Advisor Manual
August 2007

USING THE ADVISOR MANUAL

This manual has been written to provide academic advisors with the information necessary to assist students in developing meaningful educational plans that are compatible with their career goals. While the ultimate responsibility for making these decisions rests with the individual student, as academic advisors, we are responsible for assisting students in identifying and assessing the alternatives and the consequences of their decisions. Students depend on their academic advisors to interpret institutional requirements and to guide them in selecting appropriate courses and other educational experiences. Students also look to their academic advisors as resources for information about academic and support services available to them.

To excel as an academic advisor requires considerable time and effort. It is hoped that this manual will facilitate the process of acquiring the necessary skills and knowledge to fulfill this important university service.

Rhonda Thomas, M.S.
Director of Academic Advising
Mississippi University for Women
 
 

The Importance of Faculty Advising

Mississippi University for Women’s mission places “a high priority on teaching and learning in a personalized environment.” The mission also carries the expectation that faculty members will “cooperate to provide an environment conducive to a successful educational experience.”

Academic advising serves an important role in creating an environment that supported students’ learning and personal development. Greater interest in advising has developed because of the growing complexity of higher education institutions, because of the ever increasing threat of declining enrollment, and because of the diversity of students enrolling tin the universities. Once viewed as a set of scheduling procedures, the scope of academic advising programs has been to include the development of student competence, autonomy, and purpose (Gordon, 1988).

Research supports both the need and value of faculty participation. It is “critical that faculty be involved in advising students.” (Kramer, 1995, p. 1). Consider the following:
· High-quality academic advising is important for ensuring the long-term success of both students and of institutions (Frost, 1991).
· Student involvement in the institution, especially with regular faculty-student interaction, increases student academic success, satisfaction, and retention. (Astin,
  1993; Pascarlla & Terenzini, 1991)
· Interaction with faculty that integrates classroom and nonclassroom experiences is critical for first- and second-year student persistence (Pascarella & Terenzini,
  1991)
· Academic Advising is the single most important mechanism available to universities for fostering student success. (Habley, 1993)
· Faculty-student contact is an important factor in student achievement, persistence, academic-skill development, personal development, and general satisfaction
  with the college experience. (Volkwein, King, & Terenzini, 1986).
· Student-faculty interaction is positively related, not only with general student satisfaction, but also with student ratings of quality of instruction (Astin, 1993).

References:
 Astin, A. W. (1993). What matters in college: Four Critical years revisited. San Francisco: Jossey-Bass.
 Frost, S.H. (1991). Academic advising for student success: A system of shared responsibility. ASHE-ERIC Higher Education Report No. 3. Washington, D.C.:
    The George Washington University, School of Education and Human Development.
 Gordon, V.N. (1988). “Developmental advising,” The status and future of academic advising: Problems and promise. Iowa City, IA: American College Testing
    Program.
 Habley, W.R. (1993). Fulfilling the promise? Iowa City, IA: American College Testing Program.
 Kramer, G.L. (1995). Introduction. In G.L. Kramer (Ed.), Reaffirming the role of faculty in academic advising (p. 1-2). Monograph Series: National Academic
    Advising Association.
 Pascarella, E.T., & Terenzini, P.T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco: Jossey-Bass.
 Volkwein, J.F., King, M.C. & Terenzini, P.T. (1986). “Student-faculty relationships and intellectual growth among transfer students,” Journal of Higher
    Education, 57, 413-430.

DEFINING ACADEMIC ADVISING

Academic advising involves more than the custodial function of monitoring a student’s academic progress (Frost, 1991).  The Stanford Committee defines the advisor as “…the student’s academic advocate, the particular educator who agrees to concern himself with his advisee’s best education.  In the Committee’s view, “The Adviser is not to be interested merely in obedience to regulations but is to pursue with the student the education that best serves and develops that student” (Study of Education at Stanford, 1969, p.27).  The advisor helps students to define and develop realistic resources.  Moreover, the faculty advisor “conveys to the students a philosophy of contemporary education, a rational base for the consideration of problems, and suggests plans of actions on which he may more” (Hardee & Mayhew, 1970, p.21).

Academic advising involves four key concepts: reaching out to students, integrating with support services, relating to career exploration, and retaining students and encouraging student persistence.

Reaching Out to Students
Advising systems and advisors must actively reach out to students.  Faculty members need to actively seek out students in transition or experiencing difficulty rather than waiting for students in need to schedule appointments.  Currently, the term for this type of proactive advising is “intrusive advising.”  In particular, the first few weeks of the semester are crucial to the university’s retention efforts.  Without a faculty member’s active involvement, students may receive advice from all sorts of people and much of the advice received may be inaccurate, incomplete, and /or inappropriately value-laden.  By working closely with students, advisors can help students anticipate problems and identify methods for avoiding or coping with these issues.

Integrating with Support Services
The effective integration of academic advising with support services requires a clear communication of who does what for which population and why.  Advising cannot be accomplished in isolation, and it is highly dependent on a strong referral system.  As an advisor, you must be aware of your personal comfort level concerning developmental and career issues and what you feel can or cannot be accomplished in an individual advising session.  Academic advising must be integrated with the following campus support services:
· Admissions
· Registrar
· Counseling and Career Services
· Academic Advising and Support Services
· Student Affairs

Relating to Career Exploration
Because of greater student interest in career outcomes of higher education, it has become increasingly important to assist students in this area.  The choice of major, career exploration, and placement activities are not discrete functions.  They are parts of a continuous process.  It is impossible to separate educational advising from exploring life goals and career/educational goals.  The selection of major/minor, selections of appropriate classes, and designing an effective semester schedule are part of realizing life goals.  Thus, academic advising is crucial for student success and retention.

Academic advising serves as a port of entry to all other support services on a campus.  Advising is the hub, if you will.  Counseling and academic advising are the only structured services on campus where all students can participate in an ongoing and individual relationship with a concerned representative of the academic community.

Retaining Students and Encouraging Student Persistence
Academic advising, properly delivered, can have a powerful influence on student growth and development.  As such, it can be a potent retention force.  (Always keep in mind that retention is a byproduct and not a goal.)  Institutions that are most successful in retaining their students are those most likely to have invested time and energy in the academic advising program.

Actually, the goal here is student persistence, which is a byproduct of intrusive advising.  The primary responsibility for student persistence, however, rests upon students’ shoulders.  But, just as it is our responsibility to actively reach out to students, we also have a responsibility to empower students, to teach them to be responsible and active in the pursuit of their degrees.

There are many reasons for attrition on campuses today.  Academic under preparedness is one reason why students decide to leave college.  Students, who have difficulty in adjusting to their new environment, as well as those who don’t make a commitment to their education because they consider higher education irrelevant, also leave without degrees.  Those students who experience dissonance or incompatibility with the institution also often leave.  And finally, students who are unclear about future goals, their major, or career choices also become attrition statistics.  All five of these reasons have a direct line to academic advising.  With effective referrals and proper academic placement, many of these attrition problems can be eliminated.

On the other side, certain positive campus characteristics can become extremely valuable in student retention and persistence.  For example, a faculty member who demonstrates a caring attitude carries a considerable weight in creating a positive campus environment.  Consistent high quality teaching and advising also retain students.  Adequate financial aid programs attract and keep students at institutions.  Encouraging student involvement in campus activities is yet another valuable technique for assisting students while making a connection with the institution.

References:
 Frost, S. H. (1991). Academic advising for student success: A system of shared responsibility. ASHE-ERIC Higher Education Report No. 3. Washington, DC:
    The George Washington University, School of Education and Human Development.
 Study of Education at Stanford. (1969). Advising and Counseling. Stanford, CA: Steering Committee: The Study of Education at Stanford, Stanford University.
 Hardee, M.D., & Mayhew, L.B. (1970). Faculty advising in colleges and universities. Student Personnel Series Number 9. Washington, DC: American College
    Personnel Association.

The above information was adapted from “Small Things Make Big Connections” produced by Randy Jedele, Des Moines Area Community College.

NACADA CORE VALUES
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 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 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 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 behaviors. Yet, while values and beliefs are by their very nature individual, there are many 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 relationships within the academic community.

