Academic Advising Manual 2013 – 2014 TABLE OF CONTENTS WELCOME TO CARROLL COLLEGE .................................................................................................................................5 ACADEMIC ADVISING OVERVIEW ..................................................................................................................................6 Principles of Academic Advising ................................................................................................................................6 Developmental Academic Advising ...........................................................................................................................7 NACADA Core Values of Academic Advising ..............................................................................................................7 ADVISING AT CARROLL COLLEGE ...................................................................................................................................9 Types of Academic Advising ......................................................................................................................................9 Freshman Advising .................................................................................................................................................9 Transfer Student Advising ......................................................................................................................................9 Continuing Student Advising .................................................................................................................................9 Returning/Readmit Student Advising ....................................................................................................................9 Withdrawn Students ..............................................................................................................................................9 Advising: Shared Responsibility ..............................................................................................................................10 Advisor Responsibilites in the Advising Process ..................................................................................................10 Advisee Responsibilites in the Advising Process ..................................................................................................10 Advising Terms, Definitions and Processes..............................................................................................................11 Legal Considerations in Academic Advising .............................................................................................................14 Introduction to Legal Considerations ..................................................................................................................14 FERPA ...................................................................................................................................................................14 FERPA: Family Educational Rights and Privacy Act of 1974 ................................................................................15 Tips for Advisors ......................................................................................................................................................17 The Advising Appointment ..................................................................................................................................17 Note and Record Keeping ....................................................................................................................................18 Advisor’s Responsibilities and Student’s Rights to Privacy ..................................................................................19 Referring Students ...............................................................................................................................................20 Special Populations ..................................................................................................................................................20 Undeclared/Deciding ...........................................................................................................................................20 2013-2014 Carroll College Academic Advising Manual Page 2 Student Athletes ..................................................................................................................................................21 Academic Difficulty ..............................................................................................................................................21 Disabilities ............................................................................................................................................................22 International Students .........................................................................................................................................22 Non-Traditional Students ....................................................................................................................................24 Working Students ................................................................................................................................................25 Programs Requiring Formal Acceptance .............................................................................................................25 ADVISING GUIDES AND RESOURCES ............................................................................................................................26 Degree Requirements Including Core ......................................................................................................................26 Bachelors Degree .................................................................................................................................................26 Core Curriculum–Bachelor Degree ......................................................................................................................26 Associate of Arts Degree......................................................................................................................................27 Multi-Disciplinary Degree ....................................................................................................................................27 Carroll Majors and Major Codes ..........................................................................................................................28 Carroll Minors and Concentration Codes ............................................................................................................29 Writing Intensive, Global Diversity, & National Diversity ........................................................................................30 Accessing Advisee Information Via MyCarroll .........................................................................................................32 Accessing Advising Tools Via MyCarroll…………………………………………………………………………………………………………….33 E-Advising………………………………………………………………………………………………………………………………………………………33 Degree Audit………………………………………………………………………………………………………………………………………………….35 External Exam Policy ..............................................................................................................................................377 CLEP: College Level Examination Program ........................................................................................................377 Military Training and Education Credit ..............................................................................................................377 AP: Advanced Placement ..................................................................................................................................388 Course Placement Guidelines ................................................................................................................................398 Biology Students Placement Guidelines ............................................................................................................399 Math Placement Guidelines ..............................................................................................................................399 English Placement for Entering Freshmen ...........................................................................................................40 2013-2014 Carroll College Academic Advising Manual Page 3 Language Placement Guidelines ..........................................................................................................................41 Pre-Professional Programs ......................................................................................................................................42 3-2 Engineering: Major in Mathematics ..............................................................................................................42 Pre-Medical and Pre-Dental Programs ................................................................................................................42 Pre-Optometry Program ......................................................................................................................................42 Pre-Physician’s Assistant Program .......................................................................................................................42 Pre-Physical Therapy Program .............................................................................................................................42 Pre-Pharmacy Program ........................................................................................................................................43 Pre-Veterinary Program .......................................................................................................................................43 Pre-Law Program .................................................................................................................................................43 SPECIAL PROGRAMS ..............................................................................................................................................444 Internships .........................................................................................................................................................444 Honors Scholars Program ....................................................................................................................................44 Honors Thesis Writing…………………………………………………………………………………………………………………………………….45 Military Science and Leadership (ROTC) Program .............................................................................................466 Education Abroad Programs ..............................................................................................................................466 Financial Aid and Scholarship ............................................................................................................................477 Alpha Advising Information and Forms .................................................................................................................509 Alpha Advising Responsibility Summary ............................................................................................................509 Alpha Advising Timeline .....................................................................................................................................509 Alpha Advising Tools and Forms ..........................................................................................................................51 On Campus Contact Information ................................................................................ Error! Bookmark not defined. Campus Offices and Contacts ..............................................................................................................................55 2013-2014 Carroll College Academic Advising Manual Page 4 WELCOME TO CARROLL COLLEGE Carroll’s goal in academic advising is to assist students in exploring their areas of interest while providing them with the advice and knowledge that will allow them to pursue those areas of interest to their fullest extent. This advice is not solely academic but personal and professional as well. Professors work as academic advisors and pride themselves on being available to students. We know that the first year is the most important decision-making period in a student’s career. Alpha Seminar serves as a critical component to achieving our goals in academic advising. Every first-year student takes this seminar-style course in their first semester at Carroll. In addition to the critical reading, writing and thinking skills they develop in this course, their professor serves as their academic advisor. We believe that the teacher/student relationship serves as the backbone of the advisor/advisee relationship, and our students enjoy high rates of success during their time at Carroll and beyond because of that relationship. The purpose of the Carroll College Academic Advising Manual is to provide background information on the principles and values of academic advising, define the advising relationship between advisor and student, define advising terms and procedures, and provide Carrollspecific advising resources such as placement guidelines for courses/majors and accessing advisee information using MyCarroll. Comments and suggestions regarding the Carroll College Academic Advising Manual can be directed to Annette Walstad, Director of Academic Support and Advising. She can be reached at [email protected], (406) 447-5434, or in person at 119 Borromeo Hall. Carroll College would like to acknowledge the Academic Advising offices at Elmhurst College, Rensselaer Polytechnic Institute, Montana State University—Bozeman for use of information from their advising manuals and websites. 2013-2014 Carroll College Academic Advising Manual Page 5 ACADEMIC ADVISING OVERVIEW “THE FUNDAMENTAL PURPOSE OF ACADEMIC ADVISING IS TO HELP STUDENTS BECOME EFFECTIVE AGENTS FOR THEIR OWN LIFELONG LEARNING AND DEVELOPMENT.” -Art Chickering, 1994 PRINCIPLES OF ACADEMIC ADVISING Academic advising should provide guidance and a means to assist student’s intellectual, physical, and social development. For most effective advising, the following should be observed: Advising must be systematic, consistent, and continuous with a number of contacts between the advisor and the student. These contacts must have direction and purpose. Advising must be goal-related. Students should be encouraged to explore and establish academic, career and personal development goals. Advising requires a caring environment. The advisor shares responsibility in initiating advisor-student contact. Advising includes modeling behaviors which lead to self-responsibility and selfdirectedness. The advising system should be an integration of services and expertise from academic and student affairs. Advisors should utilize as many campus and community resources as possible when assisting students with academic and career options, services and resources. Adapted from Winston, R.B., Ender, S.C., & Miller, T.K. (Eds.) (1982). Developmental approaches to academic advising. New Directions for Student Services, No. 17. San Francisco: Jossey-Bass. 2013-2014 Carroll College Academic Advising Manual Page 6 DEVELOPMENTAL ACADEMIC ADVISING This brief introduction to the topic is based on Gary L. Kramer’s “Advising Students at Different Educational Levels,” in Gordon et al.’s (2000) Academic Advising: a Comprehensive Handbook. San Francisco: Jossey-Bass. The book is available in the Academic Support Services and Advising Office. As emphasized throughout this manual, effective academic advising involves far more than helping students select their courses. In the past two decades, the field has shifted to a model of “developmental academic advising” based on a premise of student growth and success. According to Gary L. Kramer, students are developmentally advised when advisors focus on growth that instills the following in them: Awareness of the relationship between education and life The ability to set realistic academic and career goals as well as a program to achieve them Awareness of life extending beyond the college years Thus, advising includes helping students adjust to college, succeed in college, and prepare for life after college. Along the way students face many tasks, including: Developing accurate expectations Becoming familiar with college requirements Integrating into campus culture Navigating