|Absence from class |
| ||Advisors should discuss this topic with all advisees, especially incoming 1st-year students. The freedom of choice associated with college can lead some students to assume that class attendance simply doesn't matter. A frank discussion of the expectations of class attendance will prove helpful with students at all levels of college experience. |
|Absence from exams |
| ||If students miss an exam, recommend that they first discuss the absence with the professor, and then, second, arrange for a make-up opportunity. Encourage students to read their class syllabi carefully since many professors do not allow make-up exams. |
|Academic Calendar |
| ||In addition to being located in the Oregon Tech General Catalog and in the Introduction to the Schedule of Classes, the Academic Calendar is available on the Oregon Tech web site, http://calendar.oit.edu/MasterCalendar/. A slightly consolidated academic calendar for the next five years is also available. |
|Academic Forgiveness |
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Oregon Tech's Academic Forgiveness policy allows undergraduates with an unsatisfactory GPA to drop a maximum of three consecutive terms of work from consideration in their GPA. Academic forgiveness applies to terms only. Students are not allowed to select courses within terms for forgiveness.
Academic forgiveness is granted on a case-by-case basis by the Academic Progress and Petitions Committee. It is an extreme measure; it may be granted only once and only when a student provides clear and convincing evidence of a renewed commitment to advancing his or her education. Once forgiveness is granted, it may not be revoked. Forgiveness can be applied only to credits earned at Oregon Tech.
If the petition is approved, the student's transcript will have a notation stating, "Academic Forgiveness Granted," above each term in which forgiveness is granted. Forgiven courses and grades are no longer calculated in the GPA and do not apply toward graduation. However a record of all coursework will remain on the transcript. See Oregon Tech General Catalog for details about eligibility and procedures related to Academic Forgiveness. Discussion with the academic advisor is strongly recommended.
|Academic Honors |
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At commencement, Oregon Tech recognizes academically outstanding students. Graduation with honors is explained in the Oregon Tech General Catalog. Also, Honors are awarded (for full-time students) according to the following classifications:
Each quarter, students with a GPA of 3.30 - 3.69 are included in the Dean's List.
Each quarter, students with a GPA of 3.70 or better are included on the President's List.
ADVISORS should discuss these awards and honors with advisees and explain the advantages of identifying earned honors on resumes and job applications.Students may wish to set academic goals each quarter to attain or maintain honors status.
|Academic Integrity |
| ||Oregon Tech expects that all students will be held to the highest level of academic integrity. The university's academic integrity policy is outlined in the Oregon Tech Student Handbook and the Faculty Handbook. See the Oregon Tech Student Handbook consulted through the Online Communities, Current Students.
Instructors must submit evidence of academic dishonesty in a timely manner to the Office of Student Affairs as outlined in the Academic Integrity Policy. Dishonesty includes plagiarism of written work. ADVISORS might discuss the ethical academic conduct with advisees.
|Academic Policies and Procedures |
| ||Academic policies are developed by the Academic Standards Committee (Faculty Senate); Approved by the Faculty Senate; Approved by President's Council; Published in college catalog. Policies are administered by Registrar; Exceptions are granted by Academic Progress and Petitions Committee; Grade issues and challenges go through Chair of Department affected, Deans, and/or Provost. All advisors have access to Academic policies through Oregon Tech's website. |
|Academic Probation (See this link to the Oregon Tech catalog.) |
|Academic Progress and Petitions Committee |
| ||Administration of the regulations governing academic requirements is vested in the Academic Progress and Petitions Committee. This committee has the authority to assess probation or to suspend any student from the university when it appears that the student's work is at such a level that the student cannot benefit by continued attendance. The university requires that students make substantial progress toward meeting graduation requirements, including maintaining a minimum 2.00 GPA. Any cumulative GPA below 2.00 is considered unsatisfactory and will bring the student's record under review. The Academic Progress and Petitions Committee also serves as an advisory group to the Registrar's Office regarding academic appeals. For information regarding appeals to this committee, students may contact the Registrar's Office. |
|Academic Reinstatement (linked to Oregon Tech General Catalog) |
|Academic Standing (linked to Oregon Tech General Catalog) |
|Academic Suspension |
| ||Students on academic probation for one term who do not meet the 2.0 cumulative GPA requirement in the successive term of enrollment will be placed on Academic Suspension for at least one term. To re-enroll, a student must complete the prescribed procedures and appeal to the Academic Progress and Petitions Committee for reinstatement. Students are advised to contact the Registrar's Office for re-enrollment information. Students who have been suspended are denied all privileges of the institution. When a student is placed on academic warning, probation, or suspension both the student and the academic advisor are notified. |
|Academic Warning/Probation |
| ||An academic warning is a caution to the student that there is a lack of satisfactory academic progress. Students (including first-term freshmen) who have attempted 2 or more terms at Oregon Tech and have an Oregon Tech GPA (in any given term) below 2.0 receive an Academic Warning. Students who have no graded credits, including Withdrawals (W) and Incompletes (I), for three or more consecutive terms will also receive an Academic Warning. Students placed on probation will receive notification that they are on Academic Probation as well as instructions on how to proceed. Once placed on probation, students are advised to limit their course-load to 13 credits. This requires special advice; advisors might keep more regular contact with students on probation and request updates on student progress and grades. Students on Academic Probation need special Academic Advisement. |
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1. During the first 10 days of the term, a student may drop one or more courses with no record. However, if a student withdraws from all courses, the student's transcript will note "Complete Withdrawal."
