Located in Vogel Library 314, the Academic Resource Center (ARC) offers guidance and support to assist students as they identify and achieve their academic goals. Click here to see our comprehensive referral guide

 HOURS: 8 a.m.-4:30 p.m. weekdays | PHONE: (319) 352-8615 | FAX: (319) 352-8365



Academic Advisers should:

  • Be familiar with College policies and requirements as outlined in the catalog, Schedule of Courses, relevant departmental materials, and the on-line advising manual; know what is required for students to maintain good academic standing
  • Maintain a reasonable number of office hours as outlined in the faculty handbook
  • Help students explore a variety of possible majors and make appropriate major choices
  • Help students plan their academic programs
  • Provide honest, realistic, sensitive feedback on students’ performance
  • Offer students information on curricular options such as Wartburg West, Venture Education, internships, and other special programs
  • Help students evaluate graduate school and career choices
  • Know about and make referrals to support services as appropriate
  • Maintain accurate records of meetings with advisees  

Advisers, together with the Office of the Registrar, exercise all possible care in checking students’ records for graduation. However, it is the sole responsibility of the student to fulfill all requirements for a degree. Advisers may provide advice and referrals related to academic, career, and life concerns. The Academic Resource Center (ARC), located in the Vogel Library, top floor, provides information on working effectively with your academic adviser and on support services.

Academic Advising Tools for Faculty

Academic Success Workshops
The Academic Resource Center will be offering new specialized workshops this year in order to assist faculty and staff with providing valuable information and resources to our students. These workshops can be scheduled for classes or specific groups of students that faculty and staff feel can benefit from the selected information. The Academic Resource Center is also offering flexible times and locations where these workshops can be presented if needed. The Academic Resource Center will be offering multiple workshops, with the option of creating specialized workshops at the request of faculty and staff. 

Workshop Descriptions

The approximate time for the sessions will be announced later and available beginning Sept. 19, 2022.

ARC Overview
The ARC Overview, success session will inform students, faculty, and staff about the services that are being offered by the Academic Resource Center (ARC). The purpose of this workshop is to pass the information on to participants about the faculty and staff on campus that have valuable resources to offer. This workshop not only talks about the services that are available within the ARC, but also throughout campus. By the end of the session participants will know the current contact points for numerous resources that can assist students with success at Wartburg College.

Academic Writing
The Academic Writing, success session will educate students on the basic information required to begin the process of submitting college level, academic, writing materials. The information offered will include topics like writing, organization, research, citations, bibliographies, etc. By the conclusion of the workshop or session students will gain valuable information, tips, and resources that will assist them in beginning the steps to becoming a better academic writer.

Working in Groups (Teamwork)
The Working in groups (Teamwork), success session will examine the value of teamwork and effectively working with other students during group work and class projects. This workshop will focus on the guidelines of working in groups, as well as the benefits of teamwork and students working together to achieve a common goal. By the end of this workshop, students will begin the process of understanding the benefits of teamwork and working in groups academically.

Time Management
The Time Management success session will provide students with skills to jumpstart their ability to manage their time within their academic career. This session will focus on topics such as prioritization, organization, planning, communication, reliability, and motivational strategies as well as emphasizing the importance of self-care. Following this session students will be able to identify the best time management technique for them, prioritize what is important in their schedules, and identify their procrastination behaviors as well as strategies to avoid these behaviors.

Note Taking
The Note Taking success session will provide students with the proper note-taking skills depending on the type of course they are involved in. This session will focus on specific note-taking systems, how to identify important topics, and how to structure notes for effective learning. Following this session students will be able to identify what note taking strategy works best for their learning style, connect information to their way of thinking and how to structure their notes for the best outcome.

Stress Management
The Stress Management success session will provide students with skills to effectively manage their stress. This session will focus on topics such as recognizing positive and negative stress, coping mechanisms, mindfulness and how to prioritize self-care as well as avoiding procrastination. Following this session students will be able to identify positive and negative stress, utilize proper coping mechanisms, create stress management goals, and practice mindfulness.

Other Workshop Topics

  • Goal setting
  • Test performance
  • Speech

Wartburg College provides reasonable accommodations to qualified students with disabilities in order to provide equal access to programs, housing, services and opportunities offered by the college.  Accommodations are individualized, confidential and based upon both the nature of the disability and the classroom or program requirements.  To receive accommodations, students must provide valid and current documentation supporting such disability.