through financial issues Setting appropriate goals Identifying responsibilities and making commitments Identifying and using resources effectively Reflecting on their learning and experiences Connecting academic plans with career goals Preparing for the transition to a graduate school or job A student’s ability to meet these challenges depends on his/her learning style, academic preparation, problem-solving skills, family/community responsibilities, motivation, and, in part, on the assistance received from an academic advisor. NACADA CORE VALUES OF ACADEMIC ADVISING The National Academic Advising Association (NACADA) is an organization of professional advisors, faculty, administrators, students and others from a variety of settings who do academic advising or otherwise work to promote quality academic advising on college and university campuses. As members of this organization or of the profession of academic advising, or as others who advise or provide related programs and services to students, we must recognize our responsibility not only to students and the institutions in which our advising is done, but to society, to colleagues, and to ourselves. While not all those who do academic advising are professional advisors, anyone carrying out advising functions should be expected to perform in a professional manner. The Core Values identified and 2013-2014 Carroll College Academic Advising Manual Page 7 discussed here provide a framework against which those who advise can measure their own performance. In no way does this Core Values statement try to dictate that all academic advising needs to be done in precisely the same way by everyone, or that there is one particular advising philosophy or model. Instead, these are reference points for professionals to use. Furthermore, the Core Values do not carry equal weight. Advisors will find some Core Values more important than others, depending on their own philosophies and those of their colleges or universities. The Power of Academic Advising Few experiences in students' postsecondary career have as much potential for influencing their development as does academic advising. Through regular contact with students--whether face-to-face, through the mail, on the telephone, or through computer mediated systems--advisors gain meaningful insights into student's academic, social, and personal experiences and needs. Advisors use these insights to help students feel a part of the academic community, develop sound academic and career goals, and ultimately be successful learners. Because of the nature of academic advising, advisors often develop a broad vision of the institution. Advisors can therefore play an important interpretive role with administrators, faculty, and staff, helping them further understand students' academic and personal development needs. Advisors can teach others to identify students who, with additional attention from academic support staff, may achieve their goals to succeed academically and personally. Students place a great deal of trust in their advisors. That trust warrants quality programs and services. It is through our Core Values that students' expectations of academic advising are honored. Beliefs about Students Like other educators, academic advisors work to strengthen the importance, dignity, potential, and unique nature of each individual served within the academic setting. Our work as advisors is guided by our beliefs that: Students can be responsible for their own behavior; Students can be successful as a result of their individual goals and efforts; Students have a desire to learn; Learning needs vary according to individual skills, goals and experiences; and Students hold their own beliefs and opinions. Why Our Core Values Are Important Out of these beliefs grow our Core Values. Regardless of our professional preparation and experience, each of us in the field of academic advising is ultimately guided in our work by what we perceive as important, what we value, and what we believe about those we serve--primarily students, but also others in the institutions within which we work, and even the institutions themselves. We recognize the complex nature of academic advising, the wide variety of settings and tasks for which academic advisors are responsible, and the diverse backgrounds and experiences of academic advisors. Yet, while values and beliefs are by their very nature individual, there are many that are subscribed to by those who advise students. Through this statement of Core Values we communicate to others what they can expect from us. These Core Values may be used to validate our conduct in our diverse roles and our relationships within the academic community. 2013-2014 Carroll College Academic Advising Manual Page 8 Carroll College is an Institutional Member of NACADA. For a complete list of the NACADA Core Values, see http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm . ADVISING AT CARROLL COLLEGE TYPES OF ACADEMIC ADVISING FRESHMAN ADVISING All freshmen take a 3-credit Alpha Seminar course during their first semester at Carroll. The Alpha Seminar instructor serves as academic advisor for the entire academic year for all students enrolled in the section. Alpha Seminar allows students to establish a personal relationship with the faculty advisor teaching the course as well as a community with the other students. The purpose of Alpha Seminar is to introduce the distinctive practices and values of a Catholic liberal arts education. The course revolves around an interdisciplinary project that incorporates instruction and practice in critical reading, writing and discussion. TRANSFER STUDENT ADVISING A student transferring to Carroll will be assigned an academic advisor in the major/program indicated on his/her application for admission. The Registrar makes all final decisions regarding the transfer of credit from other institutions. A copy of the transcript evaluation is part of the advising file. CONTINUING STUDENT ADVISING Once a student has completed one academic year at Carroll he/she has the option of declaring a major and selecting an advisor in the department of the major. Some 2nd year students will remain with their Alpha Seminar advisors until the second semester of their sophomore year. All students should declare a major and select an advisor by the time they have completed 45 semester credits or completed their 4th semester, whichever comes first. RETURNING/READMIT STUDENT ADVISING Former Carroll students returning to the college after a break in attendance of one or more semester must apply for readmission. If readmitted, an attempt is made to locate the student’s original advising file. In the event it was destroyed, a new advising file is created and sent to the advisor. If the student is returning from suspension and/or is on academic probation, conditions of readmission will be set forth in writing and a copy will be sent to the assigned advisor. WITHDRAWN STUDENTS When an advisee does not return to Carroll College the advisor returns the advising file to the Office of Academic Advising located at 119 Borromeo Hall. 2013-2014 Carroll College Academic Advising Manual Page 9 ADVISING: SHARED RESPONSIBILITY ADVISOR RESPONSIBILITIES IN THE ADVISING PROCESS Be accessible to students on a regular, predictable basis Encourage students in self-direction, in learning and assuming responsibility for their own educational plans Reinforce the responsibilities of advisees Assist students in selecting courses that reflect individual interests and abilities Help students with academic planning – re-evaluate plans regularly Assist students in achieving academic, career and personal goals Know graduation requirements and other institutional policies outlined in the college catalog Refer students to appropriate campus resources Help students learn about academic policies and procedures Increase advising skills through regular training Understand the shared responsibilities among advisor, advisee, and the Advising Office ADVISEE RESPONSIBILITIES IN THE ADVISING PROCESS 2013-2014 Make appointments with advisor – give at least 24-hour notice Be prepared for meeting with your faculty advisor; bring your academic records; bring questions Read the Catalog – available on the Carroll webpage at http://www.carroll.edu/academics/ Become familiar with graduation requirements and other institutional policies and procedures Develop plans for taking courses required for graduation Keep track of your own academic records Develop plans for achieving academic, career and personal goals Check class schedules and learn how to navigate MyCarroll Make use of the full range of campus resources Apply for graduation [request official degree audit] one year prior to your anticipated graduation date See your advisor and course instructor at the first sign of academic difficulty Take responsibility for your decisions Understand the shared responsibilities among advisor, advisee, and the Advising Office Carroll College Academic Advising Manual Page 10 ADVISING TERMS, DEFINITIONS AND PROCESSES ACADEMIC ADVISORS: Degree seeking students are assigned to an academic advisor in relation to the grade level and major. Advisors assist students in developing educational plans that are consistent with their life goals, provide students with accurate information about academic progression and degree requirements, assist students in understanding academic policies and procedures, and help students access campus resources that will enhance their ability to be academically successful. ADVISING FILE: The Office of Academic Advising prepares an academic advising folder for every new degree-seeking student and an advisor is assigned to each student. The typical contents of an advising file includes admissions application, high school and/or college transcripts, writing sample, and standardized test scores. The advisor maintains the student advising folder in his or her office, and the folder follows the student through his/her entire career at Carroll College. Advisors should keep an accurate record of advising session which will guide future advising and protect against claims of erroneous advising. ALPHA SEMINAR: This 3-credit course is required for all first-year students and typically is taken in the fall semester. Alpha Seminar is taught by a faculty or staff member who serves as the students’ first-year advisor for both the fall and spring terms. This is a unique opportunity for students to make a real connection with their advisor, as they spend a minimum of three hours of classroom time a week together, in addition to more traditional advising appointments. After the freshman year, students select or are assigned faculty advisors in their majors or areas of interest. AP CREDIT: High school students who receive scores of 3, 4, or 5 on the College Board Entrance Examination Board Advanced Placement Exam (AP) may, upon enrollment, be granted advanced placement and college credit in appropriate subjects. A grade of “P” is assigned for these credits. For additional information and a list of approved AP courses refer to the Advisor’s Guide and Resources Section of this manual. ACADEMIC PROBATION: After a semester of unsatisfactory work (less than a 2.0 grade point average), a student taking 12 or more semester hours will be placed on academic probation. The records of part-time students will be reviewed after an accumulation of 12 or more semester credits. If a total of 12 or more semester credits have been attempted and the cumulative G.P.A. is unsatisfactory, the student will be placed on probation. A student is taken off probation and restored to good standing when his/her semester and cumulative grade point average are both 2.00 and higher. ACADEMIC SUSPENSION: Academic suspension will result upon completion of a second consecutive semester of unsatisfactory work or upon completion of a total of three non-consecutive semesters of unsatisfactory work. A detailed explanation of these can be found in the catalog. ACADEMIC RECOVERY PLAN (ARP): Students who are not making academic and/or financial aid satisfactory progress may be required to complete an Academic Recovery Plan (ARP) as a condition of continued enrollment at Carroll. The Director of Academic Advising, in coordination with the Registrar and Director of Financial Aid, assists student in creating the ARP and monitoring progress. Students who do not comply with the ARP conditions may be academically and/or financially suspended or sanctioned. 2013-2014 Carroll College Academic Advising Manual Page 11 CALCULATING A GRADE POINT AVERAGE: Each grade has a corresponding point value: A=4 points; B=3 points; C=2 points; D=1 point; F=no points; Incomplete=no points. The numerical average is computed by dividing the total grade point by the total credit hours attempted. In the case of a Pass/Fail course, the "P" grade is not figured into the G.P.A., the "F" grade is used in the calculation. Courses a student withdraws from during the semester are marked as “W” on the transcript and are not figured in the grade point average calculation. CHANGING MAJORS OR ACADEMIC ADVISORS: Students who wish to declare or change a major, or change advisors, should fill out and return a "Request for Change of Major and/or Academic Advisor" form available from the Registrar or in the Registrar section of MyCarroll. COURSE SUBSTITUTION: Students wishing to waive or substitute a required course should utilize the form "Request for Waiver or Course Substitution" that is available from the Registrar. In both instances, approval must be received from both the department chairperson and the Registrar. The form is available on MyCarroll. CORE REQUIREMENTS: Carroll College requires all students to participate in a broad spectrum of academic disciplines. These include the humanities and fine arts, the social and natural sciences, as well as the reflective disciplines of philosophy and theology. The specific requirements are outlined in the catalog. CREDIT LOAD: The typical course load is 15 credits per semester. Any course load exceeding 18 credits must have the approval of the Registrar. Many freshmen have difficulty successfully completing 15 credits the first semester. Recommend a lighter load if academic ability or time constraints are in question. DECLARING A MAJOR: Declaring a major is a formal process which requires the student to submit a “Declaration of Major/Minor” form to the Registrar’s office. Students should declare a major no later than the end of the sophomore year or after completing 45 semester credits. DROP/ADD PROCESS: Drop/Add cards are available from the Registrar. Remind students of the deadlines for making changes, and the possible consequences for some, of dropping below a minimum of twelve credit hours. Courses dropped before the drop deadline will not appear on the student's transcript. Students may withdraw from a class until the deadline for withdrawal. The student's transcript will show a "W" if a course is dropped between the drop and withdrawal deadlines. FERPA: The Family Educational Rights and Privacy Act of 1974 is a federal law that protects the privacy of educational records, allows students to inspect their own educational records, and limits types of personal information an institution discloses to others. Students enrolled in a post-secondary institution must provide written permission naming those eligible to review their academic information. A summary of the complete FERPA guidelines is included in the Advisor Manual. Signed release forms are kept on file in the Registrar’s office. 2013-2014 Carroll College Academic Advising Manual Page 12 FINANCIAL AID: Financial aid administered by the Financial Aid Office is based on an evaluation of academic accomplishments, financial needs, and availability of resources. Academic advisors and students should be aware that changes in enrollment status may result in a revision of financial aid awards. Actions such as changing the number of enrolled credits, academic probation, and withdrawal from the college may have an adverse effect on a student’s financial aid. For detailed information see the Financial Aid section of the catalog or contact the Carroll College Financial Aid office at ext. 5425 or 5424. 