Academic Advising Syllabus

ACADEMIC ADVISING SYLLABUS

http://www.clemson.edu/hehd/about/support-services/aac

Welcome to Clemson and the College of Health, Education and Human Development and the Eugene T. Moore School of Education Academic Advising Center!

We look forward to assisting you with planning your academic success at Clemson University (CU). We are committed to providing you with professional academic advising that will guide you towards your educational and professional goals. This document is your Academic Advising Syllabus, which will assist you with the advising process and your academic planning here at CU. We encourage you to read this document in full, be engaged in the academic advising process, and don’t hesitate to contact us with any questions. Our hope is this document will help you as a student along with all stakeholders to make the most of your experience here at Clemson and in your chosen major.

What is Academic Advising: Academic advising is the ongoing conversations and planning sessions between students and their professional advisors to establish a pathway to realization of educational, career and life goals.

The HEHD and SoE Academic Advising Center works with freshmen, sophomores, students changing major, and transfer students. Services that take place in this office include: academic advisement, course selection, transferability of courses, and completion of various academic forms. Academic advisors are also available to meet with prospective students considering various majors within the college. Prospective students are encouraged to make appointments with an advisor in their intended major.

Academic Advising Mission: To provide and maintain a positive academic advising environment for all HEHD and SoE students to enhance student success and retention. Advisors will expect their advisees to become critical independent thinkers and decision makers in regards to their academic progress.

Clemson University Advising Objectives: http://www.clemson.edu/academics/advising/goals.html  The University shall demonstrate a continuing commitment to effective academic undergraduate and graduate advising through appropriate recognition, communication, policies, and funding.  Each College and Department shall develop a plan of action for continued commitment to effective academic advising consistent with the University’s philosophy.  Academic advisors (faculty and professional staff) shall demonstrate effective academic advising consistent with the University, College, and Departmental philosophies.  Advisors shall assist students with course selection based on curriculum and University requirements.  Advisors assist students in exploring career and educational opportunities.  Advisors shall utilize available campus resources based upon identified need and make referrals as appropriate.  Advisors shall be familiar with available curricular, university and professional requirements.  Students shall be informed of their personal responsibilities in the advising process.

Assigned Advisors

Advising Appointments

All students are assigned an advisor according to their major. Routine advising times near peak registration deadlines (October-November and March-April) are very short and may be a group advising experience. Opportunities for drop-in advising are also available. These appointments are not designed to, and should not be used to, answer all questions you have about your academic situation. Questions about long term planning, career planning, long-term academic goal setting, and study abroad should be taken care of at an appointment outside of peak advising times.

Be prepared that to get the most out of this experience, you will need to come more than once in your first semester or year outside of peak advising times. For all appointments, students should do your homework and prepare for the appointment ahead of time.

Advising Office Contacts:

Main Office 309 Edwards Hall 864-656-5495

Kristin Goodenow, Director - Nursing [email protected] | 864-656-5123

Aaron Howard – Health Science [email protected] | 864-656-5506 Stacey Marcus - Elementary Education; Secondary Education Science and Mathematics; Secondary Education English; Secondary Education Social Studies; Early Childhood Education; Special Education [email protected] | 864-656-5514

Micky Ward – Parks Recreation and Tourism Management [email protected] | 864-656-0371

Suzanne Jasmine – Graduate Assistant for Eugene T. Moore School of Education programs [email protected] | 864-656-5495

Chad Richardson – Graduate Assistant for College of Health, Education and Human Development programs [email protected] | 864-656-5495

Advisors Are:

1. Here to serve as a resource for students. 2. A confidential sounding board and source of referral for issues or problems when needed. 3. Here to assist students with academic planning and course selection. 4. Here to assist students with setting realistic professional and academic goals based on your academic performance, strengths and interests. 5. Here to make referrals to other departments on campus as needed; we don’t have access to all your information as a student. 6. Going to tell you the truth. 7. Available throughout the academic year for guidance and support, not just at the designated “advising” times in October/November and March/April.

Advisors Are Not:

1. Going to talk to or work with your parents through the advising process. We will meet in person with you and your parents together only at your request. 2. Here to tell you what to do; you must be an equal (if not majority) partner in this relationship. 3. Going to take charge of problems that you might be having with professors, roommates, financial aid, housing, or other campus departments. 4. Going to have access to financial aid information in iROAR. We will refer you to the office of financial aid for all questions including those regarding scholarships information. 5. Give final advice regarding professional school requirements. Entrance requirements vary from school to school. It is the student’s responsibility to investigate this with the schools of your choice. 6. Going to have access to your daily class work or exams for any of your classes.

Your Academic Advisor will:

1. Provide you with assistance in developing your academic plan. 2. Provide you with information about your major (or change of major plan, if applicable). 3. Provide assistance in planning your schedule for the semester. 4. Provide you with information on how to monitor your academic progress (degree works, iROAR, etc. – see Resources section). 5. Assist you with developing an action plan if you are on academic or financial aid probation. 6. Provide you with a professional, courteous and understanding academic advising experience. 7. Help you understand CU policies, procedures, and deadlines. 8. Protect the privacy of student information as set forth by the Family Education Rights and Privacy Act (FERPA).