The Core Values
Students deserve dependable, accurate, respectful, honest, friendly, and professional service. In order to serve students well, academic advisors understand that they are responsible to many constituents who comprise our academic communities. This is the foundation on which the following Core Values rest.

Advisors are responsible to the students and individuals they serve. The cooperative efforts of all who advise help to deliver quality programs and services to students. These include, but are not limited to, giving accurate and timely information, maintaining regular office hours, and keeping appointments.

Advisors help students develop a perception of themselves and their relationship to the future. Advisors introduce students in a nurturing way to the world they are entering—teaching them to value the learning process, put the college experience into perspective, become more responsible, set priorities and evaluate sequences of events, and be honest with themselves.

Advisors encourage self-reliance by helping students make informed and responsible decisions, set realistic goals, and develop thinking, learning, and life management skills to meet present and future needs. Advisors work with students to help them accomplish the goals and objectives they have established for themselves. Advisors encourage students to be responsible for their own success and progress. They respect students’ rights to their individual beliefs and opinions but are not dictated by them.

Advisors work to modify barriers to student progress; identify burdensome, ineffective, and inefficient policies and procedures; and work to effect change. When the needs o students and the institution are in conflict, advisors seek a resolution that is in the best interest of both parties.
Advisors inform students about appropriate grievance procedures in cases where students find the resolution unsatisfactory.

Advisors recognize the changing nature of the college and university environment and student body. They support students in appropriate ways (e.g., advocate at the administrative level for recognition of these changes; offer varied office hours; and acknowledge the especial needs of all students and the pressures on them to juggle study with work, family, and other interpersonal demands).

Advisors are knowledgeable about and sensitive to federal, state, and their own institution’s policies and procedures, especially those governing such matters as sexual harassment, personal relationship with students, privacy of student information, equal treatment, equal access, and equal opportunity.

Advisors respect the right of students to have information about themselves kept confidential. Advisors share information with others about students and their programs only when both advisor and student believe that information is relevant and will result increased information or assistance, assessment, and provision of appropriate services to the student.

Advisors gain access to and use computerized information about students only when that information is relevant to the advising they are doing with that particular student. Advisors enter or change information on students’ records only when legitimately authorized to do so.

Advisors need to document advising contacts adequately to aid subsequent advising interactions.

Advisors are responsible for involving others, when appropriate, in the advising process. Effective advising requires a broad-based, or holistic, approach to working with students. Academic advisors develop crucial ties with others who assist students in diverse areas, such as admissions, orientation, financial aid, housing, health services, athletics, course selection and satisfaction of academic requirements, special physical and educational needs (e.g., disabilities, study skills, psychological counseling), foreign study, career development, co-curricular programs, and graduation clearance.

Advisors are facilitators and mediators. Responsible academic advisors recognize their limitations and use their specialized knowledge effectively.

To make connections between academic advising and other aspects of students’ lives, advisors seek out resources provided by others. Referrals to these resources provide students with further assessments of their needs and access to appropriate programs and services. With others, advisors are responsible for helping students integrate the information they are confronted with and for helping students make well-informed academic decisions.
If peer advisor are used, the supervising advisor will closely monitor the peer advisor regarding adherence to appropriate polici4s and practices.

Advisors are responsible to the college or university in which they work. Advisors respect the opinions of their colleagues; remain neutral when students present them with comments, questions, or opinions about other faculty or staff; and are non-judgmental about academic programs

Advisors increase their collective professional strength by sharing their philosophies and techniques with colleagues.

Advisors keep administrators who are not involved directly in the advising process informed and aware of thee importance of academic advising in students’ lives, and the need for administrative support of advising and related activities.

Advisors are responsible to higher education generally. Academic advisors honor (and are protected by) the concept of academic freedom as practiced on our campuses. In this spirit, advisors hold a variety of points of view.  Academic advisors are free to base their work with students on the most appropriate and optimum theories of college student development and models of delivery for academic advising programs and services.

Advisors accept that one of the goals of education is to introduce students to the world of ideas. One goal of academic advising is to establish a partnership between student and advisor to guide students through their academic programs so they may attain the knowledge gained and offered by faculty.

Academic advisors believe that it is ultimately the responsibility of students to apply what they learn to everyday situations. Advisors help students in understanding this process.

Advisors advocate for students’ educational achievement at the highest attainable standard and support student goals, as well as the educational mission of the institution.

Advisors advocate the creation or strengthening of programs and services that are compatible with students’ academic needs.

Advisors are responsible to the community (including the local community, state and region in which the institution is located). Academic advisors interpret the institution’s mission, standards, goals, and values to its community, including public and private schools from which the college or university draws its student body. Likewise, advisors understand their student body and regularly inform the schools form which their students come about appropriate preparation so that students may perform successfully in higher education.

Advisors are sensitive to the values and morals of the surrounding community, sharing these with and interpreting them to students. Advisors are aware of community programs and services and may become models for students by participating in community activities themselves.

Advisors are responsible to their professional role as advisors and to themselves personally. To keep advising skills honed and interest high, advisors are encouraged to seek opportunities for professional development through classes, workshops, conferences, reading, consultation with others, and interaction in formal groups with other advisors (e.g., professional organization like NACADA).
Advisors understand the demands on themselves that emerge from the service nature of the work they do. Advisors develop skills for taking care of themselves physically, emotionally, and spiritually. They learn how to detach themselves from students; problems while maintaining a keen listening ear and providing sensitive responses. They establish and maintain appropriate boundaries. They need to be nurtured by others within and outside institution.
Academic advising lens itself well to research. Advisors may engage in research related to advising, and are encouraged to engage in research related to advising related to their own particular training and disciplinary backgrounds. Each agenda must honor the institution’s safeguards privacy and humane treatment of subjects.

NACADA Statement of Core Values of Academic Advising. http://www.nacada.ksu.edu/Profres/corevalu.htm

STUDENT RESPONSIBILITY
Students are responsible for knowing the published rules, regulations, policies, and standards of the University and of their degree program.  While it is the students’ responsibility to know the specific requirements and plan accordingly, academic advisors serve an important role in interpreting university requirements, in guiding students’ selection of appropriate courses and other educational experiences, and in identifying and assessing the alternatives and the consequences of their decisions.

Students also are responsible for assuring that their file in the Registrar’s Office is complete.  For example, students should regularly review their degree audit with their academic advisor to ensure accuracy.  Transfer students must request that official transcripts are forwarded from EACH institution attended before credit can be recorded on their transcripts.  Students who have taken CLEP or by-pass examinations must pay a fee to have the credit recorded on their transcripts.

In addition, students enrolled at MUW agree to abide by the university’s Honor Code “to uphold the highest standards of honesty in all phases of university life” and, therefore, agree to refrain from any dishonest behavior in academics.

PRIVACY RIGHTS OF PARENTS AND STUDENTS
Mississippi University for Women complies with all provisions of the Family Educational Rights and Privacy Act of 1974, as amended.  The University and its employees may release ONLY directory information about individual students.  If individual students do not want any such information released, they must notify the Registrar in writing.

All academic advising records and communications are confidential.  Information disclosed in individual academic advising sessions must remain confidential, unless written permission to divulge the information is given by the student.  Information in students’ educational records (e.g., attendance and grades) also cannot be disclosed to non-institutional third-parties (e.g., parents) without appropriate consent.  If, however, academic advisors judge information to be of an emergency nature, which involves the health and safety of the student or others, the information must be reported to appropriate authorities.

ACADEMIC ADVISING: HOW YOU AND YOUR FACULTY ADVISOR SHOULD WORK TOGETHER
Each student at the University is assigned to a faculty member who is an advisor for both educational and vocational guidance.  The advising process is designed to help students as they make important decisions related to their academic progress at the University.  As new advisees, recently admitted students should become familiar with both their advisors and the advising process.  Below you will find some guidelines to follow throughout the year to make the advising process a successful part of your University experience.

WHEN TO SEE YOUR ADVISOR
1) To discuss any problems which affect academic performance.
2) To select courses for the upcoming semester.
3) To add or drop courses.
4) To register to take a course pass-fail or audit.
5) To discuss academic progress.
6) To discuss declaring/ changing a major or minor.
7) To review your degree audit.
8) To discuss career considerations.