4-YEAR PLANS: Every degree offered at Carroll has a published 4-Year Plan that shows the sequence of required courses semester by semester. These forms are updated yearly to match the Carroll catalog. Copies of 4-Year Plans by program are available in the Document Center under Academic Advising on MyCarroll. GRADE OF INCOMPLETE: An "I" grade is only given under unusual circumstances which cause a delay in a student's completion of a course. The student must be doing passing work before an Incomplete can be given. The student must make specific arrangements with a faculty member for the completion of the course, and a formal written "Request for Grade of Incomplete" must be filed in the Office of the Registrar before the assignment of the grade as Incomplete. GRADE REPORTS: Midterm and Final Grades are available to both students and advisors on-line through MyCarroll. For the first year only, the Office of Academic Advising will mail midterm grade reports to parents at the request of the student. A signed “Release of Midterm Grades” form must be on file with the Director of Advising. GRADUATION REQUIREMENTS: Graduation requirements are outlined in the Carroll catalog. The correct catalog to use for determination of requirements is the catalog that was in effect at the time that the student enrolled for the first time as a regular student at the college. If the student interrupts attendance or changes majors, he/she is expected to graduate under the requirements of the catalog in effect at the time of readmission or major change. Students can contact the Registrar for adjustments to this requirement. PART-TIME/FULL-TIME: A full-time student is one who is enrolled for a minimum of 12 semester credits of college courses. A part-time student is one who is enrolled for 11 hours or fewer. PASS/FAIL GRADE: Certain selected courses are regularly graded on a Pass/Fail basis. Students may, however, take other courses on a Pass/Fail basis under the following conditions: The student must have completed 60 or more semester hours of college work with a cumulative G.P.A. of 2.0. Only one course per semester may be taken on this basis, with a maximum of 4 such courses allowable toward graduation. The student may indicate this choice during registration or the regular "add" period of each semester. E-ADVISING: E-Advising is a tool offered through MyCarroll that assists students and advisors in the planning of future courses for timely and appropriate completion of all degree and CORE requirements. DEGREE AUDIT: A degree audit can be performed by both students and advisors in order to create a clear depiction of where the student is in their completion of both degree and CORE requirements. This tool is available 2013-2014 Carroll College Academic Advising Manual Page 13 through MyCarroll and will show what requirements have been completed as well as those which must still be completed. STANDARDIZED TEST SCORES: Students entering Carroll College must submit either ACT or SAT scores. Test scores are utilized when considering students for admission to the college, and for placement into certain courses. The Admissions Office and the Registrar can provide definitive information and answer related questions. TRANSFERABILITY OF COURSEWORK: All final decisions regarding transfer of credit from other institutions are made by the Registrar. Carroll students wishing to take courses at another institution are encouraged to obtain prior approval by utilizing the form entitled "Request to Enroll in Courses at Another Institution” available from the Registrar. LEGAL CONSIDERATIONS IN ACADEMIC ADVISING INTRODUCTION TO LEGAL CONSIDERATIONS The academic advisor is on the "front line" of the college when dealing with students. It is a critical position, and the success or failure of the student's education and growth is influenced greatly by the advising function. In today's litigious atmosphere, the advising function is more critical than ever. In academic affairs, a contractual relationship exists between the student and the institution. The basic provisions of the college catalog, recruiting brochures, various bulletins, and the student handbook become part of the contract. The institution sets forth certain requirements for passing courses and for successful completion of programs and subsequent graduation. If students fail to meet the required standards they can be penalized through such action as dismissal, suspension, or failure to graduate on schedule; if the institution fails to respect its own regulations, then the student may seek judicial relief. It is the responsibility of both the advisor and student to understand the academic requirements and procedures set forth in the college catalog. Advisors are expected to understand such things as scheduling and registration procedures and degree and program requirements. Advisors should keep notes of their discussions with students during advising sessions. An accurate record of advising sessions will help solve any disputes over the content of previous advising and also serve as legitimate protection against claims of erroneous advising. Guidance and support for academic advising is available from the Registrar, Director of Academic Advising, Associate Vice President of Enrollment Management, and other campus officials. FERPA The Family Educational Rights and Privacy Act commonly known as FERPA is a federal law designed to protect the privacy of educational records while upholding the right of students to inspect or review their records and to provide guidelines for the correction of inaccurate or misleading data. In essence this means that college students must be permitted to review their own educational records. Furthermore, colleges may not disclose personally identifiable information about students and their educational records nor allow inspection of their records by a third party (including parents) without their written permission, unless the disclosure is covered by certain exceptions permitted by the act. 2013-2014 Carroll College Academic Advising Manual Page 14 FERPA: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 WHAT IS FERPA? "a federal law designed to protect the privacy of education records, to establish the right of students and parents to inspect and review their education records, and to provide guidelines for the correction of inaccurate and misleading data through informal and formal hearings." Enforced by the Family Policy Compliance Office, US Department of Education THE ESSENCE OF THE ACT FOR HIGHER EDUCATION: Eligible students must be permitted to inspect their own education records. School officials may not disclose personally identifiable information about students nor permit inspection of their records without written consent unless the disclosure is covered by certain exceptions permitted by the act. WHO IS AN ELIGIBLE STUDENT? An individual who has reached the age of 18 or who attends a postsecondary institution, regardless of age. WHAT IS AN EDUCATION RECORD? Any record, with certain exceptions, maintained by an institution that is directly related to a student or students. These records include: files, documents, and materials in whatever medium (electronic, written, print, tapes, disks, film, microfilm, microfiche) which contain information directly related to students and from which students can be personally (individually) identified. EXCEPTIONS TO EDUCATION RECORDS: Sole possession notes Law enforcement records Employee records except for records of individuals employed as a result of their status as students work study records are education records Doctor/counselor -patient privilege records Alumni records after graduation and admission files prior to first day of attendance WHO IS AN EDUCATION OFFICIAL? A “school official” can be a person: Employed by the college in an administrative, supervisory, academic, research, or support staff position including law enforcement and health staff personnel Elected to the board of trustees Individuals or entities employed by or under contract to the college to perform a special task Or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. WHAT MAY BE INCLUDED IN DIRECTORY INFORMATION? Student’s name Address Telephone number Date/place of birth Major fields of study Participation in officially recognized activities and sports Height/weight of athletic team members Dates of attendance 2013-2014 Degrees and awards received Enrollment status Student ID that qualifies as an electronic identifier Most recent educational institution attended Other similar information as defined by the institution that would not normally be considered an invasion of a student’s privacy i.e. class schedules, class rosters, email addresses and photographs Carroll College Academic Advising Manual Page 15 DIRECTORY INFORMATION MAY NOT INCLUDE: Race Gender Social security number Grades GPA Country of citizenship/nationality Religion Student ID unless it qualifies as an electronic identifier WHAT IS A “LEGITIMATE EDUCATIONAL INTEREST”? The demonstrated need to know by those officials of an institution who act in the student’s educational interest, including faculty, administration, clerical and professional employees, as well as other persons who manage student record information. FERPA does not define “legitimate educational interest”; it states that institutions must specify the criteria for determining it. REQUIREMENTS FOR COMPLIANCE Provide annual notification to students of their FERPA rights to privacy and to: Inspect and review their education records Request an amendment to their education records Right to a hearing if the request for an amendment is unsatisfactory Request that the institution not disclose directory information items about them or provide written consent to release their records File a complaint with the US Department of Education Know that school officials may obtain information from education records without obtaining prior written consent; the criteria for determining school officials and what “legitimate educational interests” will entitle school officials to have access to education records WHAT ABOUT PARENTS? Parents may obtain directory information at the discretion of the institution. Parents may obtain non-directory information with signed consent from their child. Parents may obtain non-directory information at the discretion of the institution if: o the child is a legal dependent as defined by internal revenue code of 1986, section 152 o the disclosure is a result of a health or safety emergency as specified in the regulations o the student is under 21 and has violated a federal, state or local law or any rule or policy of the institution governing the use or possession of alcohol or a controlled substance IS IDENTIFICATION OR AUTHENTICATION NECESSARY FOR DISCLOSURE? The regulations require a college to use reasonable methods to identify and authenticate the identity of students, parents, school officials or other parties to whom they disclose educational records. EXCEPTIONS TO DISCLOSURE WITHOUT PRIOR, WRITTEN CONSENT: Authorized representatives for audit, evaluation, or enforcement of federal & state programs Officials of other institutions in which the student seeks to enroll For the provision and determination of student financial aid Accrediting organizations carrying out their accrediting functions Disclosures to comply with a judicial order or a lawfully issued subpoena, Persons in an emergency, if the knowledge of information, in fact, is necessary to protect the health or safety of the student or other persons Disclosures of information regarding registered sex offenders Information on any student found by a campus disciplinary body to have committed a crime of violence or non-violent sexual offense. WHO DO YOU CALL? REGISTRAR’S OFFICE (406) 447 – 5435 [email protected] (Cassie Hall) Final regulations amended December 9, 2008 Reviewed July 2013 by Cathy Day 2013-2014 Carroll College Academic Advising Manual Page 16 TIPS FOR ADVISORS THE ADVISING APPOINTMENT Source: Adapted from Darley's Interview Techniques. Prepared by the University of Delaware College of Arts and Science Advising Center. As retrieved 8/11/04 from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/newadvisor.htm. Though the variety of topics covered in an advising appointment depends upon the purpose of the appointment, a certain structure or process is common to all. The following is an overview of some techniques that can be used in an advising session. Opening Greet the student by name and in a relaxed manner. The student may be nervous so a warm welcome and a low-key question such as "What can I help you with today?” can be reassuring at the same time that it gets the session started. Talking with the Student The student may find it difficult to express himself/herself. Resist the temptation to "help" by putting words in the student's mouth, finishing the sentence yourself or otherwise taking over the conversation. Careful phrasing of your questions and indicating that you are receptive to the responses should facilitate good communication. Silences in the Conversation Silences do not necessarily mean a breakdown in communication or a lack of activity. The student (or the advisor) may be searching for words or reflecting upon something that has already been said. Admitting Your Ignorance If the student asks a question regarding factual information to which you do not know the answer, admit it. Get the information immediately, if possible, or call the student back. While one person cannot be expected to know everything, it is reasonable to expect the advisor to get the information in question. Students have greater respect for the advisor who does not hesitate to admit ignorance. Avoiding the Personal Pronoun Using the word "I" turns the focus of the advising session away from the advisee, toward the advisor. Expressions like "if I were you, I would" and "I think" express the advisor's opinion or experiences and are inappropriate unless they are explicitly requested. Most of the time, the advisor's role is not to express his/her point of view, but rather, to help the student to formulate his/her own opinion. Bad News When the advisor must give the student bad news, it is not helpful to minimize the gravity of the situation or to be unrealistically optimistic about what the student can do to handle it. However, it is very important that the advisor continue to express an attitude that is receptive and non-judgmental. He/she can demonstrate his/her support of the student by helping to put the issue into proper perspective and focusing attention on the positive actions that can be taken to resolve the problem. This may require additional appointments. 2013-2014 Carroll College Academic Advising Manual Page 17 Additional Problems Sometimes the student will have unexpressed questions or problems beyond the one which appears to be the reason for the appointment. The advisor can give the student an opening by asking, "Is there something else you would like to ask about?” or "Do you have something else on your mind? The Frequent Visitor An advisee that frequently meets with his/her advisor can be challenging in many ways. This student appears to be receptive to the advisor's suggestions and will often say "I feel so much better after talking to you," but, in fact, never follows up on the information and strategies discussed during the appointment. This student seems to continue to hope that talking about something will make it happen. Other frequent visitors are sympathy seekers, complainers and the overly dependent. While it is true that their willingness to keep appointments indicates some success on the part of the advisor, they take up time that could be available to other students. Setting Limits on the Appointment The appointment is normally a fixed length of time. It is better if the advisor and advisee realize this from the beginning. Follow-up appointments can be made, if necessary. However, there are times when an advisor sees a student in crisis and time constraints need to be set aside. Ending the Appointment When the advising session is finished, it is easy to get overly involved in casual conversation. This can extend the appointment far beyond the allotted time. A phrase such as, "Do you think we have done all we can for today?” or "Let's make another appointment to get into this further" effectively maintains a friendly yet professional tone. NOTE AND RECORD KEEPING Source: Rensselaer Academic Advising Manual, 6/2008. http://www.rpi.edu/dept/advising/Advisemanual-4-09.pdf Keeping Notes from Your Advising Sessions A critical source of information about your advisees will be written records you keep of your discussions through the semesters. These notes will remind you of student concerns, and help you remember personal information about students beyond the official school records. Reviewing your notes prior to meeting with an advisee will remind you of topics to follow up on. Advisors use a variety of approaches to keeping their notes, as described below. Whatever the approach, files usually include background information for each student. Name Phone number Email address Class year The following information is then noted for each contact: Student’s name (to be sure that the information doesn’t get misfiled) Date of contact Form of contact (email, phone call, in-office meeting, other) Topic(s) of discussion 2013-2014 Carroll College Academic Advising Manual Page 18 Decision(s) reached (i.e., courses to be taken, next steps of exploration, etc.) Referral(s) to services: be sure to track referrals Printouts or copies of special requests and/or agreements, such as requirement waivers or course substitutions Additional Suggestions: Hard-copy files can be kept in separate folders, in alphabetical order by name. Some advisors prefer to group or color-code files by school year, while others just use a single alphabetical listing. Some advisors find it easier to annotate records electronically rather than in hard-copy. In this case, session notes could be maintained in a single document for each student, in an advising directory. ADVISOR’S RESPONSIBILITIES AND STUDENT’S RIGHTS TO PRIVACY The Family Education Rights and Privacy Act of 1974 (The Buckley Amendment) requires that educational institutions maintain the confidentiality of student education records. This means that: 1. The student has the right to access his/her file contents (within 45 days from date of request) specifically including but not limited to identifying data, completed academic work, achievement test scores, attendance data, scores on standardized intelligence, aptitude, and psychological tests, interest inventory results, health data, family background information, teacher and counselor ratings and observations, and verified reports of serious or recurrent behavior patterns. The right of inspection and review does not extend to psychiatric, medical, or counseling records which are intended for personal, diagnostic, or treatment purposes only, or to items previously obtained with assurances that confidentiality would be maintained. 