Study CATS is a university-wide academic support program designed to help improve academic performance through academic instruction, connection to campus resources, and personalized coaching.
In Fall 2026, the Study CATS program is offering three different 1-credit course options listed below.
GU-1200: Study CATS
GU-1200: Study CATS for First Time First-Years
GU-1200: Study CATS Academic Recovery
Frequently Asked Questions
Study CATS is listed on my current course schedule, and I didn’t sign up for it. What is Study CATS?
First and second-year students with a cumulative GPA below 2.3 are automatically enrolled in Study CATS Academic Recovery.
Course topics include study strategies, time management tools, organizational practices, mindset and mindfulness, among others. Students are asked to reflect on their learning experiences, academic goals, and personal values to better understand who they are as learners. The course directly connects students with campus resources and support networks to help support their academic journey.
In addition to the class meeting, students will have the opportunity to meet one-on-one with their instructor, a Student Success Coach, for personalized academic coaching and support.
I’ve been enrolled in a Study CATS section, but I have a scheduling conflict. What should I do?
We use course schedules to assign students to Study CATS sections. However, we realize that you may have other commitments (work, sports, student clubs, etc.) outside of your academics. If you have a scheduling conflict with your current assigned section, please email your instructor, and they will work with you to find a course meeting time that works with your schedule.
I’m interested in the Study CATS program but don’t qualify for the Academic Recovery sections. Can I still enroll?
In the Fall 2026 semester, we are offering two opt-in sections:
GU-1200C: Study CATS—Open to any student of sophomore standing or above. This course has a curriculum similar to Study CATS Academic Recovery.
GU-1200F: Study CATS for First Time First-Year Students—Open to first time, first-year students. This course is designed to help first time, first-year students transition to the college environment and build academic skills to support their college success.
Students can register themselves for either section and do not need instructor permission.
I’m worried adding another class to my schedule will be too much. How much work can I expect from this course?
Study CATS is a 1-credit course that meets once a week for 50 minutes and is graded on a Satisfactory/Unsatisfactory scale.
The intention of the course is to help you manage what is already on your plate, not add to it. It’s helpful to think of Study CATS as a support system that helps you better manage and complete work for your other courses. Class assignments and activities revolve around exploring and practicing personal management strategies that will help you succeed at UVM and beyond!
I’m looking for an academic coach. Can I make an appointment with a Success Coach without taking the course?
Students who are enrolled in a Study CATS course have access to their instructor, a Student Success Coach, for one-on-one academic coaching. At this time, only Study CATS participants can access Success Coaches.
If you are unable to enroll in a Study CATS section and are seeking academic coaching, you are encouraged to make an appointment with a Peer Academic Coach via the Undergraduate Tutoring Center.
What have past students said about the course?
Here are some quotes from former students about their experience in Study CATS:
“I appreciated getting explanations on how to access the various resources. I had heard of most of them, but I didn’t know how to utilize them until this class showed me how.”
“I think the most helpful thing for me was the accountability aspect, taking the time to think and learn about what did and did not work for me last semester was helpful in being more successful this semester.”
“The most helpful part of Study CATS wasn’t a resource or a lesson; it was just a reminder that I’m not alone. Talking with me peers in this class helped with my feelings of isolation...”
“I appreciated the emphasis that having issues with focusing, study skills, etc. wasn’t just a personal issue, it also was related to mental health/knowing your brain.”