HOW TO SEE YOUR ADVISOR
1) Become familiar with your advisor’s office hours/schedule.
2) Whenever possible, call to make an appointment instead of dropping by without one.
3) If it is necessary to drop by without an appointment, try to do so when your advisor has posted office hours, avoid the busiest time of day (10:00a.m. – 2:00p.m.), and allow plenty of time in case you have to wait to see your advisor.
4) Because the first and last two weeks of each semester are the busiest for advisors, schedule longer conferences during the middle portion of the quarter.
5) In order to change advisors, contact the academic Department/Institute of your major.

WHAT YOU AND YOUR ADVISOR SHOULD DO
1) You should…contact and keep in touch with your advisor.
    Your advisor should…post office hours.

2) You should…make and keep appointments or call if it is necessary to change or cancel an appointment.
    Your advisor should…keep appointments or call if it is necessary to change or cancel an appointment.

3) You should…come with specific questions in mind.
    Your advisor should…provide accurate and specific information.

4) You should…come with necessary materials (pen/pencil, tentative class schedule, list of questions, etc.)
    Your advisor should…have resource material on hand (University Bulletin, Course Schedule, Advisor Manual, etc.)

5) You should…ask about other sources of information.
    Your advisor should…listen and help you solve problems.

6) You should…be open concerning schoolwork, study habits, academic progress, etc.
    Your advisor should…listen and help you solve problems.

7) You should…build a schedule free of conflicts in time.
    Your advisor should…check your schedule for appropriate selection of courses.

8) You should…make decisions concerning careers, choice of majors, and selection of courses.
    Your advisor should…. suggest options concerning careers, choice of majors, and selection of courses.

Adapted from How You and Your Advisor Will Work Together by the Undergraduate Advising Center at the University of Iowa, July, 1981.

OUR STUDENTS
Mississippi University for Women serves a varied student population.  Among the more obvious of the variables are age, educational backgrounds, cultures, and career and life goals.  Using an array of sound advising approaches will generally be effective with most students.  However, it may be helpful to consider some brief descriptions of a few advisee profiles.

Traditional Student
Recent high school graduate
Wants to go to college
May or may not be certain of major or career path
Received reasonably good grades in high school
Works at least part time
Infrequently asks for advising assistance other than help with scheduling
Probably has financial aid, but also has parental assistance

Honors or Gifted Student
Recent high school graduate
Accelerated high school program
May have a tendency to overload when self-scheduling
“Catches on fast” to MUW policies, procedures, and services
Could very well need more assistance in planning than is admitted
May have already completed some college credit through AP or CLEP examinations

Non-Directed or Unmotivated Student
Completes most everything at the last minute
Under prepared for expectations of college
May be at MUW because it was somebody else’s idea
May miss several classes and expect to be able to catch up
Has little understanding of career decision-making process – awaits revelation or has decided on career
path with little information
May not realize how much difficulty is present until too late
May not understand the need for advising

Under-Prepared Student
May be almost any age or background
Educational experience either dated or insufficient for college
Uncertain of skill levels and/or may need skills diagnosed
Has many needs, but not always sure what questions to ask or of whom to ask them
Continuous support likely to be required
Often underestimates self in numerous situations

Adult/Returning Student
Mid to late twenties and up
Making a career change or job change – sometimes not by choice
Varied degree of background, both experimental and educational
Often has family, job, and/or community responsibilities
Often part-time student
May tend to be uncomfortable asking for help – feel they “should know”
Self-motivated and very focused

International Student
International status may need to be clarified with student and Coordinator of International Programs
Consulted if appropriate
Language and cultural differences can be challenging for student and advisor
Student may indicate understanding when, in fact, there is none’
ESL conversational assistance may be needed, but not recognized
Limited transportation and restrictions on employment
Distance form community and family support systems

The above information was adapted from “Small Things Make Big Connections” produced by Randy Jedele, Des Moines Area Community College.
 

ADVISING THE UNDECIDED STUDENT

College students are often confused or uninformed about choosing a major and the career planning process. They often have no idea where to start, where to find the resources available to help them, or how to proceed once a decision is made. Advisors can help students begin looking at majors and careers and can help students understand the relationship between educational choices and career choices.

Many students enter college believing that they must choose a major that will guarantee certain employment opportunities after graduation. Students get confused between choosing a major and choosing a career. They see these two areas as inevitably linked together and they frequently decide what job they want and then they come to you to ask what that major would be. They get very frustrated if they are interested in a specific area of study but can’t see a clear relationship between their studies and a career. This is often the case when their interests are in the subjects such as English, history, psychology, and philosophy.

The students also may hear their parents and other students say, “You’ll never get a job with that major.” These students fail to recognize that a college education is not job training, but it is an opportunity to become a well-rounded individual with a repertoire of skills and knowledge that can take them in a number of directions.

It is important for the student to understand that a good career decision is based on knowing a lot about oneself and about the world of work. Advisors can start the process of career exploration with the student by asking probing questions aimed at forcing the student to take a good look at who they are. The advisor can then suggest actions the student can take to follow up on the discussion.

Advisors can help students gain awareness of the options available to them. It is helpful to direct students to the various resources on campus that provide assistance with career exploration. Students can be helped to recognize the importance of being actively engaged in the process early in their college careers.

It is important for the advisor to help the student understand that the career decision they make now is most likely just the first of many career decisions. Changing career and occupations during one’s lifetime is a natural occurrence, and students need to develop skills in adjusting to inevitable changes. Just as education is a life-long process, so is career growth and change.

Your questions will help you and the student focus on possible majors. This will not be a onetime session. You may meet with the student several times over one or two years, or even longer, to help the student clarify goals. Once the student has chosen a major, the student may still need your suggestions about steps to take to help ensure that he or she will find employment. Advisors may refer students to the website, “What can I do with this major?”(http://www.muw.edu/advising/majors/default.html).

Some students wait until they are senior and are about to graduate before they even think about a job. They seem to think that a degree entitles them to a job in their field of choice. That’s far from the truth. Finding the right job is a process that can begin as early as the freshman year. Waiting until the month before graduation and then sending resumes is no the way to approach job seeking. You can suggest strategies the student can begin as early as the first year.

The student can meet faculty members in the major and ask questions:
· What internship opportunities are available?
· What are some of the jobs your prior graduates have found?
· Where are some of the graduate schools your prior graduates have attended?
· Where can I learn more about career opportunities with this degree?
· What specific courses should I take to increase my employability?
· Who should I talk with to learn more about my specific area of interest?

You can suggest to the student that summer jobs and campus activities frequently turn out to have career leads. The students who gained experience in a field in which she or he later hopes to find full-time employment will enhance and improve these areas.

The Career Center (Fourth Floor Cochran) is a valuable campus resource that should be part of the student’s major and career planning process throughout their years at the W.

Tips to help Students Make a Decision
· College isn’t designed as four years of specific job training. It is a time for students to gain a breadth of knowledge through a variety of learning experiences.
· Employers want to hire people who have performed well in college and who can talk knowledgeably and enthusiastically about a variety of subjects.
· Employers look for marketable skills when hiring new personnel. They want employees who can communicate well and have analytical and technical skills combined with an appreciation for diverse experiences and cultures. The University requirements are designed to increase skills in these areas.
· Choosing a major only because it seems directed toward plentiful and/or high paying jobs doesn’t guarantee that the student will get one of these jobs. The major should reflect the student’s interests.
· A student’s major should incorporate course and activities that the student enjoys and is successful in. In addition to making better grades in such a major, the student will enjoy the process of making those grades.
· Most people change jobs and careers throughout life. Many people have 7-10 different jobs and just as many different careers.

Questions to Help with Career Exploration
You can help the student to see the relationship between his or her interests and certain majors.
Based on what you learn about the student you may decide to suggest certain majors. The world of work changes each year. Careers are now available in field that didn’t even exist a decade ago. Encourage students to equip themselves with transferable skills that will help them secure a wide variety of positions.