2. The student may challenge accuracy and/or inclusion of any file contents, have a hearing if the challenge outcome is unsatisfactory and submit explanatory statements for inclusion in the folder. 3. Education records or personally identifiable information from those records are kept confidential and will not be released to third parties without the student's written consent, with the following exceptions: to college personnel for legitimate reasons in connection with a student's financial aid to persons in compliance with judicial order to officials of other institutions in which the student seeks to enroll to accrediting agencies carrying out accreditation Academic advisors may wish to keep personal notes on advisees separate from the student advising file and should not pass them on as part of the official student record. 2013-2014 Carroll College Academic Advising Manual Page 19 REFERRING STUDENTS Advisors are not expected to be all things to students and at times the most appropriate course of action is to refer the student to other campus or community resources. Determine what the referral need is: sometimes students won’t ask for help directly, or sometimes they ask for help in one area but you can see the problem is more basic or in another area. Talk with the student about the purpose/goal of the referral (cognitive aspect of referral) and how success will be measured. Reassure the student about his or her right to the service requested and the referral source’s ability to provide it (affective aspect of referral). Help the student outline the process (steps to be taken) and try to keep the referral chain as simple as possible. Explore with the student crucial questions that he or she needs to ask and perhaps even role play a part of the process with the student. Make the telephone call to set up the initial appointment with the referral source while the student is in your office. Perhaps you need to explain the situation or perhaps you can give the telephone to the student to do so. If the referral source is not accessible by telephone, agree with the student on a time frame within which he or she will contact the referral source. Make an appointment with the student for a return advising session to follow up on with the student. Summarize the referral goals/purposes and specific directions you want to follow up on with the student. When the student returns for the next advising session, discuss results and how he or she feels the referral went. If the student did not follow through, discuss the reasons. Reexamine the problem again. Consider whether you need to take a more or less active role. Consider whether a different referral is necessary. SPECIAL POPULATIONS UNDECLARED/DECIDING Students entering Carroll in the fall of 2013 were able to select a major, but some students chose to remain undeclared (UNDC). There are students who enter college with firm career and education goals while others have no idea “what they want to be when they grow up.” Alpha Seminar advisors play a critical role in helping students not only transition from high school to college but also discern their future. Some questions to help undeclared/undecided students start to think about their interests and goals: What things interest you the most? (Or, sometimes it’s easier for students to start by talking about the things they really aren’t interested in or don’t like to do.) What do you do in your spare time? What were your favorite subjects in high school? Do you read for pleasure? Do you like math? What comes easily to you? 2013-2014 Carroll College Academic Advising Manual Page 20 What do you envision yourself doing 5 or 10 years after college? How important is working with people? Do you want to help people? How important is money to you? What do you secretly want to do? (This one is really important!) Once students have started the process of thinking about the answers to these questions, they can also benefit from making an appointment with Rosie Walsh at the Career Center. Rosie can help students further examine their values, interests, and abilities, and can help them identify the many influences that affect decision making. If your advisee is nervous about being undecided, it may help him or her to focus on the skills that a degree from Carroll will refine, regardless of major. These include communication skills (reading, writing, and listening effectively), analytical reasoning skills, an ability to work collaboratively, ethical skills, and an aesthetic understanding that will help him or her see the world in a different light. STUDENT ATHLETES When advising student athletes it is important to keep the lines of communication open between the student, Advisor, Athletic Director, Coach and the Registrar. Changes in a student athlete’s schedule, credit load, etc. can affect eligibility. For this reason when a student athlete desires to change his/her semester schedule he/she must obtain the signature of the Athletic Director in addition to the advisor, instructor teaching the course, and the Registrar. For more information about advising student athletes contact the Director of Academic Advising or the Registrar. ACADEMIC DIFFICULTY Retention of at risk students is an important advising activity and integral to enrollment maintenance. Quality academic advising intervention can and does make a difference with exit-prone students and students in academic difficulty. Assess the problems Determine the reasons for poor academic performance. It is imperative that the student be actively involved in this determination, and the formulation of an "action plan" for positive change. Advisor involvement At risk students need high quality academic advising. Early detection of problems is necessary and can be facilitated by progress reports from the faculty and monitoring student attendance. Advisor follow-up and consistency Students in difficulty often do not see an advisor regularly and therefore problems may not be noticed until they are chronic. Students in difficulty benefit from frequent and consistent advisor contact. Attention and education Most students in academic difficulty do not just need to "study harder." Often students need positive and consistent advising attention to ensure proper course placement, development of study and time management skills, evaluation of educational and career goals, and encouragement to shift college course work to a higher priority. 2013-2014 Carroll College Academic Advising Manual Page 21 Referrals to appropriate services Once a problem assessment has been made, the student must be referred to support services available on campus to rectify the problem. Situation Responsible Party or Referral Chemical dependency Excess extracurricular activities Financial problems In college only for parents Inadequate academic preparation Inappropriate major International student/language problems International student/social adjustment Lack of basic study skills Lack of good advising Lack of major/career goals Learning disabled Not interested in major Personal or emotional problems Physical health problems Relationship problems Schedule adjustments Social problems Taking inappropriate courses Taking too many credits Time management issues Unbalanced schedule Working too many hours *Academic Success and Disability Services **Academic Support and Advising Wellness Center Advisor, ARC* (time management) Financial Aid Office Advisor, Career Services, ASA** ARC, faculty Career Services, faculty, advisor, ASA International Programs International Programs ARC Advisor, ASA Career Services ARC Advisor, faculty, ASA , Career Services Wellness Center Wellness Center Wellness Center Advisor, Registrar/ ASA Wellness Center, Community Living Advisor, ARC, ASA Advisor, ARC, ASA, Registrar ARC, ASA Advisor Advisor, Financial Aid Office DISABILITIES The term “disabilities” describes a variety of challenges that some students face, including physical, mental, emotional, and learning disabilities. A student will be eligible for disability services, if the disability in question significantly limits a major life activity (such as learning, walking, sleeping, for instance). Such challenges are not unusual and most often are not in themselves an impediment to success in college, when appropriate accommodations are provided. In fact, students with learning disabilities, for instance, typically possess average or above-average intelligence and enjoy high rates of academic success. Our aim in the Academic Resource Center & Disability Services Office is to ensure that students with disabilities enjoy equal access to (rather than assurance of success in) curricular and co-curricular experiences at Carroll College. In order to create such equal access, our staff works closely with each student, as well as with other staff members and faculty, in designing and implementing the appropriate accommodations. A student who wants assistance with disability issues must inform the Director, by following these steps: 2013-2014 Carroll College Academic Advising Manual Page 22 Send Application for Support Services to the Academic Resource Center and Disability Services office Meet with the Director to determine disability accommodation needs (preferably, new students will meet with the Director before the beginning of their first semester, or otherwise as soon after enrollment as possible). Accommodation requests must be made in a timely manner. o Sign and date academic waiver forms o Provide the ARC Director with appropriate documentation for establishing eligibility for accommodations o Keep the ARC Director informed of any changes to situation or condition Returning students should meet with the Director at the end of each semester in order to renew and revise accommodations requests, as needed, for the following semester. At the student’s request, the Director will provide students with accommodation letters for professors each semester. It will be the student’s responsibility to distribute such letters to professors. Steps for the ARC Office: The Director will collect, evaluate, and store disability documentation provided by students (files remain confidential, and are shared with college personnel on a need-to-know basis) The Director will work with the student, and with faculty and staff as needed, in order to determine reasonable accommodations and to ensure that accommodations are implemented At the student’s request, the Director will provide students with accommodation letters for professors each semester. It will be the student’s responsibility to distribute such letters to professors. Steps for Classroom Instructors: Instructors should include a disability statement in all course syllabi Instructors, in collaboration with the ARC Director and with the student, will implement the approved accommodations (it is vital that all three parties remain involved to ensure adequate service). Instructors should communicate readily with the ARC Director and with the student regarding the student’s disability needs A Please note: Classroom accommodations are a renewable resource. At the student’s request, new accommodation letters go out at the beginning of each semester. Instructors who do not receive letters should refer those students requesting accommodations to ARC. INTERNATIONAL STUDENTS Carroll is pleased to welcome both international degree seeking and exchange students to campus. They come from a wide variety of countries and academic systems, including different academic calendars. Many of them will be in the U.S. for the first time, so it takes some time to adapt to the language, the culture and possibly living with a roommate for the first time. All international students are required to maintain immigration status while in the U.S. Part of remaining in status includes being a full time student (12+ credits). Though there are exceptions to this rule, only the director of international programs, who also serves as a secondary advisor to ALL international students, can grant the exception. Please be sure that any student you recommend drop a class see the Director of International Programs before signing an add/drop card for the student. The director will note on the card that the drop has been approved, or will call you to discuss the issue further. 2013-2014 Carroll College Academic Advising Manual Page 23 The most common challenge that international students face while studying in the U.S. is adapting to our writing style and classroom culture. Most classrooms around the world are very formal. Students stand up when the professor comes in and they wait to be dismissed when the class ends. Many countries also use a circular writing style, while in the U.S. we use a linear writing style. For example, in many Asian cultures, it is disrespectful to come out and say what a student thinks. Critical thinking is not encouraged and challenging a professor or another classmate is considered quite rude. It is best to work with these students to explain that we expect critical thinking skills to be used in the classroom so students must write in a more direct manner and speak up in class. Passive silence = failing grades. Other cultures perceive what might be defined as “cheating” as helping fellow classmates. The idea of plagiarism doesn’t even exist in some cultures. Therefore, these topics need to be clearly explained in syllabi and in person. American students often need a review of plagiarism as well, so this is something that is useful for all students. Contact Michelle Lewis (X5406) or Kim Kelley (X5460) with questions about how to advise international students. NON-TRADITIONAL STUDENTS In recent years there has been a dramatic increase in the number of students entering or returning to school who are older than the traditional-aged students. Though identical academic requirements are placed on non-traditional and traditional students, please consider: The adult student comes to the college with knowledge based on first-hand experience, and must relate this experience to new learning. Adult learners often carry heavier responsibilities than traditional students. These responsibilities are more likely to be related to their home, family and jobs, rather than the Carroll community. Traditional students tend to store knowledge and learn skills for use when they enter their chosen professions, while non-traditional students generally enter college in order to utilize this learning for the solving of immediate personal or career concerns. Education for the traditional student is often due to peer or parental pressure, while a nontraditional student normally enters college because of a sincere desire to learn and achieve. Most non-traditional students have been out of the "educational system" for some time. This may require reviewing or relearning math, writing, time management, and study skills. Other opportunities that may benefit non-traditional students are: COLLEGE LEVEL EXAMINATION PROGRAM (CLEP): CLEP provides people of all ages and backgrounds an opportunity to demonstrate college-level proficiency on the basis of standardized examinations designed to reflect course curricula. Through CLEP exams, students can demonstrate mastery of general areas and specific subjects for credit and advanced placement. Additional information concerning dates and fees is available through the Registrar’s Office and in the catalog. CREDIT BY CHALLENGE EXAMINATION: Upon application by the Registrar and approval by the appropriate faculty member, examinations for advanced credit in courses offered by the college may be taken. Restrictions and fees are outlined in the catalog. CREDIT FOR MILITARY TRAINING AND EDUCATION: Credit for training and education in the armed forces of the United States may be allowed veterans in accordance with the recommendation of the American Council on Education. Inquiries should be directed to the Registrar. 