The Vulcan Materials Academic Success Center, located on the second floor of Sterne Library, is open to all students, regardless of major or academic standing. The VMASC team includes, left to right: Director Andrea Miller Pound, Academic Success Coach Lorice Tolbert and Executive Director Kristin Chapleau. Photo by Ian LogueUAB offers more than 60 majors. The Vulcan Materials Academic Success Center, located on the second floor of Sterne Library, specializes in helping students find the best fit.

Which major (or majors) are best suited to their interests, courses taken and the future they see for themselves? Students find answers to those questions through VMASC’s Major Exploration service. Along with tutoring, Major Exploration is among the center’s most heavily used services.

“We are a centralized hub for academic support services designed to promote student success, retention, persistence and graduation,” said Kristin Chapleau, executive director of VMASC. “VMASC’s mission is to empower students at every stage of their academic journey and prepare them for success beyond graduation.”

A common misconception is that VMASC is only for students who are undeclared or academically at risk, adds VMASC Director Andrea Miller Pound. “In reality, VMASC is open to all students, regardless of major or academic standing,” Pound said. “Students don’t have to wait until they are struggling to visit the center. Whether they want to sharpen their study skills, gain a better understanding of a certain subject through tutoring, plan for the future or simply talk through their academic decisions, we’re here to support them.”

Academic success coaching grows

One growing offering at VMASC is academic success coaching. Academic success coaching helps students develop individualized strategies to succeed at UAB, including specific plans to address issues making the college transition, setting goals or getting motivated. Historically, this service had predominantly focused on students who were required to develop an academic improvement plan as a condition of continuing to receive financial aid. But since Chapleau took on her new role in August 2024, VMASC has deliberately expanded that coaching to all students, because it can be helpful for any student — whether or not they are experiencing problems with grades.

“Many students with strong academic records can benefit from coaching as they navigate challenges related to time management, motivation, work-life balance or personal development,” Chapleau said.

“Our collaboration with VMASC has increased our ability to serve students in a holistic manner,” said Herbert Wilkerson, director of Student Engagement and Enrichment. “The education they have been able to provide to our student mentees and program attendees on time management, study habits and the benefits of tutoring has helped remove barriers to student success. I truly appreciate this collaborative partnership and look forward to what we will be able to co-create in the future.”

“For one student, it could be ‘I’m really struggling in a writing class. I’ve been to the Writing Center, and they have given me great resources; but I need someone to help me develop a time-management plan,’” Chapleau said. “Or maybe they are having trouble with motivation. Or they came from a high school where they did well without having to take notes; but now that they are in college, they realize they need to develop these skills.”

The increasing demand for success coaching “reflects a growing recognition of its value in supporting student well-being and long-term achievement,” Chapleau said. “Our goal is to help students be proactive about their success, not just reactive.”

Unlike tutoring or advising, “success coaching focuses on helping students build the habits, strategies and mindset needed to thrive in college,” said VMASC Academic Success Coach Lorice Tolbert.

Coaches follow up with students throughout the semester to talk about how strategies are working, Tolbert explained: “They will ask, ‘How have your grades improved over the past month? If that strategy didn’t work, how do we revamp? Have you thought about doing this instead?’”

“After meeting with Ms. Tolbert, I feel so much more organized,” one student shared with the VMASC team. “I am now in the VMASC studying at least three days a week — sometimes four days! [Ms. Tolbert] gave me the confidence to feel like I can get through my classes.” 

Faculty and staff can play an important role by referring students who may benefit from this kind of holistic support, Tolbert says. Students who seem overwhelmed, disengaged or uncertain about their goals, even if their grades are not a concern, can find academic success coaching beneficial, she says. “Students who mention difficulty balancing responsibilities, lacking direction or feeling unmotivated may be ideal candidates for coaching,” Tolbert said. “Success coaching offers these students practical tools and a supportive space to realign and thrive.”

Increased opportunities — in person and virtual

After Chapleau began at VMASC last August, the center expanded its major exploration opportunities for beyond the signature Major Discovery Fair in the fall. This February, VMASC held a “Fall in Love With Your Major” event that used a speed dating-type format. Students moved from station to station, where faculty and staff representing each major shared why it was worth their time. “It’s a way to learn about many different majors in a quick, fun environment,” Chapleau said.

“We have worked hard and are continuing to work on increasing use of our services,” Chapleau said. “That includes expanding our events throughout the year.”

The growth in online course enrollment at UAB has definitely shaped the way VMASC delivers services as well, Pound says. “We have expanded our virtual offerings to ensure students have equitable access to support, no matter where they are,” she said. Services such as success coaching, tutoring and academic workshops are readily available through digital resources, she points out. “This flexibility has allowed us to reach a wider range of students, including those balancing school with work, caregiving or other responsibilities.”