Self-Exploration
· What subjects did you enjoy in high school? In what subjects were your best grades?
· Are your strengths in math/science areas or in the social sciences? Both?
· What extra-curricular activities did you do in high school? Which were the most enjoyable? What did you learn about yourself from them?
· What personal qualities do you see as your strengths? Limitations?
· In what kind of work environment do you picture yourself?
· If you have spare time, what do you do?
· Why are you in college?
· What does a college degree mean to you?

Academic Major/Occupational Information
· What academic areas are you considering? What do you like about these areas?
· What do you want to learn more about?
· What occupations are you considering? What is it about these occupations that attract you?
· How do your abilities and skills fit the tasks needed to succeed in those areas?
· Will those occupations provide the rewards and satisfaction you want? Why?
· What are the differences between the majors/ occupations you are considering? The similarities?
· Who has influenced your ideas about these alternatives?

Decision Making
· Do you ever have trouble making decisions? Little ones? Important ones?
· How do you generally go about making a decision? Describe the process.
· What specific strategies do you use?
· Do you make decisions by yourself or do you need other people’s opinions first?
· Are you feeling anxious about deciding about a major? Pressured?
· Have you set a deadline for making your choice of a major?

ADVISING INTERNATIONAL STUDENTS
International students face many challenges because of cultural differences.  Among these differences are emphasis on discussion in the classroom and the challenge of completing a heavy course load.  In addition, international students also encounter difficulties resulting from prejudice, stereotyping, frustration, and isolation.  Furthermore, many international students may not be accustomed to planning their own courses of study and are not familiar with the practice of academic advising.  Therefore, it is helpful for academic advisors to talk with their advisees about their adjustment to campus life.  Encourage students to join the International Student Association and other campus organizations.  In addition, advisors should be aware that most international students do not have cars.  Thus, if a course requires attendance at off-campus sites, they will need to make other transportation arrangements and or consider course alternatives.

International students enter the U.S. as non-immigrants for the purpose of pursuing academic or educational objectives.  Most of our students enter on F-1 student visas.

Maintaining status
The student is responsible for maintaining his or her status.  Failure to do so will result in the loss of status and make the individual subject to deportation.  To maintain status, the student is responsible for the following:
1. Maintaining a valid passport.  Photocopy it and keep it in a separate file.
2. Attending the school specified on the visa.
3. Enrolling as a full-time student during the academic year, and making normal progress toward the degree.  A “full course load” is 12 credit hours per semester for undergraduates.  A student may take less than 12 hours in his or her final semester if that is all that is needed to complete degree requirements.
4. Notifying INS within 10 days of any change of address.
5. Authorizing the school to release to INS information concerning immigration status: name, country of birth, current address and any other information on a regular basis or upon request.
6. Completing transfer procedures when necessary.
7. Notifying the Registrar and Coordinator of International Programs of changes of program or a change in level of program (e.g., history to psychology; adding a  second major; bachelor to masters program).  This change needs to be recorded on the I-20 under the comments section.
8. Notifying the Coordinator of International Programs of changes in funding source (e.g., private to assistantship) and in name (e.g., upon marriage).  These changes need to be recorded on the I-20 under the comments section.
9. Requesting an extension if his or her program takes longer than the date approved on the I-20.  If the student needs an extension, he or she must apply to the Coordinator of International Programs 30-45 days prior to expiration.
10. Maintaining health insurance as required by law.
11. Working only with proper authorization.
12. Not letting his or her I-20 expire.

If an advisor is concerned about a student’s status, they can talk with the Coordinator anonymously to establish a plan to help return the student to compliance.

On-Campus Employment
Students may work on-campus provided (1) she or he is maintaining F-1 status; (2) she or he does not work more than a total of 20 hours per week while school is in session; and (3) she or he does not displace a U.S. resident. Students may be employed full-time during holidays and vacation periods including the summer, provided the student is eligible and intends to register for the fall semester.

When the student beings work, the student and the employer must complete a form entitled, “Employment Eligibility Verification” (Immigration Form I-9).  The I-9 must be updated each time the student renews work permission or changes positions or departments.

In general, F-1 students who have been in the U.S. less than five years are exempt from Social Security (FICA) withholdings.  The earnings of F-1 students are, however, subject to applicable federal, state, and local taxes, and these amounts should be withheld from paychecks. The student must file an income tax return on or before April 15th of each year, which will determine if any of the withheld taxes can be reclaimed, or if the student owes additional taxes.

Off-Campus Employment
No international student may work off campus (internship or otherwise) unless permission is granted by the Coordinator of International Programs and by the INS.  If a division knows of an international student who wishes to work off-campus, refer the international student to the Coordinator of International Programs immediately.  Students who work off-campus without proper authorization are considered out of status and could be subject to severe penalties, including deportation.

Curricular Practical Training (CPT)
Curricular Practical Training for F-1 students is intended to provide hands-on practical work experience in situations where the work serves as an integral part of a student’s academic programs prior to the completion of that program.  Students that have been in F-1 status for at least nine months may apply to participate in this type of training.

Although authorized part-time curricular practical training employment is permitted with no limits or penalties until completion of a degree, students who have received one year or more of full-time curricular practical training are ineligible for optional practical training.  (This includes practical training immediately after graduation.)

In order to be eligible for curricular practical training, at least ONE of the following must be met:
1. The employment must be designed and structures to enhance the student’s educational program, endorsed and monitored by the academic department, and directly related to the student’s field of study;
2. The employment must be required to complete graduation requirements; or
3. The employment must be through an institutionally sponsored cooperative education, internship, or work-study program (may be optional and not for credit).

Students should check with the Coordinator of International Programs for application procedures.

In order for a student to receive authorization for CPT, both the academic advisor and the potential employer have certain requirements to fulfill.  The following information must be included in a letter supporting the student to fulfill the CPT requirements:
1. Acknowledgement that the internship is, in fact, “an integral part of an established curriculum.”
2. A statement that the employment is “sponsored”, meaning that the employment will be monitored by the department and is NOT sought through “the open market.”  In addition, the letter must state that the employment will not be in the form of “self study” [Supplementary Information to 8 CFR 214, Federal Register, 29 October 1991, p. 55611].  In summary, the employment must be monitored by this school and obtained through support of the educational institution.  Please make that clear in the letter.
3. A statement that the student will receive course credit for the employment and that the course for which the student is engaging in CPT is listed in the student’s course catalog.
4. The name of the faculty member teaching the course.
5. An attachment to the letter providing a course description with the course objective clearly defined.

The INS is extremely sensitive to the potential abuse of CPT. A student who maintains a full course load during CPT period will be restricted to part-time CPT (20 hours maximum per week).  A student who engages in full-time CPT must either be enrolled in a minimum of one course or be a part of the CO-OP program.  Non CO-OP students must receive academic credit for their CPT experience.

Optional Practical Training
Optional Practical Training for F-1 students is intended to provide hands-on work experience related to the academic program.  A F-1 student is eligible for a MAXIMUM of 12 months of this type of training.  The student may begin optional practical training prior to completion of program under certain conditions; however, part-time optional practical training (20 hours per week or less) is calculated and deducted from the available time.

While on optional practical training, individuals are still considered to be F-1 students at Mississippi University for Women even though they may be working elsewhere in the U.S.  This type of training is available to students who have been lawfully enrolled on a full-time basis in F-1 status for at least nine months (one full academic year).  Optional practical training is available in the following cases:
1. Part-time or full-time during the student’s annual vacation and at other times when school is not in session, if the student intends to register for the next semester;
2. Part-time while school is in session at a maximum of 20 hours per week;
3. Part-time or full-time after completion of course requirements (but before the completion of a course of study); and
4. Full-time after completion of the course of study.  NOTE: Students applying based on this option must complete the entire application procedure within the period, which begins 90 days before, and ends 60 days after the completion of the course of study. Students should check with the Coordinator of International Programs for application procedures.

Students Extension of Stay
F-1 students are admitted to the U.S. for “duration of stay” (D/S), which is defined as the time necessary to complete an educational program and any authorized practical training plus 60 days.  In order to determine what D/S means for a student, see #5 on the student’s I-20.  This will give the expected completion date, which already includes a one-year grace period.

Students who are unable to complete a program by the date originally indicated on the I-20 must see the Coordinator of International Programs for an extension.  Students may apply for an extension 60 days before the completion date, and no later than 30 days after the completion date, otherwise the student must apply for a reinstatement.

