will:

• Register for classes. 
• Contact your instructors, the academic departments offering the course, or the bookstore to obtain textbook information. 
• Submit a completed online request form. This form requires student demographics, the book title, ISBN and desired format. The ISBN can be located on the back of the title page or it can be secured from the bookstore when you order the textbooks. These items are required in order for OLR to make a request to the publisher.
• Forms that are incomplete cannot be processed. If you have more books than the form allows, repeat this process. 

Upon receipt of the request, OLR will:

• Verify the student's eligibility for alternative formats. 
• Determine if the book is currently available or if it can be secured from other resources (local university e-text sharing) or request from the publisher. 
• Update the student via e-mail regarding book availability and next steps. 
• Send emails to the student throughout the process regarding receipt from publishers or in-house editing. Students are encouraged to review and address the emails in a timely fashion.

Learn More About Alternative Format FAQ >>
Make a Request for Alternative Formats >>
Cancel a Request for Alternative Formats >>

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Ryan C. Harris Adaptive Learning Lab & Assistive Technology

Our office has a state-of-the-art assistive technology lab available for select students with disabilities to utilize for studying and testing accommodations.  OLR offers technical training for eligible students on specific programs supported in Ryan's Lab as well as resources for select free and open-source technology.

Ryan’s Dream

Like many students, Ryan arrived on University of Dayton’s campus ready to demonstrate that he could succeed in a very demanding academic environment. Ryan did just that and successfully negotiated having a disability through determination and support from OLR (formerly Disability Services). At the end of his second year experience, Ryan wrote a paper in which he described a vision of a learning center on campus where students with disabilities could access state-of-the-art technology, as well as a caring and expert staff.

Ryan C. Harris (May, 1997)

"I realize that this plan is an ambitious undertaking...with dedication, perseverance, and endurance, anything can be achieved."

Ryan’s life ended young; however, his dream is alive and well.  Through a generous donation, Ryan’s father not only equipped an assistive technology lab, but also expanded Ryan’s dream to create a space designed to instill passion in all students and faculty for learning and teaching.  The Ryan C. Harris Learning Teaching Center is proud to be dedicated to the memory of a UD student and to fulfilling his dream.

Ryan's Lab Hours & Location

Ryan's Lab is open during posted hours of the Learning Teaching Center. You are unable to access Ryan's Lab when the LTC is closed; however, the library has three computers with some assistive technology. One computer is located in the reference section of the library on the first floor and two computers are located on the second floor. All three computers are marked as ADA workstations. Students can also visit the OLR page on Learning Technology Resources for open source software options for personal computers.  Priority in Ryan's Lab is given to students with disabilities scheduled with OLR to take exams.

General Lab Hours during academic sessions (additional hours as posted for finals week):

• Sunday 5:00 PM to 12:00 AM
• Monday – Thursday 9:00 AM to 9:00 PM
• Friday 9:00 AM to 4:30 PM
• Saturday Closed

Ryan’s Lab is located in the LTC, Room 045, located on the lower level of the Roesch Library.

• Learn more about software available in Ryan's Lab >> 
• Learn more about free/open source technology >> 
• Learn more about mobile applications >>
• Learn more about Atomic Learning for training on software>> 

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Volunteer Note-Taker Guidelines and Processes

Many college classes are lecture based.  As a result, it is important to learn how to take good notes.  For those students who have a disability that interferes with their ability to take notes, volunteer note-taking accommodations may be approved in conjunction with the student’s note-taking responsibilities.

Volunteer note-taking accommodations may be approved for select individuals with a documented disability that interferes with their ability to take notes.  The student with a disability is still responsible for taking his or her own notes.  Volunteer note-taking is intended for supplemental use, not as a replacement for the note-taking itself.  In addition, a copy of class notes is not a substitute for class attendance.  A volunteer note-taker can be acquired by the student requesting a peer to take notes on his or her behalf. If this is unsuccessful, the student can seek assistance from the professor to identify or request a volunteer from the class who is willing to take notes on the student's behalf. If both options are unsuccessful, the student should contact OLR for additional guidance.

It is the student's responsibility to request a volunteer note-taker in a timely fashion. Given this, students are encouraged to request a volunteer note-taker within the first two weeks of class. There are various options for note taking including carbonless paper (obtained from OLR), typing notes on the computer or making photocopies after class (at the cost of the student with a disability). It is the responsibility of the student with a disability to collect notes daily from his or her volunteer note-taker at the end of each class.

Why is the relationship between you and your volunteer note-taker important?

This relationship between you and your note taker is very important! The note taker is providing a service for you. It is important that you work with your volunteer note-taker to make these notes the best possible notes for you. Your feedback will help the note-taker know how to improve the notes they take. Please remember, the student is a volunteer and you should always be respectful in your feedback. You cannot expect a student to completely change their note taking style to meet your needs as this may not meet the volunteer note takers needs. If you feel your notes are excellent and no improvements could be made, please tell your note taker. Let him/her know they are doing a good job. This will help them have pride in their work.

How do you know if you are getting good notes?

Can you read the notes? Do the notes include important information from lectures? Do the notes include information that was written on the board, overhead, etc? Do the notes include homework assignments?

If you answer "No" to any of these questions and cannot resolve this issue with your volunteer note-taker it is your responsibility to ask someone else to fulfill this role. Note-taking is a reflection of that individual's knowledge base and perception of importance of the material. This perception may be different than your own. Again, the difference reflects the importance of taking your own notes.