2013-2014 Carroll College Academic Advising Manual Page 24 WORKING STUDENTS Many Carroll students work while they attend college and should be cautioned to plan their time carefully. Studies indicate that it is difficult to successfully attend college full time and work full time. If a student is carrying 15 credit hours during the semester, it is recommended that he or she work no more than 20 hours per week. If the student is working full time and taking classes, it is recommended that he or she take a maximum of 6-9 credit hours. PROGRAMS REQUIRING FORMAL ACCEPTANCE NURSING: There have been significant changes in the Nursing Department admission criteria which are important for advising first year students. Clinical placement constraints as well as nursing faculty shortages have resulted in our limiting the number of students accepted into the Nursing Department in their sophomore year to 40-44 students. Here are the most important requirements that will impact freshman applying to the nursing major: Required courses for application: BI 201, BI 202, CH 111, CO 101, ENWR 102, PSY 105, PSY 203. Students may be enrolled in these courses at the time of application. Some substitutions such as CH 101 + CH 102 = CH 111 are allowed. Overall GPA as well as a selected GPA (BI 201, BI 202, CH 111, CO 101, ENWR 102, PSY 105, and PSY 203) will be considered during the application process. Applications will be due in February but students won’t be notified until after spring semester grades are available in May. We understand that this raises difficulties with financial aid and registration but we are working with those offices and believe that this will give us a much better predictor of student success than just one semester worth of grades. Freshman students will be eligible for nursing advisors following their acceptance into the program. Minimum GPA requirement for application remains at 2.75. However, students should strive for well above a 3.0 GPA to be competitive for these limited spaces. Complete at least 30 credits (sophomore stand) prior to beginning 200-level nursing courses. Students who apply to the nursing major will be required to complete a medication math test and will be asked to write an essay (on-site). Information will be provided in advance about these requirements to pre-nursing students. Meeting the minimum requirements does not guarantee admission to the nursing program. Please feel free to contact Jennifer Elison, Nursing Department Chair (X5495) or [email protected]. TEACHER EDUCATION: All individuals pursuing academic programs that lead to teacher licensure must, by the end of their sophomore year (before April 1), submit an admission application to the Department of Education: Health, Physical, and Teacher. It is the student’s responsibility to seek admission to the program. Students must meet the following criteria including minimum scores on the Pre-Professional Skills Tests (PPST), grade of “C” or better in CO 101; and a minimum of 2.5 cumulative GPA. In addition, students will be assessed based on a written essay, faculty recommendations, personal interview, background check, portfolio, and previous K-12 field experience. The candidate’s status will be evaluated by the Department of Admissions committee based on the above criteria. For more information, see the Education: Teacher section of the catalog or contact the Education Department. 2013-2014 Carroll College Academic Advising Manual Page 25 ADVISING GUIDES AND RESOURCES DEGREE REQUIREMENTS INCLUDING CORE BACHELORS DEGREE To earn the Bachelor of Arts or Science* degree from Carroll College, the following requirements must be met: l. Completion of the Carroll College Core Curriculum (CORE) for the Bachelor degree; 2. Completion of all program requirements in the major and minor (if one is taken); 3. Completion of 122 semester credits, only 2 of which may be physical education activity courses (HPE 101102); and 4. Achievement of a cumulative 2.0 grade point average in a. b. c. d. All courses taken, The requirements in the major, taken as a unit, The requirements in the minor, taken as a unit, and The CORE, taken as a unit. *NOTE: Bachelor of Science Degrees offered at Carroll College are in Engineering and Nursing. CORE CURRICULUM–BACHELOR DEGREE The Carroll College Core Curriculum (the CORE) is the cornerstone of the Carroll experience. A liberal education integrates the department major, the CORE, and a set of elective courses. While the major enables students to gain in-depth knowledge in their chosen field, the Core provides a foundation for liberal learning by introducing students to a broad array of disciplines and enabling them to develop critical intellectual skills. Thus, the CORE reflects the academic objectives for all students that are articulated in the Carroll College Goals and the Carroll College Mission Statement: preparing students to understand the diversity of the contemporary world; helping them to acquire aesthetic, scientific, quantitative, ethical, and religious insights; aiding them in developing a full range of communication skills; and helping them to appreciate the interrelationships among branches of knowledge. I. Foundations: 13 credits to be completed within the first three semesters at Carroll College LAS 101 Alpha Seminar...................................... 3 credits (required of all first-year students/fall semester) TH 101 Theological Foundations ....................... 3 credits ENWR 102 College Composition........................ 4 credits CO 101 Basic Communication ........................... 3 credits Note: Foundations classes may not be used to meet other CORE requirements. II. Areas of Knowledge: 30-31 credits Fine Arts (ART, DNC, MUS, THT) ........................ 3 credits History ............................................................... 3 credits Mathematics ..................................................... 3 credits 2013-2014 Carroll College Academic Advising Manual Page 26 Literature .......................................................... 3 credits Natural Sciences (AS, BI, CH, EAS, PHYS) ........ 3-4 credits (lab course is required) Philosophy ......................................................... 6 credits Social Science (AN, EC, GEOG, PO, PSY, SO) ...... 6 credits Theology............................................................ 3 credits (TH101 may not be used to fulfill this requirement) III. Writing-Intensive Requirement (WI): 2 courses, the two WI courses must be selected from two different disciplines with one in the major. IV. Diversity Requirement: 2 courses/experiences (one from A and one from B) A. Global Diversity i. approved study abroad ii. class (GD) that meets criteria iii. approved second language course B. National Diversity i. class (ND) that meets criteria ii. approved experiential learning opportunity iii. approved second language course Note: Members of the Honor Scholars Program (HSP) have unique course requirements and fulfill 15 of their 49 Carroll College Core Curriculum (CORE) credits by participating in HSP seminars. ASSOCIATE OF ARTS DEGREE The Associate of Arts degree serves the student who does not wish to pursue a four-year baccalaureate program. It is designed to promote cultural growth and acquaintance with the major areas of study and to create a strong foundation in one area. Associate of Arts degrees are available with curricula in Art, Business Administration, Computer Science, English, English Writing, and Communication Theory. For a complete list of requirements for earning an Associate of Arts degree from Carroll College please consult the college catalog. MULTI-DISCIPLINARY DEGREE The purpose of the multi-disciplinary major (MDM) is to permit students in good academic standing to fulfill their personal academic objectives and complete their BA or AA degree at Carroll College through an integrated program of study that is not possible through an existing major. The program should draw on the curricula of two or more disciplines and create a coherent academic focus. The student who wishes to pursue an MDM will choose a principal advisor and one additional faculty who will work with the student to plan coursework that will provide breadth and depth in the chosen disciplines. For more information please contact the Registrar’s office. 2013-2014 Carroll College Academic Advising Manual Page 27 CARROLL MAJORS AND MAJOR CODES Major Code ACCT.BA ANZO.BA BCMB.BA BIOL.BA BISE.BA BUAA.AA BUSA.BA CEEV.BS CEGR.BS CHEM.BA CHSE.BA CLST.BA COAA.AA COMH.BA COMM.BA CSAA.AA CSCE.BA CSCI.BA CSIS.BA EDUC EGAA.AA ELED.BA ENEP.BS ENLT.BA ENME.BS ENSE.BA ENSL.BA ENVP.BA ENWR.BA EVSS.BA EVST.BA EWAA.AA FINC.BA FREN.BA Major Major Code Accounting Anthrozoology Biochemistry/Molecular Biology Biology Biology for Secondary Education Business Administration (AA) Business Administration Civil Engineering Environmental Emphasis Civil Engineering Chemistry Chemistry for Secondary Education Classical Studies Communication Studies (AA) Community Health Communication Studies Computer Science (AA) Computer Science With an Emphasis Computer Science Computer Information Systems Education Licensure English (AA) Elementary Education Engineering Science: Environmental & Public Health Emphas English Literature Engineering Science: Engineering Mechanics Emphasis English Secondary Education - Broadfield English Literature for Secondary Education Environmental Studies: Environmental Policy & Public Mgmt English Writing Environmental Studies: Environmental Science Ethics & Value Studies English Writing (AA) Finance French GISC.CERT HISE.BA HIST.BA HPED.BA HPSE.BA HPSM.BA HPSS.BA HSCI.BA INTR.BA MA32.BA MASE.BA MATH.BA MDMJ.AA MDMJ.BA NDEG NURS.BS PATH.BA PEDE.BA PEDU.BA PHIL.BA PHYS.BA PMGT.CERT PNUR.BS POLS.BA POSE.BA PREL.BA PSYC.BA SOCI.BA SPAE.BA SPAN.BA SSSE.BA THEO.BA UNDC.BA WEBC.CERT Major Geographic Information Systems History for Secondary Education History Health & Physical Education K-12 History & Political Science for Secondary Education Health & Physical Education Sport Management History Pol Sci & Soc Studies - Sec Educ Health Sciences International Relations Engineering 3-2 Mathematics for Secondary Education Mathematics Multi-Disciplinary Major (AA) Multi-Disciplinary Major Non-Degree Seeking Students Nursing Performing Arts Theater Pre-Elementary Education Pre-Secondary Education Philosophy Physics Project Management Certificate Pre-Nursing Political Science Political Science for Secondary Education Public Relations Psychology Sociology Spanish Education K-12 Spanish Social Studies for Secondary Education Theology Undeclared Major Web Communicatons Certificate MAJORS REQUIRING A CONCENTRATION MAJOR Concentration Anthrozoology One of Each: Social or Natural and Canine or Equine Business Administration Economics, Management, International Business, or Marketing Mathematics Approved by Faculty Advisor Environmental Studies Science or Policy Public Relations Marketing, Print Journalism, or TV Production Sociology One Specialization Area From Approved List (check with department) 2013-2014 Carroll College Academic Advising Manual Page 28 CARROLL MINORS AND CONCENTRATION CODES Updated 7/2013 2013-2014 Carroll College Academic Advising Manual Page 29 WRITING INTENSIVE, GLOBAL DIVERSITY, & NATIONAL DIVERSITY The following courses were approved to fulfill Writing Intensive, Global Diversity, and National Diversity core class requirements. Please note that no single course can fulfill both the GD and ND requirement. A list of the most up-to-date approved WI, GD, and ND courses is available on the Carroll Website at http://www.carroll.edu/academics/core/classes.cc Writing Intensive (WI) Courses ANZ 441 Domestic Animal Behavior BA 377 Small Business Management BA 392 International Business BA 406 Auditing II BI 289 Physiological Ecology BI 311 Ecology BI 370 Evolutionary Analysis BI 330A Molecular Biology BI 477 Biology Thesis Writing CH 306 Instrumental Methods CHS 405 Senior Seminar in Community Health CO 279/289 Arts Journalism: Writing About Movies CO 306 / ENWR 306 Writing for the Media CO 426-427 Prospector Internship CS 230 Software Engineering CS.MA 342 Numerical Computing and Visualization CS 430 Senior Project ED 102 Foundations of Education ENLT 215 Survey of Classical Literature ENLT 215 British Literature to 1800 ENLT 215 Survey of British Literature II (usually Satre only) ENLT 215 Survey of American Literature (usually not summer) ENLT 215 The Family in Literature ENLT 215 Classics Reinvented ENLT 215 Literature of the Northwest ENLT 215 Twentieth-century American Short Story ENLT 215 Tolkien in Film and Literature ENWR 203 Advanced Writing: Expository ENWR 264 Introduction to Creative Writing ENWR 301 Business Writing ENWR 303 Grant Writing ENWR 305 Technical Writing ENWR 337 Creative Writing Genres: Nature Writing ENWR 347 Imaginative Writing (summer course 2007) ENWR 461 Advanced Creative Writing ENWR 498 English Capstone Workshop National Diversity (ND) Courses AS 189 American Indian Astronomy and Star Lore AN: See SO/AN below BA 393: The Socio-economic Impact of Gender: India (ND or GD) CHS 330 Community Health Methods (ND or GD) CO 280 Gender Communication CO/SO 289 Immigration and Cultural Politics CO/SO 289B Community, Diversity, and Social Change CO 289N Communication and Community Boundaries National Diversity (ND) Courses, cont. NU 414 Community Health Nursing 2013-2014 ENGR 307 Fluid Mechanics FR 301 Literature francophone du Maghreb FR 302 French Literature through the 18th Century FR 401 French Literature through the 19th Century FR 402 French Literature of the 20th Century FR 403 Le francais en action FR 404 Le Conte francais HI 303 Renaissance History HI 307 Contemporary Europe HI 314 History of Modern France HI 316 History of Modern Germany HI 494 Historiography HNR 250 Judeo-Christian Thought HPE 405 Senior Seminar in Health and Physical Education IR 495 International Relations Research Seminar MA 341 Probability and Statistics CS.MA 342 Numerical Computing and Visualization NU 307 Nursing Research NU 406 Nursing Management PAD 205 Intro to Public Administration PHIL 256 Social and Political Philosophies (for now: Roncalli only, starting spring 08) PHIL 324 Ethical Theory PO 205 Early Modern Political Thought (probably not in summer) PO 330 Green Political Thought PO 495 Senior Seminar PSY 309 Research Methods SO 495 Senior Seminar in Sociology SP 306 Spanish Morphology and Syntax TESL 392 TESOL Methods and Applications: Reading & Writing TH 205 Theology and Film TH 231 Introduction to the Old Testament TH 232 Introduction to the New Testament TH 495 Theology Seminar THT 318/319 Theatre History 1/Theatre History 2 THT 426 Survey of Drama CO 325 Intercultural Communication (ND or GD) ENLT 393 The Jazz Age and the Harlem Renaissance ENLT 410 Women's Literature ENLT 411 African American Literature ENLT 412 Native American Authors HI 221 History of the United States HS 335: Health Policy, Management and Issues (ND or GD) ILC 289E Health Discrepancies for Native Americans in Montana LAS 206 Perspectives on Gender LL 220 Introduction to Linguistics NU 414 Community Health Nursing PO 119 City Politics Carroll College Academic Advising Manual Page 30 PO 119 City Politics PSY 216 Social Psychology SO 102 Introductory Field Service in Sociology SO 200 Social Problems SO/AN 208 The FamilySO 215 Contemporary Issues in Rural and Urban Sociology: The Effects of Globalization on Rural Life SO 230 Social Movements and Collective Action SO/AN 218 Introduction to Native American Studies SO 289 See CO/SO 289 SO 289B