Student are eligible for an extension only in they have maintained student status and only if they are able to verify that there were compelling legitimate academic or medical problems which caused the delay.  Circumstances causing delay are defined by the INS as matters such as a change of major or a documented illness.  Academic problems such as being placed on probation or suspension are not accepted by INS.
 

ADVISING STUDENTS IN ACADEMIC DIFFICULTY

As an academic advisor, you will be working with students who are in academic trouble. This is a difficult time for the student and one in which your work as an advisor is especially important. There are many reasons why students do poorly in their academics. Some common reasons are listed below:
· Some new students find the transition from high school or another college overwhelming and are unable to concentrate on their studies.
· Some students have never developed good study habits.
· Some students have selected majors that do not suit them.
· Some students do not want to be in college and are allowing themselves (either consciously or subconsciously) to fail.
· Some very capable students have so many personal stresses in their lives they have little energy to devote to schoolwork.
· Some students are getting their first taste of freedom and are going a little wild.
· Some students are simply not ready for college.

If you can help these students understand the course of their programs and make a good decision at this difficult time, you can make the difference whether or not they are able to remain in school and complete their degrees.

Strategies for Academic Success

If you receive a letter that one of your advisee has been placed on academic probation, you should schedule an appointment to talk with the student about strategies for academic success. Part of intrusive advising is to encourage the student to come and see her or his advisor in order to talk about an academic plan. This can help avoid some of the common mistakes that students make.

When you meet with your probation students, it is a good idea to review the problem policies. Students often have misconceptions about these policies and about the challenge that faces them in attempting to raise a low GPA.

Some of the important things to do when you and the student are planning strategies for academic success include:
· Talk with the student about lifestyle changes that will help to improve study habits, personal issues that might be affecting academics, resources available to help with academics (academic support services and tutoring), other resources available to help with personal issues or decisions about majors (counseling and career center, advising center).
· Explore the possibility of the students taking LS101: Academic Support Library. Even students who received top grades in high school sometimes need to learn better study habits. Students should be aware that although this course does not count toward meeting degree requirements, it may provide them with the skills needed to be successful in their other courses.
· Encourage the student to attend workshops on strategies for academic success (i.e., time management, study skills, note-taking skills).
· Make arrangements for the student to return and talk with you and let you know how she or he is doing.

Common Mistakes Students Make

1. Students enroll in too many hours.

Students in academic difficulty feel that they have seen the error of their ways and are now ready to make a complete transformation and become model students. These students are convinced that they can make up for lost time by taking extra hours to replace the lost ones and making a 4.0. That is unlikely, at best.

Students on probation should usually be encouraged to take fewer hours (closer to the MINIMUM for a full-time student) in order to be able to do well in those courses. A student who earns fewer but higher grades may increase the GPA more than the student who earns a larger number of average grades.

2. Students with a weak background take advanced courses.

Many students think they must graduate on time and, therefore, must not interrupt the sequence of courses for any reason. They register for advanced courses without getting a good foundation in the prerequisite courses.

Students sometime believe they must continue the scheduled sequence of courses in spite of academic difficulties. In difficult majors, students sometimes need to audit courses prior to taking them for credit or may need to repeat courses, even when they have earned passing, but low, grades. A specific grade may be required to proceed in the sequence.

Advisors can help students understand that is difficult to be successful in advanced courses if they are not prepared.

3. Students fail to resolve “I” grades within the time limit.

Students sometimes hope that they can do nothing and ignore their “I” (incomplete) grades and they will somehow go away. The student is responsible to making arrangements with the professor to complete course requirements within four weeks of the next period of enrollment. Students who do not enroll in the University immediately after receiving an “I” have until the end of the next regular semester in which to complete the work.

At the end of the time period allowed, the “I” will change to “F” if the student has not completed the work.

4. Students choose courses on the advice of a friend.

Students often are “advised” by friends to take courses simply because someone else found these courses met her or his needs. Advisors should caution students about the dangers of taking a course on the advice of friends. What might be easy or appropriate for one student may not be so for another. Students are sometimes misinformed about requirements and have very different opinions about what makes a good course. Students on probation should take a great deal of care and caution in choosing course to regain good standing.

5. Students do not take elective courses to explore areas of interest.

Many students want to get all the core courses “out of the way.” This is especially true for students in academic difficulty. They want to play it safe and be assured that everything they take is required. They are hesitant to take courses in a potential major or to take electives of interest to them.

Encourage students to combine general courses with course in their area of interest, both major courses and electives. This is especially important if the student's low grades are due to lack of interest in previous courses.

Students should not, however, avoid required classes in areas in which they are weak until their last semester. Encourage them to enroll in intermediate courses and to take advantage of tutoring services to increase their chances of success.

Encourage undecided students to explore some areas of interest. If students take only core curriculum courses, they may suddenly find there are no more required courses to take and they still haven’t explored any majors.

6. Students seek academic or personal help too late in the semester.

Students in academic difficulty often are unaware of the serious nature of their troubles or the long-term effects of their immediate problems. Often, they do not know all the options available to help them to get back into good academic standing. Many students are embarrassed about their situation or do not realize that help is out there. They try to make it on their own and wait too long to get help.

If possible, identify these students early in the semester and urge them to see you to discuss the situation. Ideally, you should meet with them before or during the drop/add period as schedule adjustments can be made when necessary. Follow the students closely throughout the semester, and offer help and make referrals when needed.

7. Students register too late to get the classes they need or do not add/drop classes by the printed deadlines.

Sometimes students do not do well academically because they were not well prepared for their classes. These students often are not well prepared in other aspects of their lives. They wait until the last minute to register and are unable to get appropriate classes. This is especially critical when they need to repeat a class.

8. Students attempt to drop a course or withdraw from the university after the deadline.

Students may not look at the academic calendar for add/drop and withdrawal dates. They believe they will receive special consideration because of their situation and expect to drop a course or withdraw from the university to protect their GPA. An advisor should emphasize that a student cannot withdraw from courses past the published deadline.

Students in academic difficulty need to be particularly aware of academic calendar deadlines. If they are experiencing difficulty in a class, they should discuss with their advisor the appropriateness of dropping the class. If students drop a course during the penalty period, they need to be aware that if they are failing the class at the time of dropping, they will receive a WF in the course. A WF is calculated in the GPA as an F. In these cases, it may be better for student to remain in the course and attempt to earn a D if his or her grade is near passing.

9. Students continue in a major despite repeated failures.

Students sometimes reach the point that their goals are difficult or impossible to attain. This is particularly true in majors such as education that require a 2.5GPA for admission. Despite repeated failure many students never consider looking into other choices.

It may be necessary for you to suggest that a student consider looking at other majors. The student may have done poorly in courses because of the field of study they have chosen. Perhaps they were drawn to a major because of a preconceived notion about it (‘an education major is the only sure rout to a job”) or because of some external pressure (“ my dad wants me to be a doctor”). Changing to a more suitable major may increase grades dramatically.

Students who are resistant to a change of major need, with the advisor’s help, to take a close look at the long-term possibilities of success in the major. Looking at GPA requirements, course requirements, the reasons a particular major was chosen and future goals can often bring to light some compelling reasons for looking for another major.

ADVISING STUDENTS WITH A DISABILITY

The Office of Academic Support Services at Mississippi University for Women is charged with the responsibility of providing reasonable accommodations for students with disabilities. Reasonable accommodations are offered in accordance with the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Academic Support personnel verify eligibility for accommodations and work with the student and advisor to plan and deliver accommodations. The Director of Academic Support Services, who is under the supervision of Vice-President of Academic Affairs, is the Disabilities Services Coordinator and may be reached at (662) 329-7138 in room 102, Reneau Hall. E-mail cfrazier@muw.edu.