2. After the first 10 days of the quarter, a student who withdraws from one or more courses will receive a "W" for those courses. Students may withdraw from individual courses through Friday of the seventh week of the term.
3. After Friday of the seventh week, students will receive a letter grade ("A," "B," "C," "D," "F," "P," "NP," "I," or "IP") from the instructor.
Deadlines for dropping and adding courses are listed in the academic calendar. Many instructors list these dates on the course syllabus. It is wise for academic advisors to meet with advisees before the official drop date and discuss student progress in their courses. Students must keep in mind how many minimum credits they must carry to remain eligible for athletic eligibility, veterans' benefits, visa status, and scholarship and financial aid requirements. The Financial Aid Office will help answer any questions related to credit load and financial aid awards. Withdrawal from a course can change a full-time student to a part-time student. This can also have a profound effect on financial aid, athletic eligibility, class year (which lowers registration priority), foreign student visas, Dean's List inclusion, graduation status, even health insurance and veterans' benefits. It is not a step to be taken lightly or without some discussion with the advisor. Plus, a student's dropping a class may be a symptom of other issues that the advisor may want to discuss with the student. Be sure to ask!
|Administrative withdrawals (see also, withdrawals) |
| ||These can be done only in the first two weeks of a term and only to create seats in over-enrolled classes. After that, it is the student's responsibility to withdraw from courses. Faculty members and advisors may not withdraw students from courses after the two week limit. |
|Adult learners (advisor advice) |
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Returning or "older" students represent one of the fastest growing populations enrolling in college. The accessibility of advisors is critical for adult students who may have many more questions than "traditional" aged students. One good approach to working with returning students is to emphasize their strengths:
- the experience base they bring to campus.
- the varied life experiences that can be acknowledged within and outside the classroom (though these can be "double-edged sword" (Noel-Levitz, 1997, p. 91)-both assets and deterrents to learning.
- clear goals and a consumer orientation. They set high standards for themselves and the institution.
Adult or returning students also bring special needs to campus that the advisor must address if these students are to be retained-
- Multiple role commitments that may conflict with educational experiences.
- Tendency not to identify very closely with the institution; these learners are often off-campus directed and may not take advantage of available resources. Frequently they utilize resources and services available off campus.
- Possibility of returning for a college degree after a major life transition that may impact success of their return.
- Tendency to avoid asking for help. Advisors may need to be more proactive when working with older students.
- Possibility of "baggage" from past negative experiences in formal education. Resulting lack of self-confidence may prevent them from persisting through degree completion.
- Adults want to expedite their degree completion and get frustrated when they are required to take courses that they think they may not need. Discussion of overall value of educational breadth may be needed. Prior learning might also be assessed.
- Adults frequently return to campus without support from spouses, family, co-workers, friends. This opposition or apathy must be balanced by institutional support.
- Adult students often lack confidence in their ability to succeed.
- Advisors need to help adult students remain open and flexible to new ideas. (Academic Advising for Student Success and Retention, Iowa City: Iowa, ACT, 1997, pp. 92 - 93.)
|Helpful Questions to Ask Adult Students: |
| ||1. What made you decide to enroll (or re-enroll) in school? |
| ||2. Are you enrolling in school as the result of a big change in your life? |
| ||3. How do you think your transition to school will alter you life? How prepared do you feel for the changes this transition will create? |
| ||4. What past personal experiences do you feel will help you most in school? |
| ||5. How do your friends and family feel about your return to school? |
| ||6. In what areas are you expecting to want or need help? |
| ||7. How would you describe your past experiences with school? |
| ||8. In addition to taking courses, what other obligations do you have that will take your time and energy? |
| ||9. How many hours day are you planning to spend on campus in class, studying, in labs, doing research, etc.? |
| ||10. How much urgency do you feel to complete a degree? |
|Advance Credit Programs |
| ||The Advance Credit program consists of college courses taught in the high schools by college-level qualified high school instructors. These courses are offered above and beyond the high school curriculum with the option of registering for college credit from Oregon Tech. These credits should be transcripted as regular Oregon Tech courses on a student transcript. Interview questions related to learning outcomes achieved in these courses might be appropriate. |
|Advanced Placement (AP) credit; scores; Advance Credit |
| ||Assigning course credits for scores of 4 or 5 on the Advance Placement exam varies by department. Advisors are urged to consult the Oregon Tech Catalog and the Counseling and Testing Office for specific information on each exam. |
|Advising and Student Persistence (advisor advice) |
|Advising and Teaching (advisor advice) |
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College professors do not always see a connection between teaching and advising. The following summarizes a few of the parallels. This may reassure advisors who believe that they have the skills to teach but limited skills in advising. Both advising and teaching--
- Emphasize sensitivity to audience
- Require respect for diverse points of view
- Create interest through enthusiasm
- Create a good learning environment
- Facilitate learning
- Have long term impact
- Are both theoretical and practical
- Require appropriate preparation
- Emphasize rapport building
- Provide student with cooperative and alternative ways of learning
- Involve formative communication (on-going, self-evaluation)
- Are intrinsically rewarding
- Are interactive processes
- Require clear communication
(The Relationship between Teaching and Advising USA Group Noel-Levitz, Inc.)(By Carol Ryan, Ph.D.-Dean, First College and Coordinator of Academic Advising, Metropolitan State University)
Faculty members have little formal training in advising. First, faculty members need general knowledge of college programs, policies, procedures, and student services in addition to knowledge of major field content if they are to work effectively with advisees. Some understanding of student development in the college years is also useful. Advisors should also consider ways in which they can apply teaching knowledge and skills to the advising relationship.