See CO/SO 289B SO 309 Crime and Criminology SO 310 Field Service in Criminology SO 312 Juvenile Delinquency and Deviant Behavior Global Diversity (GD) Courses (For AN courses see below: SO/AN) BA 392 International Business BA 393 Socio-economic Impact Gender: India (ND or GD) BA 395 Business Study Abroad CO 325 Intercultural Communication (ND or GD) CO 420 Globalization, Gender, and Communication CHS 330 Community Health Methods (ND or GD) ENLT 334 World Literature ENLT 416 Myth in Literature FR 101-102 Elementary French FR 203-204 Intermediate French FR 301 Francophone Literature of the Maghreb FR 302 French Literature through the Eighteenth Century FR 401 Nineteenth-century French Literature FR 402 Twentieth-century French Literature FR 403 French in Action FR 404 The French Short Story GK 201-202 Introductory Greek GK 301-302 Intermediate Greek GM 101-102 Elementary German GM 203-204 Intermediate German GM 405 Neuigkeiten in Deutschland HI 251 Introduction to East Asia HI 271 History of Modern Latin America HI 289 Modern Middle Easter History HI 291 Modern African History HI 411 The Holocaust See also below, SO/AN/HI 4xx, Study Abroad HS 335: Health Policy: Management and Issues: National and Global Perspectives (ND or GD) 2013-2014 PSY 216 Social Psychology SO 102 Introductory Field Service in Sociology SO 200 Social Problems SO/AN 208 The Family SO 313 Field Service in Juvenile Delinquency SO/AN 317 Ethnic and Racial Relations SO 351 Medical Sociology SO 352 Field Service in Medical Sociology SP 101-102 Acquisition of Spanish I and II SP 203-204 Acquisition of Spanish III and IV SP 301-302 Spanish Conversation SP 403-404 Culture and Literature of Latin America LA 101-102 Introductory Latin LA 203-204 Intermediate Latin LL 220 Introduction to Linguistics PHIL 203 Islam: Philosophy and Culture PHIL 223 Oriental Philosophy PO 115 Introduction to International Relations PO 280 Introduction to Comparative Politics PO 328 The Developing World PO 348 International Negotiations SA 275 Cultures and Natural History of Belize SA 275 Exploring Compassionate AIDS Care in Southern Africa SA 275 Exploring the Language, People, and Medical Spanish in South America SA 275: India Psychology East and West SA 275 West Africa: Language, Culture, and Science SA 275 A Natural History of the Amazon Basin-Peru SA 275 I International Experience in Italy SO/AN 204 Cultural Anthropology SO 202 The Culture and Justice System in Ireland SO 314 Sociology of Law SO/AN 318 American Indians SP 101 and 102 Acquisition of Spanish I and II SP 203 and 204 Acquisition of Spanish III and IV SP 301 and 302 Spanish Conversation SP 305 Spanish Reading and Writing SP 307 Spanish Short Story I SP 401 and 402 Culture and Literature of Spanish I and II SP 403 and 404 Culture and Literature of Latin America I and II TESL 391 Methods and Applications: Listening and Speaking TESL 392 Methods and Applications: Reading and Writing TH 211 Comparative Religion TH 245 Eastern Christian Traditions TH 264 Theologies of Liberation Carroll College Academic Advising Manual Page 31 ACCESSING ADVISEE INFORMATION VIA MYCARROLL Go to MyCarroll on the Carroll website o Access MyCarroll via the “Carroll Quick Links” drop-down menu on the Home page; or o MyCarroll icon in the upper right hand corner of the Student Affairs page Go to the WebAdvisor menu (upper left) and select “WebAdvisor for Faculty” o Select “Faculty Information” o Select “Advisees” from the menu if you want a list of advisees with Cumulative GPA and Ungraded Credits o Select “My Advisees” from the menu if you want to see detailed information o Select the desired term (Spring 2013, etc.) from the drop-down menu and enter “submit” A list of your advisees for the term should appear If you are in “My Advisees”, click on the drop-down arrow under the “Action” column and select the desired function; select the desired term; then ‘submit”: o View Transcripts – List all earned credit (Carroll, transfer, AP, etc.) o View Student Schedule – Shows the student’s current class schedule o Evaluate Program – Degree audit o View Student Test Summary – ACT and SAT test results o View Student Profile – Lists personal information about the student including addresses, phone numbers, email address, degree program, advisor(s), etc. o View Retention Cases – (a work in progress) o Student Educational Planning – Use to plan courses for future semesters PLEASE NOTE: Use the “BACK” button to move from screen to screen. If you select “OK” on the bottom of the page it will take you back to the WebAdvisor menu. 2013-2014 Carroll College Academic Advising Manual Page 32 ACCESSING ADVISING TOOLS VIA MYCARROLL E-ADVISING Go to MyCarroll on the Carroll website o Access via the “Carroll Quick Links” drop-down menu on the Home page; or o MyCarroll icon in the upper right hand corner of the Student Affairs page Go to the WebAdvisor menu (upper left) and select “Faculty Information” o Select “My Advisees” from the menu o Select the desired term (Fall 2013, etc.) from the drop-down menu and enter “select” o A list of your advisees for the term should appear Side Note: For students that are not listed as your Advisee please select the “Student Educational Planning” tab under “Faculty Information” Then enter the Student’s ID or Name and Select an Action from the list and click on the submit button. 2013-2014 Carroll College Academic Advising Manual Page 33 Click on the drop-down arrow under the “Action” column o Select “Student Educational Plan” Select the appropriate active academic program and click “Submit” The screen to create an academic plan will appear o Use the “Planned Term” drop down menu to select the semester that is being planned o Use the “Course Subject” drop down menu and “Course Number” box to select the classes that are part of the plan 2013-2014 Carroll College Academic Advising Manual Page 34 After plan has been made, several options may be selected at the bottom of the page o Select “Evaluate Program” to perform an audit based off the created plan to ensure that all requirements are being met by the developed plan o Select “Course Planning Wizard” to assess where gaps in the proposed plan are. This tool is also helpful as it allows one to pull up a list of all available classes that may fulfill a missing requirement (ie. WI, ND, GD, Major or Minor requirements) DEGREE AUDIT Go to MyCarroll on the Carroll website o Access via the “Carroll Quick Links” drop-down menu on the Home page; or o MyCarroll icon in the upper right hand corner of the Student Affairs page Go to the WebAdvisor menu (upper left) and select “Faculty Information” o Select “My Advisees” from the menu o Select the desired term (Fall 2013, etc.) from the drop-down menu and enter “select” o A list of your advisees for the term should appear Click on the drop-down arrow under the “Action” column o Select “Evaluate Program” and click “Submit” Select the “Active Program” you wish to evaluate o The option is also available to evaluate based off a change in program – “What If…” o Select the desired classes (“Completed,” “In-Progress,” or “Registered”) that you wish to be included in the evaluation of the program o Click “Submit” 2013-2014 Carroll College Academic Advising Manual Page 35 The ‘degree audit’ generates a form titled “Academic Evaluation” Information provided in this Academic Evaluation (degree audit) includes: o Student Information including name, program (major), catalog year, anticipated graduation date, and advisor o Program Summary lists the different credit and GPA requirements for a Carroll degree o Core Foundations summary o Areas of Knowledge summary o Writing Intensive and Diversity requirements o Major requirements o Minor requirements (if the student has a declared minor) o Other courses – a list of all completed courses not currently used in any other category Colors Used on the Academic Evaluation: o Red – Not started o Orange – Pending completion of unfinished activity o Blue – In progress o Green – Complete 2013-2014 Carroll College Academic Advising Manual Page 36 EXTERNAL EXAM POLICY IB: INTERNATIONAL BACCALAUREATE High school students who receive a score of 5, 6 or 7 on the International Baccalaureate higher-level examinations only are granted college credit in appropriate subjects. Credit is not awarded for subsidiary level examinations, Theory of Knowledge or extended essays. Courses and credits are posted to the student's Carroll transcript upon receipt of the official International Baccalaureate transcripts. Credit is awarded only for scores of 5 or higher. EXAMINATION TITLE ART (Visual) Biology Chemistry Economics English Language & Composition History of Europe History of the Americas French Language German Language Geography Mathematics Music Physics Psychology Social /Cultural Anthropology Spanish Language CREDITS AWARDED 3 4 4 6 4 3 3 6 6 3 3 3 8 3 3 6 CARROLL COURSE EQUIVALENCY ART 102 BI 101 CH 198 EC 201 and EC 202 ENWR 102 HI 189 HI 189 FR 101 and FR 102 GM 101 and GM 102 GEOG 201 MA 117 MUS 189 PHYS 101 and PHYS 102 PSY 105 AN 204 SP 101 and SP 102 REVISED 07/29/13 CLEP: COLLEGE LEVEL EXAMINATION PROGRAM CLEP provides people of all ages and backgrounds an opportunity to demonstrate college-level proficiency on the basis of standardized examinations designed to reflect course curricula. Through CLEP exams, students can demonstrate mastery of general areas and specific subjects for credit and advanced placement. Additional information concerning dates and fees is available through the Registrar’s Office and in the catalog. MILITARY TRAINING AND EDUCATION CREDIT Credit for training and education in the armed forces of the United States may be allowed for veterans in accordance with the recommendation of the American Council on Education. Inquiries should be directed to the Registrar. 2013-2014 Carroll College Academic Advising Manual Page 37 AP: ADVANCED PLACEMENT High school students who receive scores of 3, 4, or 5 on the College Board Advanced Placement Examination are granted college credit in appropriate subjects. Courses and credits are posted to the student's Carroll transcript upon receipt of the official College Board scores. EXAMINATION TITLE Test Scores ART: 3D Design Art: Studio Art-Drawing Art: Studio Art–General Biology Calculus AB Calculus BC Chemistry Computer Science A Computer Science AB Economics: Micro Economics: Macro English Language/Comp. English Lit./Composition Environmental Science European History French Language French Literature German Language Government & Politics: US Government & Politics: Comparative History of Art Human Geography International English Language Latin: Vergil Latin Literature Music Theory Physics B Physics C – Mechanics Physics C: Electricity/Magnetism Psychology Spanish Language Spanish Literature Statistics United States History World History CREDITS AWARDED 3 4 5 6 6 6 3 3 3 3 3 3 8 8 8 3 6 6 3 6 6 8 8 8 4 4 4 3 3 0 0 6 6 0 0 0 3 3 3 3 6 6 6 3 0 3 3 3 3 7 7 6 6 6 0 6 3 3 3 3 3 3 3 3 3 3 0 0 3 8 4 3 3 3 8 4 3 3 3 8 4 4 4 4 3 0 0 3 6 6 3 3 0 3 6 6 3 6 0 3 6 6 CARROLL COURSE EQUIVALENCY 3 ART 289 (portfolio required) ART 112 (portfolio required) ART 102 (portfolio required) BI 101 and BI 102 MA 112 MA 112 CH 198 and CH 199 CS 110 equivalency not determined EC 201 EC 202 credits not awarded credits not awarded ES 101 and ES 102 HI 209 and HI 210 credits not awarded credits not awarded credits not awarded PO 104 PO 189 4 ART 289 (portfolio required) ART 112 (portfolio required) ART 102 (portfolio required) BI 101 and BI 102 MA 121 and MA 122* MA 121 and MA 122* CH 198 and CH 199 CS 110 equivalency not determined EC 201 EC 202 ENWR 101 ENWR 101 and ENLT 215 ES 101 and ES 102 HI 209 and HI 210 FR 101 credits not awarded GM 101 PO 104 PO 280 5 ART 289 (portfolio required) ART 112 (portfolio required) ART 102 (portfolio required) BI 101 and BI 102 MA 121 and MA 122* MA 121 and MA 122* CH 198 and CH 199 CS 110 equivalency not determined EC 201 EC 202 ENWR 101 & ENWR 102 ENWR 102 and ENLT 215 ES 101 and ES 102 HI 209 and HI 210 FR 101 and FR 102 credits not awarded GM 101 and GM 102 PO 104 PO 280 ART 110 GEOG 202 equivalency not determined credits not awarded credits not awarded MUS 189 PHYS 201 and PHYS 202 PHYS 201 PHYS 202 ART 110 GEOG 202 equivalency not determined LA 189 LA 189 MUS 189 PHYS 201 and PHYS 202 PHYS 205 PHYS 206 ART 110 GEOG 202 equivalency not determined LA 189 LA 189 MUS 189 PHYS 201 and PHYS 202 PHYS 205 PHYS 206 PSY 105 credits not awarded credits not awarded MA 207 HI 219 and HI 220 HI 103 and HI 104 PSY 105 SP 101 credits not awarded MA 207 HI 219 and HI 220 HI 103 and HI 104 PSY 105 SP 101 and SP 102 credits not awarded MA 207 HI 219 and HI 220 HI 103 and HI 104 * Students who accept this credit cannot then take MA 121-122 or MA 131. However, students who feel uncomfortable with their calculus background may opt to decline their AP calculus credit. It will be noted in the catalog that no student may receive credit for both MA 121-122 and MA 131. REVISED July 2012 2013-2014 Carroll College Academic Advising Manual Page 38 COURSE PLACEMENT GUIDELINES BIOLOGY STUDENTS PLACEMENT GUIDELINES Placement into Freshman courses is very difficult. The following guidelines should be tempered with individual evaluation of personal factors - motivation, study skills, and maturity. These attributes can be evaluated by high school GPA and difficulty of high school curriculum – AP courses (any area), advanced science courses: Biology II, Chemistry II, Physics, advanced math courses: pre-calculus, calculus. Math placement should follow the guidelines provided by the Math, Engineering, and Computer Science Department. ACT scores of 24 (SAT 1650) or better, signs of strong personal factors: Course schedule 1 ACT scores of 23 (SAT 1570) or better, signs of very strong personal factors: Course schedule 1 or 2 ACT scores of 22 (SAT 1500) or better, concerns over personal factors: Course schedule 2 or 3 ACT scores of 21 (SAT 1500) or lower: Course schedule 4 Course schedule 1 Alpha Seminar Chemistry 101 Biology 171 Math 131 or 121* Course schedule 2 Alpha Seminar Chemistry 101 Biology 171 Core Classes ** Course schedule 3 Alpha Seminar Chemistry 101 Math (MA 121 or lower) Core Classes** Course schedule 4 Alpha Seminar Math (MA 112/MA 117) CH 111 (SP sem/background) Core Classes** *See placement guidelines for math, **CORE Classes: ENWR 102, CO 101, TH 101 If math is deferred it can be taken sophomore year, Pre-calculus can be taken in the spring of the Freshman year; if biology is deferred it can be taken the sophomore year. neither option affects a student’s ability to graduate in 4 years There is no perfect algorithm to ensure academic success. If you are unsure about an individual registration placement, a biology faculty member can review the file. MATH PLACEMENT GUIDELINES The following are the placement guidelines for MA 121/MA 131. Please note that the sequence MA 121-122 is considered to be the equivalent of MA 131. For strong students, it is advantageous to take MA 131 to complete calculus in 4 credits rather than 6. Placement of students with border-line background may require discussion between the student and math or science faculty. PLEASE NOTE: A student must have a pre-calculus class in high school or college before taking MA 121, MA 131, or MA 141 at Carroll. If a student has not taken pre-calculus, place either in MA 117 followed by MA 112, or wait to take MA 112 in the Spring. Math/Chemistry/Computer Science Majors SAT Math score of at least 600 or ACT Math score of at least 25 -> place into MA 131 SAT Math score between 550 and 590, or ACT Math score of 23 or 24 -> discuss with student SAT Math score of 540 or less or ACT Math score of 22 or less -> place into MA 121 ACT Math score below 22->consult with Mathematics Program Director for placement 2013-2014 Carroll College Academic Advising Manual Page 39 Engineering Majors ACT Math score of at least 22 or higher-> place into MA 141 ACT Math score below 22->consult with Engineering Program Director for placement Biology Majors SAT Math score of at least 600 or ACT Math score of at least 25, plus previous calculus experience -> place into MA 131 (Due to the difficult course-load of the freshmen biology major, a stronger background in mathematics is recommended for MA 131.) SAT Math score between 550 and 590, or ACT Math score of 23 or 24, or higher score with no previous calculus experience -> likely place into MA 121, but discuss with student, using questions below SAT Math score of 540 or less or ACT Math score of 22 or less -> place into MA 121 or defer math for the first semester and enroll in MA 112 (pre-calculus) in the Spring. Use questions below to determine appropriate placement of the individual student. Discussion questions to help determine placement for those with border-line background How are your pre-calculus (algebra, trigonometry) abilities? Do you feel that you have strong algebra skills? Have you had calculus before? How well do you feel you learned the material in that course? Do you feel ready to see that material at a faster pace, or would you appreciate a moderate pace with some pre-calculus review? Do you like math? Place in courses depending on the answers… If the answers to these questions are all affirmative, definitely place the student in MA 131. If the answers are affirmative but the student has not had calculus before, then this is still a borderline case – ask the student which they would be more comfortable with – a fast-paced, 4credit course, or a slower-paced, 6-credit sequence. If the answers are somewhat affirmative, but not real strong, then place the student in MA 121. If the answers are quite negative and the student has low test scores, consider placing the student in MA 117 in the Fall and MA 112 in the Spring, or deferring math in the Fall and taking MA 112 in the Spring. If a student has not had pre-calculus in high school, do not place the student in MA 121. Place either in MA 117 followed by MA 112, or wait to take MA 112 in the Spring. ENGLISH PLACEMENT FOR ENTERING FRESHMEN ENWR 102 – College Composition II is a foundational CORE requirement for all Carroll students. All entering students are placed in an appropriate level of English composition based on a review of academic records which may include ACT English sub scores, SAT writing sub scores, ACT/SAT essay, Montana Writing Assessment (MWA) essay, AP scores, or IB scores. Students who meet the established placement guidelines listed below are placed in ENWR 102 while students with no scores or low scores are placed in ENWR 101. If advisors have questions about College Composition placement, please contact Dr. Kay Satre, Chair of the Languages and Literature department, or Annette Walstad, Director of Academic Advising. 