Frequently Asked Questions of the Early Alert System

What is the Early Alert System at Wartburg College?
Our Early Alert system is a proactive, formal, early intervention that helps to identify, alert, and provide timely information and resources for at-risk students. The earlier the student connects to peers, resources, advisors, and faculty, the more likely the student will persist and retain to the following term successfully.

Who is involved with the Early Alert System at Wartburg College?
Early Alert systems should be a campus-wide collaborative effort. Therefore, all faculty and staff should be prepared and willing to use the system if they encounter a student that needs extra assistance and resources to be successful. The Early Alert team consists of a great group of diverse individuals from multiple departments throughout campus that are dedicated to helping students succeed academically and connecting students with the necessary resources that they need. Also, keep in mind that we are always seeking new members to join our dedicated team. Questions or concerns about the early alert program should be directed to Dr. Q Richardson, program administrator.

When should a faculty or staff member submit an Early Alert?
Please keep in mind that it is best for you to submit an alert as soon as you feel that the student may need assistance. The sooner that we can offer at-risk student resources, the more likely we are able to help that individual succeed. Faculty and staff should submit an early alert for a student if any of the indicators below are identified:

  • Poor Class Attendance
  • Poor Performance on quizzes/exams
  • Difficulty completing assignments
  • Sudden decline in academic performance
  • Concerns about their major
  • College adjustment issues
  • Financial problems
  • Mental health concerns
  • Physical health concerns
  • Alcohol or substance use concerns
  • Roommate difficulty
  • Disruptive behavior
  • Other concerns that you may have

Why should you use the Early Alert system at Wartburg?
The #1 reason that you should use the Early Alert system at Wartburg is because it’s designed to connect students with resources and individuals on campus that can help them succeed. Here at Wartburg, we are dedicated to providing all students with the necessary resources to help them advance academically and obtain their degree.

The Early Alert system is designed to help faculty and staff build relationships with students who may need assistance socially, mentally, physically, or academically. The process allows direct contact with students that allow faculty and staff to identify issues that the student is encountering, while possibly building a meaningful relationship that will help that individual moving forward. Research on retention efforts for students shows that building relationships between faculty and students is seen as crucial to the success of the students (S. Baker & Pomerantz, 2001; Bryk et al., 2010; Moore, 2007; Project on Academic Success, 2009), especially students who are experiencing difficulties at the institution. The Early Alert system allows users an opportunity to initiate these relationships and lead that student to success.

How do you submit an Early Alert?

  • Click on the Early alert link on either the home page of your Infocenter or My.Wartburg.
  • Once you are in, follow the prompts to start the process and enter the alert.
  • Choose one of the many options for “Nature of Concern”.
  • It is very helpful if you complete the “Additional Comments” section, so the Early Alert team has specific details on the student’s issues.
  • Submit
  • Once you have submitted, the Early Alert Administrator will receive a notice of your alert. It will then be reviewed to determine the best course of action to support the student. The Administrator will assign the alert to an appropriate faculty or staff member. The alert submitter will be notified via email of any updates.

Common Challenges in Alert Implementation

Faculty/staff buy in – In order for an Early Alert system to be successful there is a need for faculty and staff to pay attention to their students and take the time to get that student the necessary resources available if they are not able to help them directly. All that faculty or staff must do is take ten minutes out of their time to simply submit an alert and get the process started. Ten minutes of your time could be the difference between a student passing or failing.

Too many alerts received by advisors and counselors – The Early Alert team is designed to help advisors, faculty, and staff work with the student to achieve success if needed. Therefore, the responsibility to help the student overcome their issues is a shared responsibility that is welcomed by the ARC and Early Alert team.

The intervention plans varying within campus settings – The Early Alert team is building relationships around campus with all departments to ensure that we are working together to provide the student with a universal plan and resources to succeed.

After responding to alerts, no identified way to “close the loop”– This is an issue that we are still struggling to address because it takes everyone involved in the process to communicate effectively in order to document the student’s progress. By doing so everyone is aware of what the students current state is doing the course of the term and whether they need to continue to help or move on to another student of need.