As a student you will:

1. Check your Clemson email regularly. Do not forward your Clemson email to another account. 2. Schedule your advising appointments well in advance to of your designated registration date as listed in iROAR each semester. 3. Come prepared to the advising sessions by being familiar with your academic program; be prepared to ask questions and take notes. 4. Bring technology with you (computer, tablet, phone, etc.) to appointment to be able to view academic information in iROAR along with your academic advisor. 5. Know how to access and follow your degree audit online in iROAR (see Resources section for more details on using iROAR). 6. Be familiar with Clemson University’s Undergraduate Catalog and the policies, procedures, pre- requisites and degree requirements listed therein. 7. Learn as much as you can on your own using the resources available to you as a student. 8. Ask questions for clarification. 9. Read and respond appropriately and in a timely manner to your academic advisor’s inquiries. 10. Seek out your academic advisor at appropriate pre-registration times or when you have questions or concerns. 11. Conduct yourself in a professional and courteous manner. 12. Turn off or silence your cell phone during your appointment. 13. Arrive a few minutes early for your scheduled appointment. 14. Conduct yourself professionally through email including identifying yourself through an email signature that includes your full name and contact info. 15. Accept final responsibility for all decisions.

Student Learning Outcomes for the Academic Advising Experience:

1. Students should understand and use available University registration, enrollment, and academic planning resources (iROAR, Undergraduate Announcements, etc.). 2. Students should be able to advocate for themselves in a professional manner. 3. Students should be able to identify their strengths, weaknesses, and interests in order to make positive academic progress and/or declare a major/academic program. 4. Students should understand their responsibilities and their advisor’s responsibilities in the academic advising process. Through a students first year of advising:

After Orientation/End of At the end of Fall Semester At the end of Spring Semester Summer  Understand what credits  Understand how to  Have a clear transfer (including AP make an appointment understanding of their and IB) to Clemson and with an advisor and degree requirements how they may apply know where the advising and what courses need toward their degree office is located to be taken in the progress  Have met with an coming semesters to  Know how to navigate advisor for a one on one meet those iROAR; for example can advising appointment requirements search for and register  Has come forward with  Understand the advising for classes, find and print any questions that they process their class schedule, etc. might have regarding the  Evaluate progress  Find their major and advising process, their toward overall career identify their degree major, or their transition plan(s) requirements in the to college  If choosing to go abroad undergraduate  Have all AP, IB and dual or take part in an announcements enrollment credits internship – have an  Have registered for fall posted to your official academic plan in place semester transcript  Understand and meet all  Be familiar with and requirements for your used appropriate financial aid and academic support scholarships services

Resources

1. Online Access – for Class registration, bill pay, financial aid info, etc.

iROAR is where you can manage your student account online. You can update your personal information, add and drop classes, view your class schedule, view and accept financial aid awards, and access your student bill information.

iroar.clemson.edu

2. Academic Progress - Using Degree Works

In iROAR, under the “Student Records” tab of the, you will find a link to Degree Works. Using Degree Works will help you keep track of your progress toward fulfilling the requirements to graduate.

iroar.clemson.edu 3. Academic Calendar

Clemson plans their academic calendar far in advance and you should use this calendar to plan your schedule in advance as well. Follow the link to be aware of registration deadlines, last days to drop or add classes, withdrawal deadlines, and university holidays. Also, be aware of varying registration dates, which are assigned according to credits earned. You can find your registration date each semester also on iROAR.

http://www.registrar.clemson.edu/html/acad_cal.htm

4. Limited Enrollment Majors HEHD and Clemson has several closed/limited enrollment majors. Students are encouraged to thoroughly review the requirements for entry into limited enrollment majors and talk directly with an advisor directly connected with the program. Note that students not already enrolled in limited enrollment majors will have no guarantee of admission. The best course of action is to know the requirements so that you can work diligently to ensure you have the best possible chance to be competitive for entry.

5. Living Learning Community (LLC)

Freshmen students selected for this program will create relationships that they will carry with them not only throughout their time at Clemson but also into their careers. It is expected that the students chosen to participate in this program have the potential to be outstanding scholars and leaders not only within the College of HEHD and its professions but also for the greater Clemson student body and the communities in which they will serve after graduation. http://www.clemson.edu/hehd/about/support-services/aac/living-learning-community/index.html

6. Undergraduate Announcements (Undergraduate Course Catalog)

Undergraduate Catalogs can be found online on the Registrar’s page. Be aware that unless you change majors, you should follow the catalog that corresponds with your date of enrollment.

http://www.registrar.clemson.edu/html/catalog.htm

7. TCEL – the Transfer Course Equivalency List

The TCEL is an online list of all courses that have ever been presented for transfer to Clemson. This list will tell you what your courses will transfer into Clemson as equivalent. However, if your institution or course is not listed, the credit will be evaluated by transfer admissions counselors upon presentation of an official transcript.

http://virtual.clemson.edu/groups/tcel/ 8. FERPA – the Family Education Rights and Privacy Act

Under FERPA, our office will keep your records confidential. Whether or not you have signed a written release allowing others, specifically your parents, access to your records, we will not discuss your records over the phone with anyone but you. If you would like your parents to assist you in the advising process or be privileged to your records, you must accompany them to our office.