2013-2014 Carroll College Academic Advising Manual Page 40 Placement Guidelines ENWR 102 – College Composition II Writing Score ACT/SAT Score ACT/SAT essay Montana Writing Placement ACT English sub score SAT writing sub score Assessment (MWA) 8+ ACT/SAT essay or 4.0+ MWA 7 ACT/SAT essay or 3.5 MWA 6 ACT/SAT essay or 3.0 MWA No essay IB Credit + + + + 20 ACT or 470 SAT or higher 21 ACT or 500 SAT or higher 22 ACT or 510 SAT or higher 23 ACT or 530 SAT or higher Score of 4 on the English Language/Comp Exam Please note: IB Scores of 5, 6 or 7 earn credit for ENWR 102 AP credit Score of 4 on the English Lang/Comp or English Lang/Lit Exam Please note: A score of 5 earns credit for ENWR 102 = = = = = ENWR 102 = ENWR 102 ENWR 102 ENWR 102 ENWR 102 ENWR 102 If a student doesn’t meet the requirements in each category (both the writing score + ACT/SAT sub score) the file is reviewed by the Language and Literature department or designee. ENWR 101 is used in most programs as elective credit and does not satisfy a CORE requirement. A student placed in ENWR 101 must successfully complete the course before registering for ENWR 102. Revised: August 1, 2011 LANGUAGE PLACEMENT GUIDELINES Placement into foreign language courses at Carroll is based on previous study in high school or college. If advisors or students are uncertain about the course placement level, or if they wish to request an exception, they should consult with Language faculty. HIGH SCHOOL COURSE PLACEMENT AT CARROLL One year or less of French, German, or Spanish FR/GM/SP 101 Two years of French, German, or Spanish FR/GM/SP 101 or 102 Three years of French, German, or Spanish FR/GM/SP 203 Four years of French, German, or Spanish FR/GM/SP 203 or 204 COLLEGE COURSES COURSE PLACEMENT AT CARROLL None FR/GM/SP 101 FR/GM/SP 101 FR/GM/SP 102 FR/GM/SP 102 FR/GM/SP 203 FR/GM/SP 203 FR/GM/SP 204 FR/GM/SP 204 FR/GM/SP upper level courses 2013-2014 Carroll College Academic Advising Manual Page 41 PRE-PROFESSIONAL PROGRAMS 3-2 ENGINEERING: MAJOR IN MATHEMATICS Mr. Terence J. Mullen, Advisor A student who completes the requirements for the 3-2 Engineering Major in Mathematics earns two degrees: 1) a Bachelor of Arts degree with a major in mathematics from Carroll College, and 2) a Bachelor of Science degree with a major in a selected field of engineering from the affiliate institution. A complete list of the affiliated schools and the engineering fields available are listed in the catalog. PRE-MEDICAL AND PRE-DENTAL PROGRAMS Dr. Sam Alvey, Pre-Dental Advisor Dr. Dan Gretch, Pre-Medical Advisor Admission to medical or dental school requires completion of courses in biology, chemistry, physics, mathematic, and English. While most premedical students graduate from Carroll College with a degree in biology, the choice of a major field of study is left open to the student. A complete list of recommended minimum requirements and additional information are listed in the Carroll catalog. PRE-OPTOMETRY PROGRAM Dr. Stefanie Otto-Hitt, Advisor Admission requirements for doctor of optometry programs vary from program to program and students should check individual web sites for specific information. General requirements include calculus, statistics, organic chemistry, anatomy, physiology, microbiology and psychology. Carroll students often major in either biology or chemistry since many of the course requirements coincide with these majors. However a science degree is not required. PRE-PHYSICIAN’S ASSISTANT PROGRAM Dr. Grant Hokit, Advisor There is a great diversity in the requirements for admission to Physician Assistant programs and the student is advised to check individual web-sites for specific information. Generally, 1000-2000 hours of direct patient care is required as is human anatomy and physiology, microbiology and chemistry. A science major is not required. PRE-PHYSICAL THERAPY PROGRAM Dr. Grant Hokit, Advisor Although students interested in physical therapy may select any major, the following are the most frequently chosen: Health Science, Psychology, Sociology, Health and Physical Education, and Biology. Students who choose to major in Biology may need to spend extra time in college to complete all major requirements and all physical therapy requirements as well. Strong academic performance is 2013-2014 Carroll College Academic Advising Manual Page 42 considered paramount; the degree emphasis is secondary. Although many schools list an overall minimum GPA of 3.0 for admission, to be competitive a GPA of at least 3.5 is needed. The prerequisite GPA is usually higher. Additional information and a list of recommended courses can be found in the Carroll catalog. PRE-PHARMACY PROGRAM Dr. Kyle Strode, Advisor Pharmacy programs usually consist of a pre-pharmacy program followed by four years of pharmacy school. Beginning in 2001, all pharmacy schools in the U. S. began granting only pharmacy doctoral degrees. A typical pre-pharmacy student at Carroll would take the courses listed in the pre-pharmacy program section of the college catalog to meet the pharmacy prerequisites for the University of Montana, with which we maintain a close relationship. It is possible to finish these pharmacy prerequisites in two years. Additional information and a list of recommended minimum requirements for Pre-Pharmacy program can be found in the Carroll catalog. PRE-VETERINARY PROGRAM Dr. Brandon Sheafor, Advisor Students interested in veterinary medicine should take a core of science courses that are required for admission. Each professional school will have its own set of pre-admission courses and students should check individual websites for specific information on admission requirements. Most Carroll students major in either Biology or Chemistry since the course requirements coincide with these majors. However a science degree is not required. In fact the applicant can be accepted before completion of an undergraduate degree, but students are advised to pursue a specific major. Additional information and a list of recommended courses can be found in the Carroll catalog. PRE-LAW PROGRAM Dr. Bill Parsons, Advisor Accredited law schools require the bachelor’s degree for admission, yet rarely do they specify a particular major field of study. Law schools are particularly interested in applicants who have had broad exposure to the humanities and social sciences and have proven ability for cogent written and oral expression. Degrees in English, History, Political Science, Philosophy, Sociology, Mathematics, Accounting, Economics, Business, and other areas are suitable for the pre-law student. Students interested in law school are urged to become familiar with the requirements of the specific schools to which they plan to apply. More information about the pre-law program is available in the catalog. Also available is the Carroll College Pre-Law Handbook, a short guide to prepare for the study of law and law school admissions processes. 2013-2014 Carroll College Academic Advising Manual Page 43 SPECIAL PROGRAMS INTERNSHIPS Nisan Burbridge, Internship Coordinator The academic internship program at Carroll College is an experiential education opportunity that enhances the link between the classroom and the workplace. It is an opportunity for the student to learn about her/his area of academic interest through practical experience. At Carroll academic internships are available to junior or senior students in the fall, spring, or summer semesters. Exceptions to junior or senior status are made on a departmental basis. An academic internship is a supervised, planned work experience taken for academic credit. It forms an academic relationship between a student, faculty advisor, and cooperating organization. The internship must relate directly to classroom work in order to qualify for academic credit. Credit for internships is granted through an academic department. Each academic department has a faculty internship advisor. Internship placements are approved by the faculty internship advisor. In some instances where there is not a designated faculty internship advisor the department chair may work with faculty to match a student with an appropriate faculty internship advisor. An internship may be a single semester experience, or it may continue for longer than one semester; it may be paid or unpaid. A student may earn a maximum of 6 semester hours in the internship program. Enrollment in the course must be during the same semester in which the majority of the work experience takes place. The established ratio for number of hours of work to number of credits received are as follows: 42 hours = 1 credit (internships are typically 1-3 credits). An internship can be started at any point in the semester; however, it must be a minimum of 8 weeks in duration. There is a special registration process for internships. Students need to obtain the “Student Guide and Approval Form” to start the registration process. Academic internships require both a completed Internship Approval Form and an Internship Proposal. Each student is required to complete academic requirements assigned by their faculty internship advisor. The student will meet with her/his faculty internship advisor to establish learning objectives, determine the context and timing of academic activities, and establish means for academic assessment and evaluation by the site supervisor. (There will be a few circumstances where an internship may qualify for National Diversity (ND) status – regular ND policies apply for approval) Once all the paperwork is completed and submitted to the Career Services Internship Coordinator students will be registered under the appropriate department course number for internships and the student will show up on a class roster. It is the responsibility of the student to confirm registration. Grades will be submitted like all other academic courses. Interested students should contact their academic advisor and the internship coordinator at the Career Services office. HONORS SCHOLARS PROGRAM Dr. Chris Fuller, Director The Carroll College Honors Scholars Program (HSP) is designed for those students who excel in academic scholarship, personal character, and social commitment. Enhancing these three qualities is the educational goal that Carroll College celebrates in its Mission Statement. 2013-2014 Carroll College Academic Advising Manual Page 44 Members of the four-year Honors Scholars Program (HSP) at Carroll College are selected in their freshman year from all academic majors. Admission to the program is competitive with no more than sixteen students accepted into each class. Honors Scholars participate in classroom seminars, attend a variety of cultural events, and pursue community service projects of their own conception. Beginning in the spring term of their freshman year, students participate in a sequence of five interdisciplinary seminars listed as ‘HNR’ course on their transcripts that fulfill 15 of the 49 Carroll College Core Curriculum (CORE) credits. The Honors Scholars Program (HSP) upholds rigorous standards in assessing the work of its students. The HNR seminars substitute for CORE at Carroll College as follows: Freshman Spring Semester: HNR 150- Philosophy 3 credits Sophomore Fall Semester: HNR 250- Theology 3 credits Sophomore Spring Semester: HNR 251- Literature 3 credits Junior Fall Semester: HNR 350- Social Science 3 credits Senior Spring Semester: HNR 450- Philosophy 3 credits In addition to completing the five course listed above, a student must complete: Six (6) credits of History (including either HI101 or HI102, and one additional history course) Intermediate proficiency in a foreign language (200 Level) Three (3) credits upper-division social science (200-400 level course) Fine Arts CORE must come from a visual arts course LAS 389 Research Methods HNR 499 Honors Thesis For a complete description of the program and specific course requirements, please consult the college catalog and website. HONORS THESIS WRITING A student does not have to be in the Honors Scholars program in order to complete an Honors Thesis. In fact many students who write theses are not in the program. A successful completion of a thesis entitles the student to graduate with Honors. Here are a few important steps in the Honors Thesis: Pick up the Honors Thesis Application and Honors Thesis Timeline at the Registrar’s Office which will ask to identify the working title of your Honors Thesis, your thesis director, and your thesis committee members. You will need a thesis director from your department and two readers— one from your department and one from outside your department—for your Honors Thesis committee. The Honors Thesis Application—with all of the required signatures--is due in the Registrar’s Office on September 30. Work with your thesis director and readers to review your project throughout the fall semester. The final draft of your Honors Thesis will be due to your committee by February 15. The thesis, abstract and signature page must be completed by April 1. A pdf of the thesis, the abstract, and a scan of the completed signature page must be submitted to [email protected]. The oral defense of the Honors Thesis occurs in April. You will be notified of date, time and location. The best place to start this process is to pick up the form and timeline in the Registrar’s Office. Talk to your academic advisor or a faculty member in your department who will serve as your thesis director 2013-2014 Carroll College Academic Advising Manual Page 45 about ideas for your research project. Discuss your thesis project with your director and have your thesis director help you identify the other two committee members who will serve as readers. Keep your academic advisor informed of your work in case he or she can be helpful. Work with your thesis director to plan when and how you will conduct your research. MILITARY SCIENCE AND LEADERSHIP (ROTC) PROGRAM Major Dana Barnicoat, Director Army Reserve Officer Training Corps (ROTC) offers Carroll College students the opportunity to serve as Commissioned Officers in the U.S. Army, the Army National Guard, or the U.S. Army Reserve upon graduation from College. ROTC enhances a student’s education by providing unique leadership and management training, along with practical leadership experiences beyond the usual classroom academics. Students develop many of the qualities basic to success while earning a college degree in their selected majors and an Army officer’s commission at the same time. Army ROTC can be completed in two or four years, depending on the student’s qualifications, through the Basic Course and the Advanced Course. The basic courses are: MSL 101- The American Defense Establishment MSL 102- Introduction to Military Science MSL 201- Military Skills MSL 202- Individual/Team Military Tactics MSL 315- Drill and Conditioning (every semester) Only qualified, contracted ROTC cadets may take Advance Course classes. Advance Course cadets must also complete Leadership Development and Assessment Course (5 paid weeks at Fort Lewis, WA, during the summer between Junior and Senior years.) The Advance Courses are: MSL 301- Individual Leadership MSL302- Military Strategy and Tactics MSL 303- Leadership Laboratory (2 semesters) MSL 401- The Army Officer: Roles and responsibilities MSL402- Ethics and Justice in the Army MSL 404- Advance Leadership Practicum (2 semesters) EDUCATION ABROAD PROGRAMS Shannon Ackeret, Assistant Director for International Programs Carroll College encourages students to study abroad to enhance their educational experience and to provide an enriching international exchange between individuals, cultures, and ideas from around the world. Carroll believes that students learn about themselves, their host country, and their country through international experiences. Opportunities for full-year, semester, or summer studies in another country are available to all Carroll students in good standing. Carroll’s Education Abroad Office assists students with coordinating education abroad options offered for college credit. 