Additional Resources

Pepnet Online Note Taker Training >>
Learning and Study Resources for notetaking >>

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Course Substitution and Waiver

Students with disabilities must complete all academic and internship requirements for the degree(s) they are pursuing. Occasionally, limitations of a disability will warrant substitution of a class or series of classes. In such cases, it is important to note that these class requirements will not be waived, but rather substituted with other courses.  A substitution course must be of equal academic rigor, meet the academic standards of the department in which the substitution is requested, and the students’ documentation must clearly support the request.

In some instances, however, a course substitution would not be considered an appropriate accommodation. These include:

• The class is an integral part of the program, major, or minor; substitution would jeopardize the integrity of the particular program.
• The substitution could not fulfill the competency required for a particular degree.
• The documentation of disability does not support the need for such accommodation.

After consultation with OLR, students must work with their Academic Dean, Department Chair or Academic Advisor to finalize decisions regarding whether or not a class or series of classes is integral to the program. If a student cannot meet requirements that are proven to be integral to a specific program despite other appropriate accommodations, the student may be considered unqualified to pursue that particular course of study. In such a situation, academic, career, and personal counseling resources are available at the University to assist the student.

Request form for Course Substitution >> 

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Study Abroad

The University of Dayton offers a wide range of campus learning experiences. UD currently have exchange programs available for students to study in several foreign countries. Individuals with disabilities are encouraged to plan early for these opportunities. It is important to note that programs which are supported by University of Dayton, like the Study Abroad, may also be appropriate for approved academic accommodations. However, not all programs affiliated with Study Abroad are experienced in providing reasonable accommodations. In many cases, accommodations do not apply to these countries as they are not covered by United Stated mandated legislation nor do they have similar legislation in their country. Students are encouraged to communicate their plans to study abroad early so that we can discuss potential methods to address reasonable accommodations.

Learn more at Center for International Programs >>

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Handbook for Students with Disabilities

The Handbook for Students with Disabilities provides valuable information about disability services at the University of Dayton.  This includes information associated with registering as a student with a disability, accommodations, assistive technology, University Policies, Procedures, Guidelines and related programs.

Download Handbook for Students with Disabilities (opens a PDF) >>

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University of Dayton Policies

All University of Dayton students are to follow established policies and guidelines.   The information on the following page is from various sources at the University of Dayton. While not all of this information is limited to students with disabilities, the policies referenced may be related to disability issues.

Learn more about University of Dayton Policies >>

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Additional Resources for Students with Disabilities

We have developed a list of external resources for students with disabilities, their families and others within the community.  On this page, you will find information including general and disability specific organizations as well as a variety of financial aid organizations.

Learn more about additional resources for students with disabilities>>

Learn more about teaching students with disabilities >>

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Online Forms

Need a form?  We got' em. This page includes frequently used online forms for the Office of Learning Resources (OLR).  If you have any difficulty with our forms or if you can't find the form you are looking for, please give us a call at 937-229-2066.  Our team will be happy to help you out.

Follow the links below to find the form you need:

Applicant Rating Form for Faculty
ARCC Inquiry Form
Consultation Form
Disability Forms
Testing Forms
Testing Center Links for Faculty
Tutor Trac
Tutoring by Appointment

Applicant Rating Form for Faculty

Our office relies on faculty recommendations for our Tutor and Supplemental Instruction (SI) Leader position.  If you are a UD faculty member and have been asked to rate a student applicant for a position in our office, please complete this online form. 

Review our position descriptions >>
Complete the online rating form >>

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ARCC Inquiry Form

Consultation Form

If you plan to scheduled or have already scheduled a student consultation or academic coaching session, please complete this form before your first scheduled meeting with an OLR staff member. 
Complete our Consultation Form >>

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Disability Forms

These forms are for students with disabilities who are registered with OLR and approved for accommodations.  For more information on these topics, please visit the Disability Resources Tab above.

Request Alternative Formats or E-text >>
Cancel Alternative Formats or E-text >>
Request Furniture Accommodations >>
Request Accommodation Letters (formerly Self-ID Letters) >>
Request for Course Substitution / Waiver >>

Testing Forms

These forms are for registered and approved students with disabilities. For more information on testing accommodations, please visit the Disability Resources Tab above.

Schedule a quiz, test or exam >>
Cancel your scheduled exam >>
Reschedule your exam >>
Schedule your final exams >>

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Testing Center Links for Faculty 

Alternative testing is an academic accommodation for select students registered with OLR.  This accommodation provides students with equitable access in the testing environment.  Eligibility is determined on a case by case basis and services may include extended time, distraction reduced testing environment, assistive technology, Interpreters, etc.  Students and faculty who are unable to coordinate a space for testing accommodations can complete tests in the OLR Testing Center. 

For the ease of faculty, tests can be e-mailed or delivered to OLR Testing Center, 002 Albert Emmanuel. The Testing Center is open from 8:30AM - 4:30PM, Monday through Friday. Faculty can also pick up or deliver tests to the OLR main office until 7:00 pm Monday through Thursday.

E-mail a test now to the OLR Testing Center >>
Learn more about frequently asked testing questions from faculty >>

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Tutor Trac

Tutor Trac is a web-based program for data tracking and scheduling.  OLR employees and students with prior approval for Tutoring by Appointment can access Tutor Trac by using the following link.  
Access Tutor Trac >>

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Tutoring by Appointment

Tutor Request Form for Languages >>

Student athletes and students with disabilities registered with OLR may requested scheduled tutoring appointments.  Approvals for these requests are determined by the Office of Academic Services for Student Athletes (OASSA) or our office.  We are unable to guarantee that a tutor can be found for every request.

Tutoring Request Form for Student Athletes  >>
Tutoring Request Form for Students with Disabilities >>

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