Eligibility for Services
Students enrolled in degree and non-degree programs at Mississippi University for Women, who meet all university program requirements, and who meet the definition of disability are eligible for services. A person with a disability is defined as any person who “…has a physical, emotional, or mental impairment which substantially limits one or more of life’s major activities; has a record of disability or is regarded s having a disability.” (P.L. 101-136)

Obtaining Services
Students with disabilities desiring to receive reasonable accommodations must complete an application for services in the Office of Academic Support Services and provide current documentation of a disability. Once the documentation is examined and the student is determined eligible for services, an Accommodations Plan will be developed with the student. The delivery of accommodations cannot begin until an approved Accommodations Plan is completed and presented to the appropriate faculty and/or staff member. Accommodations are not retroactive. MUW may refuse a request far an unreasonable accommodation or for any adjustment and/or auxiliary aid or service that imposes a fundamental alteration on a program or activity of the University. Institutions are not required to provide services of a personal nature, such as personal attendants, individually prescribed devices, transportation, or readers/tutors for personal use or study.

Documenting Disability
 Documentation of a disability from an appropriately licensed or certified professional with expertise related to the student’s disability must be presented to the Office of Academic Support. Documentation must include a statement of how the disability limits a major life function, thus impacting a student’s participation in courses, programs, services, activities, and facilities. Evaluations should have been completed within the last three years or be based on adult norms if older than three years. Academic Support personnel do not conduct educational or medical evaluations; however, a list of qualified professionals from the surrounding area and information about requirements for the documentation are available in the office. Fees associated with procuring documentation are the responsibility of the student.

Confidentiality of Records
The personnel in the Office of Academic Support Services respect the rights of students to confidentiality.  In order to support a student’s request for accommodations, however, it may be necessary for Academic Support personnel to share limited information with those staff and faculty who are properly involved in responding to a request for accommodations.  Student records may also be disclosed where permitted or required by law.  Otherwise, a written release signed by the student will be secured before any information identifying the student as having a disability or describing the disability condition will be released.

The intent of the laws that require universities to make accommodations for students with disabilities is to ensure that these students have an equal opportunity to learn and to ensure that they are not discriminated against on the basis of their disability.  It is the aim of the committee that develops the accommodations plan to accomplish these goals without compromising the academic integrity of the university or individual classes.  Responsibility for the success of services for students with disabilities belongs to all involved.

Mississippi University for Women has the following responsibilities
· Not to discriminate on the basis of a disability in the recruitment, admission, education process, or treatment of students.
· Provide information in accessible formats upon request, provide modification of programs, provide academic adjustment or auxiliary aids that enable students with disabilities to participate in and benefit from all educational programs and activities in the most integrated and appropriate setting.
· Provide reasonable accommodations that afford equal educational opportunities for students with disabilities
· Educate personnel and faculty regarding the rights of students with disabilities and the policies of the Office of Academic Support Services.
· The University is not required under the Rehabilitation Act of 1973 to disregard the disabilities of individuals or to make substantial modifications in programs to allow individuals with disabilities to participate. Academic requirements which are essential to the programs of instruction being pursues by a student are not regarded as discriminatory.

Students requesting accommodations due to a disability have the following responsibilities
· Identify themselves to the office Academic Support Services to initiate the accommodations process.
· Provide the Director of Academic Support Services with recent documentation of the disability from a professional qualified to make a diagnosis.
· Submit a copy of the accommodation plan to each professor from whom accommodations will be requested.
· Request specific, approved accommodations plan to each professor from whom accommodations will be requested.
· Request specific, approved accommodations from professors in a timely manner.
· Maintain academic requirements of the University.

Faculty members have the following responsibilities
· Refer students who self-disclose a disability and request accommodations to Academic Support Services prior to providing accommodations.
· Meet with students who present an accommodations plan to discuss which accommodations which be necessary in their class and how the accommodations can best be provided.
· Cooperate with Academic Support Services in providing the approved accommodations.
· Professors are not expected to provide accommodations without an accommodations plan, provide accommodations not on the plan, or offer make up work for the time prior to the accommodations plan.
· Include a statement about self-identification in class syllabi.
· Participate in developing accommodations plans for their advisees when appropriate.
· Keep confidential all information concerning a student’s disability.

Academic Support Services has the following responsibilities
· Maintain files, which contain appropriate documentation for each student who has requested accommodations based on a disability.
· Develop accommodations plans for qualified students.
· Keep both faculty and students informed about issues concerning disabilities
· Assist professors in providing approved accommodations when requested
· Refer students to other University programs for assistance as appropriate.
· Provides assistance to students for improving study skills, time management, test taking skills, etc. when needed.
· Cooperate with state and local agencies in providing services to students with disabilities.

Alternate Testing Procedures for Students with Disabilities

1. Documentation, which supports the need for testing accommodations, must be provided by the student before such accommodations can be included on the student's Accommodations Plan.  Examples include scribed testing, extended time testing, and testing under quiet conditions.
2. It is the student’s responsibility to request and make arrangements with the professor for the approved testing accommodation in a timely manner (3-5 days) prior to the test.
3. To maintain consistency, each professor should give his/her own test.  Only when it is not possible for the professor to meet the conditions of the Accommodations Plan, should tests be given in the Office of Academic Support Services.
4. If the test is to be given in the Academic Support Services lab, the student must contact the support office at 329-7138 several days beforehand to schedule the test. The following policies will apply to tests given by Academic Support Services.
a. In some cases it may not be possible to give the test at the same time or day the class is taking the test.
b. Mrs. Frazier will confirm with the professor the date and time of the test and receive any special instructions.
c. It is the professor’s responsibility to get the test to Academic Support Services prior to the time of the test.  The completed test will be returned according to the professor's directions by Academic Support Services staff the afternoon of the test date.  Tests should be sealed in envelopes for each delivery.
d. Students taking tests in the Academic Support Services lab will log in and out for each test given.
e. Academic Support Services staff proctoring tests will not attempt to answer questions about test items or test directions or offer any assistance beyond what is permitted on the accommodations plan or expressly granted by the professor.

Procedure for Requests Related to Extending Absences or Tardies

Academic Support Services does not have a role in determining course attendance policies.  Because attendance may be integral to the pedagogic process, the college/institute or individual instructor sets these policies.

In some cases, attendance is fundamental to course objectives; for example, students may be required to interact with others in the class, to demonstrate the ability to think and argue critically, or to participate in group projects.  In other instances, faculty may determine that students can master course content despite some or many absences.  Similarly, faculty also determines policies regarding make-up work and missed quizzes and exams.  Faculty is not required to lower or effect substantial modifications of standards for accommodation purposes.

Academic Support Services can provide a written verification of a disability, based on appropriate medical, educational, and/or psychological documentation.  This documentation, in the form of an Accommodations Plan, will address the legitimacy of extended absences or tardies.  The Plan may be distributed by students to faculty in order to initiate discussions of attendance and make-up policies and procedures.  Faculty should make their policies clear so that students can make informed choices about which courses to take.  It is recommended that faculty announce attendance/make-up policies on the first day of class and reinforce this information by including it on the course syllabus.  If faculty intends to disallow or restrict absences, they may choose to use wording similar to this:

“Your presence is fundamental to meeting the objectives of this course. Consequently, there will be (2, 4, 10) excused absences, and (2, 4, 10) make-up quizzes/exams.”

Student Anti-discrimination Grievance Procedure

The purpose of this procedure is to provide for the prompt and equitable resolution of an applicant or student’s grievance.  A grievance is a school-related condition (i) that a student alleges to be unfair, inequitable, or a hindrance to the student’s effective performance or (ii) that an applicant or student alleges to be discriminatory on the basis of race, color, religion, age, national origin, disability (when reasonable accommodations can be made), disabled veteran status or veterans of the Vietnam era status. Retaliation against an applicant or student who files a grievance will not be permitted.