Important Things to Remember

The Early Alert system does not replace the efforts of the faculty or staff member in reaching out to the student. The faculty or staff member should also reach out to the student in order to start a line of communication. Sometimes the issue can be resolved by the faculty or staff member and the Early Alert team can use the documented alert to put the student on our radar.

An Early Alert can be submitted simply to inform the Early Alert team that a faculty or staff member is working with a student that is having issues. This allows the Early Alert team to put that student on our radar and check on their progress in other courses that they may be taking. It also allows us to retain documented information on the student’s situation that can be used for future references.

Key findings

  • Early Alert systems may be most effective when targeting specific student populations, such as athletes or at-risk students. Even though Wartburg allows any student to be flagged, we need to pay close attention to first-year students, multicultural students, student-athletes, and students with demonstrated academic difficulties. This population makes up a large number of the students that will need our resources.  
  • There is no clear-cut evidence for the “perfect timing” to start the Early Alert process. Most would encourage the earlier the better. The more time we have to work with the student the better chance we have to help the student in the timeframe allowed.
  • The Early Alert system is not one hundred percent effective by any means, but it will surely be the difference between some students passing rather than failing. Yes, there will be students that will not be receptive to our assistance, but we must not let that discourage us from helping the ones who are willing to accept our help. Last year, more than half of the students that received alerts used resources on campus to successfully resolve their issues. As we continue to grow each year, we welcome all faculty and staff to help us increase that number and retain as many students as possible.

Peer Learning Lab (Faculty)

The Peer Learning Lab (PLL), located in Library 204, is a free, collaborative peer-to-peer learning service available to all Wartburg students to help improve their writing, speaking, mathematical, reading, and critical thinking skills. Specially trained peer consultants will help students at any stage of the process. Both the Math Lab and the WRSL offer both in-person and Zoom appointments. The PLL is also available to work with faculty members and their classes on specific assignments and projects to assist students in submitting quality work. Faculty members can send students to the PLL to get feedback and suggestions on determined assignments that involve writing. We also are available to set up tutor sessions for specific Math related assignments in which students can meet in groups with consultants and work on processing the information together. The peer consultants are available 6 days a week to work with students on all aspects of academic writing and supported Math courses. If you are interested in working with the PLL, please reach out to Dr. Q. Richardson at  

Supported Mathematics Courses:

  • MA 106 – Mathematics in Modern Society
  • MA 107 – Finite Mathematics
  • MA 110 – Structures of Mathematics I
  • MA 190 – Precalculus
  • MA 214 – Statistical Methods
  • MA 250 – Applied Calculus
  • MA 251 – Foundational Differential Calculus
  • MA 252 – Foundational Integral Calculus
  • CS 120 – Intro. to Computers and Programming

Supplemental Instruction (SI) is an internationally recognized academic success program. SI is a voluntary program that offers free, regularly scheduled study sessions for traditionally difficult courses. SI sessions are lead by current Wartburg undergraduate students who have successfully completed the course.

Supplemental Instruction (SI) sessions are offered ONLY with the support of the course’s instructor. The following is expected of the faculty member in support of SI sessions for their course:

  • Cooperate with the SI Supervisor in selecting candidates for SI Leader positions
  • Provide a copy of the course roster to the SI Leader or SI Supervisor
  • Work with academic department to provide SI Leader access to textbook and other appropriate course materials as needed
  • Allow the SI Leader time to connect with the class at the beginning of the term and end of the term regarding scheduling and surveys, as well as an allowance to make any other necessary announcements
  • Meet briefly with your SI Leader once a week. The purpose of these meetings is to provide mutual communication regarding:– Items you want him/her to work on with those attending SI sessions– Sharing study session plans and going over copies of review materials– Providing feedback on the quality of his/her study materials and/or activities
  • Let SI Leaders know whether or not you have old exams or study guides he/she may want to use for developing review materials and/or session strategies/activities—these should only be used to help develop session materials and logistics
  • Expect the SI Leader to act as a model student in the class (not a teaching assistant)
  • Avoid suggesting that only those who do poorly will benefit from the SI sessions

Testing space is reserved for students who have qualified for accommodations (determined by ARC staff), or where English is not the primary language of the student (determined by faculty). All efforts will be made to accommodate every student’s testing needs. There is no guarantee that testing space will be available at the exact time it is requested. Therefore, advance notification is essential if ARC is to be utilized for test administration.