2013-2014 Carroll College Academic Advising Manual Page 46 FINANCIAL AID AND SCHOLARSHIP Janet Riis, Director of Financial Aid Academic Advisor Financial Aid Review Satisfactory Academic Progress (SAP) When financial aid is granted it is assumed that students will make progress toward a degree. Carroll’s financial aid, satisfactory academic progress policy is provided to ensure compliance with federal regulations and to prevent abuse of federal student assistance programs while supporting students’ efforts to attain educational objectives Measurement Date SAP measurement is made after completion each term. It is the student's responsibility to know a violation has occurred whether or not the student receives notification. Students Must Meet SAP in Two Ways: Qualitative Measurement A student must possess a cumulative GPA of 2.0 or higher. A student must meet the qualitative standard in addition to the quantitative standards discussed below. Quantitative Measurement Students must pass 67% of the cumulative credits attempted at Carroll College in their degree level. Attempted credits will be based on a student's credit load at the end of the add/drop period for each term. Audit and non-credit remedial work are not considered in the measurement of SAP. Remedial and repeated course work for which a student received credit multiple times is treated as any other course work. Incompletes are considered as credits attempted when considering maximum time frames. Transfer credits are also considered when determining maximum time frames. If a student withdrew from a class or classes, the student is considered to have attempted those classes, even though the student did not receive any earned credits from registering for the classes. Please note: Withdrawal from classes has a negative impact on quantitative SAP measurement. (% complete) However, withdrawal from classes has a positive impact on qualitative SAP (GPA) Maximum Credit Hour Standard (Pace Progression) A student is expected to earn a degree in a specific amount of time, measured by the credits attempted. Credits earned at prior post-secondary institutions and accepted toward a Carroll College degree will be included with Carroll College credits in determining the total credits attempted. The number of attempted credits allowed is 1.5 times the number of credits required to earn a degree (150%). For example, if a degree requires 122 credits, a student is eligible for financial aid until they have attempted 183 credits or have earned the credits required for the degree, whichever comes first. Students must declare a major by the time they earn 45 credits. Students should register only in credits required for completion of their program. If credits are needed in addition to the required credits listed in the catalog, an appeal must be completed and reviewed to determine additional eligibility. 2013-2014 Carroll College Academic Advising Manual Page 47 Return of Institutional and Federal Title IV Funds Policy Purpose The purposes and intent of this policy are to provide guidance as to how Carroll College will calculate the amount of Institutional and Federal Title IV funds to be returned for a student who has withdrawn from all classes. This policy governs the return of Institutional and Federal Title IV funds disbursed for a student who completely withdraws from a term, payment period, or period of enrollment. It does not apply to students who have dropped some classes but remain enrolled in other classes at or through Carroll. The general assumption is that a student earns aid based on the period of time he/she remained enrolled. Institutional aid follows the Business Office tuition refund policy which is different than the federal refund policy. Earned aid - During the first 60% of the period, a student “earns” Federal Title IV funds in direct proportion to the length of time he/she remains enrolled. That is, the percentage of time during the period that the student remained enrolled is the percentage of disbursable aid for that period that the student earned. A student who remains enrolled beyond the 60% point earns all aid for the period (typically around the first or second week of November for fall term and around the first or second week of April for spring term). The Process — General 1. Student notifies the Registrar that he/she is withdrawing from the college. The Registrar provides the student with a withdrawal form. 2. The student follows the instructions on the form to obtain the necessary signatures indicating compliance with requirements, and returns the form to the Registrar. 3. The Registrar gives a copy of the completed withdrawal form to the Financial Aid Office immediately upon receipt from the student. 4. The Financial Aid Office calculates the amount of funds to be returned. 5. The Financial Aid Office notifies the student and the Business Office of funds that the College must return, and the amount that the student must return. 6. The Financial Aid Office returns its share of unearned Federal Title IV funds within 45 days after it determines that the student withdrawal process is complete. In addition to calculating a return of Federal Title IV funds for students who notify Carroll of withdrawal, Carroll must also make the calculation for students who do not “officially” withdraw. The Financial Aid Office reviews final semester grades to determine students with all “F” grades followed by attempts to determine if the student withdrew from all classes. If so, the last date of attendance is obtained. To facilitate the process, the Registrar has requested faculty to indicate last date of attendance for all students awarded an “F” grade. Charges are not adjusted for unofficial withdrawals; therefore, institutional aid is not adjusted. Federal aid is adjusted based on Federal Title IV return calculations. 2013-2014 Carroll College Academic Advising Manual Page 48 Verifying Attendance Procedure- Financial Aid Office Before federal funds can be disbursed to a student account, Carroll must confirm that he or she has begun attendance in the classes for which he or she has registered. Carroll College does not have a student initiated, electronic registration confirmation process. The college is also not required by an outside entity to take attendance. The following procedures are in place to ensure a student has begun attendance in each of their classes. During add/drop week and by census day Faculty is advised through email by the Registrar each semester to report any student on their class roster that does not attend the first day of class, or who stops attending prior to census date. The Business Office, Registrar’s Office, Student Life, Admission Office and Financial Aid Office work closely on a daily basis prior to census day to determine who is enrolled and also who has made payment arrangements. Students who are categorized as “never enrolled” are dropped from all classes prior to census day and aid is cancelled. Students who are enrolled part-time as of census day have aid adjusted accordingly. At mid-term Mid-term grading requires a last date of attendance (LDA) to be entered by faculty for students earning an F or no grade at mid-term. A quality control report is run after mid-term grades are posted to determine if students never attended. Aid is adjusted accordingly. At the time of withdrawal from a class Withdrawal forms or drop cards require a last date of attendance to be completed by the student and/or faculty. If a LDA is prior to the first day of class or is recorded as not attending the Registrar’s Office notifies the Financial Aid Office. Aid is adjusted accordingly. A quality control report is run monthly to determine if students who withdrew or dropped a class never attended (RGER report). Aid is adjusted accordingly. At the time of grading for a student with an incomplete grade (I) Academic policy states a grade of I can only be given if at least 60% of the term has been passed and attended. Therefore, no adjustments to aid are necessary. Any exceptions will refer to the Financial Aid Office. At the time of grading for a student with an F grade Faculty enters LDA for students who have a grade of F. A quality control report is run after final grades are posted to determine if students never attended. Aid is adjusted accordingly. Students who have earned all F’s and have been determined to have unofficially withdrawn from the college have federal Return of Title IV aid calculations completed and aid is adjusted accordingly. At the time of withdrawal from the college Withdrawal forms have a statement signed by the student indicating they had begun attendance in each of the classes they are withdrawing from. LDA will be a required field on the grading module for all W or F grades. Updated: November 26, 2013 2013-2014 Carroll College Academic Advising Manual Page 49 ALPHA ADVISING INFORMATION AND FORMS ALPHA ADVISING RESPONSIBILITY SUMMARY Alpha Seminar instructor serves as academic advisor for the entire academic year for all students enrolled in the section. You will advise your current Alpha students through pre-registration for Fall 2014, which occurs after spring break. Here is a list of reminders for Alpha Advisors: Alpha Seminar advisors serve in this role for the first year; Alpha faculty keep their advisees until after spring registration for the next fall (spring 2014 advising for fall 2014 classes); Students will confirm major(s), minor(s), concentrations, etc. before Spring Break to ensure the accuracy of Degree Audit (exact procedure TBD) During the final advising appointment (after spring break 2014), the student will complete the “Change of Advisor (from Alpha to Department)” form; This completed form is placed in the student’s advising file and the entire file is returned to Academic Advising in Room 119, Borromeo Hall; The Advising Office will make advisor changes in the computer system and redistribute the folders to the new advisor; Some majors (Biology, Engineering, etc.) may assign students to advisors in the spring. The department advisor is listed as the secondary advisor. This will give both the Alpha advisor and the Department advisor access to student information on MyCarroll; Undeclared students can remain with the current Alpha advisor but are encouraged to declare a major as soon as possible. The student must declare a major once they have earned 45 credits. ALPHA ADVISING TIMELINE August Receive advising files for each student registered in Alpha section Review the content of the advising file: cover sheet, schedules, test scores, HS grades, transfer credit, AP/IB credit, academic advising questionnaire, etc. Contact Director of Advising with any questions about placement, course selection, etc. The Advisor and/or the student completes the top part of the Alpha Seminar Advising form during the first class or advising conference September Conduct an initial advising conference Refer students to appropriate on- and off-campus services as needed October Review midterm grades for all advisees Hold advising conferences with students as needed to discuss poor academic performance Suggest adding LAS 185 – Career Exploration and/or LAS 105 – College Success (a section of each class begins after fall break) Refer students to appropriate on- and off-campus services as needed Encourage the use of MyCarroll advising tools: e-Advising and Degree Audit Schedule advising appointments to discuss Spring 2014 classes 2013-2014 Carroll College Academic Advising Manual Page 50 November Remind students of the last day to withdraw from a class and receive a “W” (November 6, 2013) Confirm Spring registration for all advisees On-going advising as needed Late December/Early January (before the semester begins) Review final grades for all advisees (available on MyCarroll in late December) Contact advisees on probation to discuss steps for academic recovery Revise Spring class schedule as necessary (repeat courses, reduce credits, change majors, etc.) January Connect with advisees in some way to welcome them back to campus since you will not see them in class each week Departments may assign advisors to students in their disciplines. These advisors will be listed as “secondary advisors” and will have access to student information via MyCarroll February Remind students of the last day to withdraw from a class and receive a “W” (March 19, 2014) Confirm Spring registration for all advisees On-going advising as needed Students complete the “Major Confirmation or Declaration” form (TBD) Encourage the use of MyCarroll advising tools: e-Advising and Degree Audit March Review midterm grades for all advisees Hold advising conferences with individual students as needed to discuss poor academic performance Meet with students for final advising appointment to register for Fall 2014 courses Students complete the “Change of Advisor (from Alpha to Department)” form which is retained by the advisor The change of advisor form is filed in the advisee folder and the folder is returned to the Advising office by the end of the semester April/May Advisor changes are entered into the computer system and the advisee file is sent to the new advisor Alpha Advising Revised July 2013 2013-2014 Carroll College Academic Advising Manual Page 51 ALPHA ADVISING TOOLS AND FORMS ALPHA SEMINAR ADVISING – TRACKING FORM This form is used to record information from advising sessions. The second page provides space to record information from additional advising conferences. This form is available in the MyCarroll Document Center/Academic Advising section in the “Forms” folder: Alpha Seminar Advising – Tracking Form.docx 2013-2014 Carroll College Academic Advising Manual Page 52 BLANK 4-YEAR PLAN DOCUMENT This form can be used by students and advisor when creating personal 4-year plans for future semesters. This form is available in the MyCarroll Document Center/Academic Advising section in the “Forms” folder: Blank 4-year plan form.docx 2013-2014 Carroll College Academic Advising Manual Page 53 TRANSITION FROM ALPHA ADVISOR TO DEPARTMENT ADVISOR This form is used only by Alpha Advisors during the last advising appointment with an advisee. During this advising conference the student completes the form shown below and confirms his/her major and requests a department advisor. Please note that changes cannot be made unless this form is signed by both the student and advisor. This form is available in the MyCarroll Document Center/Academic Advising section in the “Forms” folder: Alpha to Depart – Change Major and Advisor form 2013 - FINAL.doc 2013-2014 Carroll College Academic Advising Manual Page 54 SAMPLE 4 YEAR PLAN A file of 4-Year plans are available to both advisors and students on MyCarroll. Advisors can find 4-Year plans in the Academic Advising section of the Document Center, and students can find 4-Year plans in the Academic Documents section which is located under WebAdvisor for Students. Here is an example of a 4year plan: 2013-2014 Carroll College Academic Advising Manual Page 55 ADVISING INFORMATION AND SUPPORT ACADEMIC SUPPORT AND ADVISING Annette Walstad, Director Jake Samuelson, Academic Advisor 2013-2014 Borromeo Hall, Rm. 119 Borromeo Hall, Rm. 117 447-5434 447-5451 Carroll College Academic Advising Manual [email protected] [email protected] Page 56
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