Applicants or students should contact Mississippi University for Women’s Office of Academic Support Services concerning program or service-related complaints.  The Director of Academic Support Services, who serves as the University’s Disability Services coordinator, may be contacted at W-Box 1633, Columbus, MS 39701, or (662) 329-7138.  Ms. Frazier’s email address is cfrazier@muw.edu.
1. Applicants or students should first attempt to resolve the problem informally by meeting with the faculty/staff member involved.
2. If a solution cannot be reached, the applicant or student may request a meeting with the Director of Academic Support Services who is available to help facilitate a resolution.  If the complaint is related to a specific course or service, the department or division head may be asked to assist.
3. The applicant or student may request a meeting with the Vice President for Academic Affairs only after the attempts for resolution at the program level have been unsuccessful or if the grievance concerns the Office of Academic Support Services.  If a resolution is not reached, the student may present the grievance in writing to the Vice President for Academic Affairs, explaining the grievance and the attempts to resolve the problem.
4. The Vice President for Academic Affairs will convene the Student Grievance Committee.
5. Upon receipt of a grievance, the Student Grievance Committee must meet within three regularly scheduled school days to determine what data and materials to request from the student and the faculty/staff member.  Such requests for materials will be made in writing from the Committee to the persons involved. Materials or information requested from the Office of Academic Support Services concerning the student’s disability would be provided unless the student denies permission to release information.  The Committee may conduct a hearing regarding the grievance.
6. Evidence and background material concerning a case should be submitted to the Committee at least three regularly scheduled school days before the hearing if one is held.
7. At the time of the hearing, students appearing before the Grievance Committee have the right to have a representative of their choice with them at the meeting.
    The student’s representative may advise the student but will not be permitted to speak on behalf of the student during the hearing.
8. The decision of the Committee must be based on sufficient and credible evidence. The decision will be made by the Committee in closed session. All persons involved in the grievance will be notifies in writing of the decision of the Committee within on week of the hearing.
9. Decisions made by the Committee must be immediately enforced by both faculty/staff members and students; however, both students and faculty/staff members have the right of appeal to the Vice President and Academic Affairs.
10. The decision of the VPAA may be appealed by students or faculty/staff members to the President for a final decision.

Frequently Asked Questions about Disability Services

Q: What do I do when a student tells me he/she has a disability?
A:  Refer the student to Mrs. Carol Frazier in Academic Support Services, room 102 Reneau Hall. It is recommended that you include a statement about disabilities on your syllabus such as, “It is the responsibility of students who have professionally diagnosed disabilities to notify the Office of Academic Support Services to request to request reasonable accommodations.” In the absence of a Plan, do not provide any accommodations for the student claiming a disability that you would not provide for any other student.

Q: What do I do about requests for accommodations not on a plan?
A: Do not provide accommodations not listed on the Accommodations Plan unless you would do the same for any other student.  Refer the student to the Office of Academic Support Services to discuss requested revisions in the Accommodations Plan.

Q: What do I do about accommodations that are against the “rules”?
A: If one of the listed accommodations contradicts a department’s, college's/institute's, or professor’s policy, contact Mrs. Frazier to begin discussions concerning alternatives to meeting the student’s need.
If a requested accommodation compromises what you consider to be critical element of your course, again, contact Academic Support Services. Consider these “tests” for what constitutes a critical element.
  Is the feature included in the course objectives on the syllabus?
  Is class time dedicated to the skill or feature?
  Is a portion of the grade based on an evaluation of the skill or feature?

Q: What do I tell other students?
A: Nothing, the fact that a student requires accommodations due to a disability is confidential information and should not be shared with anyone else.

Q: Am I responsible for delivering every accommodation on the accommodations plan?
A: Not necessarily. Some accommodations may be needed in one class but not in another. When a student presents an Accommodations Plan, talk with the students about which accommodations will be necessary in your class and how they can best be delivered.

Q: What is I can’t be available to give an extended time or oral test?
A: the Office of Academic Support Services is available to proctor tests for you in such cases. See procedure for “alternate Testing Policies for Student with Disabilities”.

Q: Must every disabled student register with Academic Support Services?
A: No, only those who wish to request accommodations on the basis of a disability.

Q: Can a student be tested for a disability in the Office of Academic Support Services?
A: No, evaluations are not done by Support Services or Career and Testing Services. Our office can, however, provide students with a list of qualified evaluators in the area. The cost of the evaluation is the responsibility of the student.

Communicating with a Deaf Person One-on-One

· Get the deaf person’s attention before speaking.  A tap on the shoulder, a wave or another visual signal does the trick.
· Key the deaf person in to the topic of discussion. Deaf people need to know what subject matter is to be discussed in order to pick up words which help them follow the conversation. This is especially important for deaf people who depend on oral communication.
· Speak slowly and clearly but do not yell, exaggerate, or over-pronounce. It’s estimated that only 3 of 10 spoken words are visible on the lips. Exaggeration and over-emphasis of words distort lip movements, making speech reading more difficult. Try to enunciate each word without force or tension. Short sentences are easier to understand than long ones.
· Look directly at the deaf person when speaking. Even a slight turn of the you head can obscure their speech reading view
· Do not place anything in your mouth when speaking. Mustaches the obscure the lips, smoking, pencil chewing, and putting your hands in front of you fane all make it difficult for deaf persons to follow what is being said.
· Maintain eye contact with a leaf person…. Eye contact conveys the feeling of direct communication even if an interpreter is present, continue to speak directly to deaf person He or she will turn the interpreter as needed.
· Avoid standing in front of a light source such as window or bright light. The bright background and shadows created on the face make speech reading almost impossible.
· First repeat, and then try to rephrase a thought rather than again repeating the same words. If the person only missed one or two the first time, one repetition usually will help. Particular combinations of lip movement sometimes are difficult for deaf persons to speech read. Don’t be embarrassed to communicate by paper and pencil if necessary. Getting the message across is more important than the medium used.
· Use pantomime, body language, and facial expressions to help communicate. A lively speaker always is more interesting to watch.
· Be courteous to the deaf person during the conversation. If the telephone rings or someone knocks at the door, excuse yourself and tell the deaf person that you are answering the phone or responding to a knock on the door. Do not ignore the deaf person and carry on conversation with someone else while the deaf person waits.
· Use open-ended questions which must be answered by more than “yes” or ”no”. Do not assume that questions ensure that your information has been communicated. Another method would be to ask the deaf person to repeat the instructions.

ADMISSION TO MUW

All students must be admitted or readmitted (if not enrolled for a semester or more) to the University registering for courses. Students who are not admitted are flagged by the Admissions Office and the academic advisor will not be able to register the student until he or she has completed the appropriate paperwork with the Admissions Office.

A student suspended from the university may not be academically eligible for readmission. Consult the MUW Bulletin and the letter of suspension for further information regarding readmission.

REQUESTING IN-STATE RESIDENCY STATUS

Students may apply for in-state residency status by completing the appropriate paperwork with the Admissions Office. There are two conditions for in-state residency as established by the IHL:
1. EITHER live here for more than 12 months for a reason other than education and be at least 23 years old OR
2. Marry an in-state resident
Document may be required (e.g., a copy of the marriage license).

Academic Advising

New students are assigned a faculty advisor who will counsel them regarding their academic program, progress, and general academic welfare. In addition, the Academic Advising Center (102B Reneau) is open daily for questions regarding academic schedules, programs, and requirements.

To declare or change a major or change academic advisors, the student should contact the appropriate college of their major. The Department/Institute will assign an advisor and process a change of major/advisor form, notifying other offices on campus. A student who wants to change degree (BA/BS) without changing major should obtain a change of degree form from the Registrar. Since all majors do not have degree options, students should consult their Academic Advisor.

DECLARING A MAJOR

PRE-REGISTRATION: HOURS OF ENROLLMENT

A full-time student must enroll in a minimum of 12 semester hours. Students must average 16-17 hours per semester (Fall/Spring) to graduate in four years. If a student would like to enroll in more than 19 semester hours, special permission is required from the Department Chair/Program Director.

Some forms of financial aid include enrollment requirements (AUDIT HOURS DO NOT COUNT in meeting the enrollment requirements below):
1. MUW scholarship students must enroll in a minimum of 12 semester hours. This includes all university and foundation scholarships (e.g., Centennial, Reneau, McDevitt, Hearin, University Transfer, and Community College).
2. MTAG and MESG students must enroll in a minimum of 12 semester hours.
3. Students with a Perkins or Stafford Loan must enroll in a minimum of 6 semester hours.
4. Students with a Pell grant must enroll in a minimum of 3 semester hours, depending on eligibility.
5. West Alabama scholarships do not have a required minimum number of hours.
6. Local/private awards may have different hour requirements.