More Information - http://www.registrar.clemson.edu/FERPA/ferpa.htm

9. Study Abroad

Many of our majors provide the opportunity to study abroad. Studying abroad does however, require extensive planning. If you are interested in study abroad you should meet with your advisor as soon as possible and set up an appointment with the study abroad office.

http://www.clemson.edu/studyabroad/

10. Michelin Career Center

The Michelin Career Center is a highly recommended resource, which not only can provide assistance with resumes and interview prep, but specialized workshops and internship programs. More suitable for first year students, career counselors can discuss career and major opportunities. Interest inventories are also provided.

http://career.clemson.edu/michelin_career_center/

11. Academic Success Center (ASC)

Numerous programs are offered through the ASC, most notably, Supplemental Instruction, tutoring and specialized workshops. Getting acquainted with the ASC your first year will help you throughout your college career. Personalized attention is also offered through Academic Coaching and Counseling.

http://www.clemson.edu/asc/

12. Student Disability Services (SDS)

The office of Student Disability Services (SDS) is located in the ASC. SDS can help provide additional accommodations for student with identified diagnoses. These accommodations can range from building and classroom access to additional support during class and testing times.

http://www.clemson.edu/campus-life/campus-services/sds/ 13. Can’t find it?

Take some time to become acquainted with the Clemson’s website (www.clemson.edu). Most pages are easily found using the search bar, but if you’re still having trouble finding what you need, then try these resources.

A-Z index: http://www.clemson.edu/site-index/ Clemson Phone Book: https://phonebook.app.clemson.edu/home.php

Parent/Family Checklist Parents, or other designated family members, serve as integral parts of the college experience. To maximize the student experience, make the most out of the financial investment and ensure students stay on track to graduation, please sit down and review the following statements with important stakeholders. While not every statement may immediately (or ever) apply, it is a great starting point to ensure open, effective lines of communication, which is essential for success.

 We have shared our ideas about college with our student and are giving them the opportunity to experience it in their own way.  We have checked with our student to make sure they have contacted their advisor.  Our student and their advisor share responsibilities for making sure they are on the right track, and out student has shared this information with us.  Our student has had an opportunity to share the specifics of their daily life with us so we understand where we may offer advice or support.  We have asked our student what they like and dislike about living in their residence hall.  We encouraged our student to become as involved in campus life as time allows  If our student is the first in our family to attend college, we have discussed with him the importance of contacting their advisor if they have questions about academics or college life in general  We have asked our student about their academic major and have encouraged them to talk to their advisor about their decision.  If our student is undecided about a major or questioning their choice of major, we have encouraged them to discuss this immediately with their advisor.  Our student has shared their academic plan with us. We are encouraging our student to monitor it every term with their advisor.  We know when pre-registration is scheduled and about the pre-registration process. We have discussed our student’s decisions about courses with them.  We have discussed the possibility that academic problems may arise with our student and how we might approach working through them.  We have discussed the differences between course selection and course scheduling with our student and have encouraged them to consult with their advisor about their choices.  We have asked our student about their instructors and the syllabus for each course.  We have talked to our student about their classes. We have a sense of their classroom comfort level and have encouraged them to be an active participant in the classroom.  We know approximately when mid-term exams are over, and we have discussed our student’s results with them. If needed, we have also talked about campus resources to help them.  Our student has had an opportunity to share one or more of their course syllabi with us, and we discussed the importance of referring to them frequently.  We have discussed the academic, career, and social support services available on campus with our student and when and how they might use them.  We have a copy of the institution’s catalog (or the URL for the catalog) and have reviewed it to increase our knowledge of policies and regulations that impact our student and family.  We have discussed with our student their understanding of how the campus is organized.  We have discussed the college’s code of student rights and responsibilities, as published in the college catalog, with our student and its implications for his academic and social life.  Our student has shared their school calendar with us, and we have discussed how the calendar helps them stay organized.  We have encouraged our student to get information on financial aid from their advisor and from the staff in the financial aid office and to stay on top of all deadlines.  We have read about the Family Education Rights and Privacy Act (FERPA) and discussed it with our student.

from NACADA’s – Family Guide to Academic Advising

Best wishes for a wonderful academic year ahead! The HEHD Academic Advising Center team looks forward to working with you during your time here at Clemson University.