Some scholarships also require that students enroll in specific courses (e.g., HO101: Honors Forum or LDR101: Leadership Seminar). It is important to ask students if they have any specific scholarship requirements that they need to follow. If the student is uncertain about scholarship requirements, the advisor can call Financial Aid and request the information from the student’s file.

Cross Registration

Cross registration with Mississippi State University is available during the fall and spring semesters for full-time students who need a course not offered at MUW. Students interested in cross registration should contact the Registrar for more information. Courses taken at MSU may not be used to meet the minimum number of enrollment hours required for MUW residency and scholarship eligibility.

MUW Students Attending Other Institutions

Students planning to take courses at other institutions should secure the approval of the Department Chair/Program Director, and Dean/Institute Director of the appropriate college/institute in advance to ensure that these courses will be acceptable to MUW, and submit a completed transfer request form with the Registrar. Official transcripts of credit for this coursework must be filed with the Registrar at the end of the term of enrollment. Students are responsible for requesting these transcripts and for paying all charges assessed for them.

3.     Student must be enrolled at least half-time (6 hrs.) to qualify for financial aid. Audited classes do not count.

Federal Pell Grant and Perkins Loan awards are adjusted based on the student’s enrollment:

12 hours or more—Full-time

 9-11 hours—3/4-time

 6-8 hours—1/2-time

 5 hours or less—less than half-time

Most MUW scholarships are automatically renewed for students that are in compliance with the renewal criteria for their scholarship. Typically, scholarships require that the student maintain continuous enrollment in at least 12 hours per semester at MUW and maintain 3.0 MUW GPA. Compliance is determined after spring semester grades are reported each year.

Students are allowed to make up scholarship deficiencies at their own expense during the summer semester immediately following the spring semester of noncompliance. Students making up deficiencies must notify the Scholarship Coordinator in the Financial Aid Center prior to the start of the summer term to reserve funds for them.

Change of Registration (Add/Drop)

If registration has been finalized, courses may continue to be added or dropped without penalty during the first days of the semester. After this time, drop/add forms must be used because the student is required to pay a drop/add fee to the Comptroller’s Office. A drop/add form should NOT be used if the student has not finalized registration. Students should check the academic calendar for all important dates concerning dropping a course, adding a course, or changing the status of a course. Deadlines are enforced, and exceptions require the approval of the Vice President for Academic Affairs. Drop/add procedures are printed on the drop/add form. Advisors must include the CRNs on all drop/add forms. The transaction is not final until the form is submitted to the Registrar. Failure to complete the process may result in loss of credit (if course is not added properly) or receipt of a failing grade (if course is not dropped properly).

Advisors should note that changes in course sections require dropping and adding a course and may not be done after the deadline.

When authorizing a student to drop a class, the following questions should be considered:
1. If the student is a senior, will the student have enough hours to graduate if he or she drops a course?
2. If the student is a senior, is the dropped course required for graduation?
3. Will dropping the course affect eligibility for student financial aid, insurance coverage, or VA benefits?
4. If the student is withdrawing during the penalty period, has she or he talked with the instructor about whether she or he will receive a WP or WF?
5. Is the class(es) the student would like to drop the only class(es) in which the student is enrolled? If so, the student must withdraw from the university.

Auditing

Withdrawal from the University

Students who wish to withdraw from the University must complete paperwork through the office of the College/Institute of their major or through the Advising Center if they are undeclared. In addition, students are required to surrender their MUW ID and parking decal. The last day to withdraw from the University is listed on the Academic Calendar. Leaving the University without filing a formal withdrawal notice will result in a grade of F in all courses in which the student is registered. Nonattendance of classes does not constitute an official withdrawal.

Academic Second Chance

Students may apply for academic second chance for one semester only during their academic career. Students applying for academic second chance must meet the following conditions:
a.    The semester considered for academic second chance must have been completed at least one year before application.
b.    The student must maintain at least a 2.5 GPA for the equivalent of two semesters of full-time study at MUW or at least 24 consecutive semester hours immediately before application.

c.     If  the student has earned a degree, the semester considered for Academic Second Chance must have been completed after the degree was earned.

Application for Academic Second Chance must be filed with the Office of the Registrar, after grades are posted at the end of a semester, and the opportunity to submit a request will expire working days prior to the published registration date for the semester in which the student intends to enroll. Qualifications are verified by the Registrar’s Office. The student must obtain the approval of his/her advisor, the appropriate Department Chair/Program Director and Dean/Institute Director

If the application is approved, all courses of record and the grades earned for the semester will remain on the student’s transcript and will be marked with a # following the original grade. The courses for that one semester will be eliminated from the computation of the student’s grade point average and may never be used toward graduation at MUW. Thus, the student must repeat any required courses from the semester.

Academic Second Chance does not go into effect until the term following application. In addition, Academic Second Chance may NOT be applied to semesters from an earlier baccalaureate degree, but may be applied to a semester from a transfer institution. The semesters used to qualify for academic second chance (i.e., to obtain the required 2.5. GPA), however, must be taken at MUW.

Late Administrative Withdrawal

Academic Fresh Start

Student may apply for academic fresh start only one time. Students applying for academic fresh start must meet the following condition:
1. Students who have not been enrolled in any post-secondary institution at any time for at least 48 consecutive months.
Students apply for academic fresh start through the Office of Academic Affairs. The petition must be accompanied by transcript(s) from all post-secondary institutions attended.

If the request is granted, all college credits earned prior to being granted academic fresh start will be eliminated from the computation of the student’s grade point average and may never be used toward graduation at MUW.

Prior grades, however, will be used in calculating satisfactory academic progress for federal financial aid and may be used to determine admission into professional programs and to determine eligibility for scholarships.

Students who are currently enrolled may not request a retroactive admission under the Academic Fresh Start Policy.

Note: Under Veterans' Administration rules and regulations, students receiving VA educational benefits will not be eligible for Academic Fresh Start.

Class Attendance

Students are responsible for attending all classes and completing all work required for courses in which they are registered. The attendance policy for students receiving credit for a class is at least 50 percent. If absence is necessary, it is the responsibility of the student to arrange with the instructor for making up missed work. Any College/Institute within the University may formulate a policy governing attendance. Otherwise, an instructor may establish his or her own policy. Parents cannot relieve students of the obligation to attend University classes and exercises without withdrawing them from the University.

Excessive absences from classes can lead to dismissal from the University or loss of credit in course work. Except in the case of illness, absences may be excused only by the appropriate instructor and must be secured in advance. The student must consult the instructor concerning required makeup work.

Grading Policy

The following grades are used in reporting students’ performance in their courses:
 

Grade	Quality Points  Per Credit Hour
A (Excellent)	4
B (Above average competency)	3
C (Average competency)	2
D (Below average Competency)	1
F (Failing)	0
I (Incomplete)	-
NA (Nonattendance)	-
NC (No credit)	-
P (Pass)	-
W (Withdrew from class)	-
WP (Withdrew passing)	-
WF (Withdrew failing)	0

Each semester's grades stand and may not be changed by the completion of work in a subsequent semester. Except in the case of clerical error or removal of an "incomplete," the signature of the Vice President for Academic Affairs is required for grade changes made after grades are recorded in the Registrar’s Office. To change a grade, an instructor must complete a Grade Change Form. A grade of C gives the minimum average or number of quality points required for graduation.

A grade of I, for Incomplete, indicates that the student, for reasons satisfactory to the instructor and the instructor’s Department Chair/Program Director and the Dean/Institute Director, has been unable to complete the requirements of the course by the end of the semester. To assign an Incomplete, an instructor must complete an Incomplete Grade Form and submit the completed form to the Registrar's Office by the due date for all grades. For credit in an undergraduate course, the work must be completed within four weeks of the next enrollment at MUW and the instructor must submit a Grade Change Form to the Registrar; otherwise the grade of I automatically becomes an F. Students who do not enroll in the University immediately after receiving an I on a course will have until the end of the next regular semester in which to complete the work. After the lapse of that time, if the course has not been completed, the grade of I automatically becomes an F. A grade of I is calculated in the grade point just as if the student received an F in the course. Until an I has been removed, it is evaluated as an F in computing the student's grade point average. 

A grade of W, indicating tha