Academic advising gives faculty members an opportunity to extend primary teaching roles beyond the classroom to the one-to-one advising encounter. In the advising setting, a learning environment can be created that encourages and challenges individual students to develop educational plans and programs that are congruent with their personal and vocational goals, and with their skills, abilities and interests.
Effective Teaching skills and knowledge
Most of the effective teaching techniques professors practice in the classroom can be transferred to work with advisees. Only the format (the small group or individual meeting in a more informal atmosphere) and the content are different. In the teaching/advising meeting, content centers on educational planning. Students want to discuss whole programs or majors or need assistance in understanding policies and procedures that may affect progress. As trust is created between the faculty advisor and the advisee, questions of values and life goals and their relationship to the student's educational goals will be part of the teaching/advising exchange.
Teaching skills and knowledge
Mastery of subject area or material
Encouragement of active student participation in the learning process
Provision of regular feedback
Reinforcement and encouragement to students
Instruction in how to analyze, synthesize and evaluate information and express ideas clearly
Communication skills and knowledge are in a second category under which a number of exemplary teaching characteristics are often cited. Two that directly relate to effective advising are good questioning techniques and strong listening skills.
Attitudes toward students are also important. These attitudes include:
Demonstration of positive regard, concern and respect for students;
Open, genuine presentation of one's self to students;
Exemplifying what a university community is, what is expected of students in the academy and what one does after college in a professional or work role; Knowing what is required in a specific major or program is similar to mastering content area knowledge.
Students give high marks to advisors who know Oregon Tech programs and procedures and can provide them with specific and accurate information-just as they do for teachers who know their material.
Students say their best classroom learning occurs when they are actively involved in the teaching-learning process. The same is true in the advising setting. Faculty advisors can engage students in the advising process by asking questions about their aims, concerns and possible educational goals or programs, and can work with students to develop academic plans to meet these goals.
An advisor should also monitor student progress and provide regular feedback to the advisee just as in the classroom, even if this simply means mailing a computer-generated letter with a print-out of course completions. A note from the advisor encouraging the student would also be welcomed.
Written or verbal encouragement similar to what advisors say in the classroom or write on a student paper is also positive reinforcement when we see that an advisee has passed a difficult course or is engaged in signification co-curricular activity on campus. And if we are alerted to some academic difficulty the student is experiencing, we need to intervene and give timely warning of the difficulties and possible remedies-just as we would if the student were in one of our classes.
Faculty members regularly teach students in their disciplines how to search for information and how to analyze and draw informed conclusions about issues or problems. Advisors can also give problem-solving and decision-making assignments. In this case, students are researching educational and career options including specific courses, internships or cooperative opportunities, and are trying to make good decisions about future directions. The teacher/advisor points the student toward university or community resources that will help her gather information and draw careful conclusions about best courses of action.
Questioning skills that work in the classroom also work in the advising setting. Open-ended questions work best, especially when getting acquainted with advisees and helping them reflect on future educational and life goals.
Advisors should ask students to talk about what they would like to do after graduation. Careful listening, or concentrating on what the student is actually trying to say, is as critical to the advising setting as it is in the classroom.
Often, advisors can help the advisee communicate meaning more clearly by restating or clarifying his or her comments. This allows students to move to a higher level of discussion or to more clearly articulate their positions. It also helps the advisor reassess the advisee's learning needs or concerns.
|Advising appointments |
| ||Setting appointments during pre-registration time is strongly recommended. Often advisors post a sign up sheet for registration appointments. Remind advisees to bring all relevant material with them to these interviews. Advisors should inform their students how to set up appointments. Often, advisors post a sign up sheet for registration appointments, but advisors should make it clear that advisees can schedule other times to discuss issues in more depth. |
|Advising Athletes |
|Advising Coordinators |
| ||Each department appoints advising coordinators. Oregon Tech sometimes has specific advising coordinators for programs as well. These coordinators are responsible for assigning advisees to advisors, for maintaining training and on-going support for advisors, and keeping up-to-date on major changes in Oregon Tech's advising practices and requirements. Only advising coordinators are capable of officially changing a student's advisor. General and specific questions related to program-specific advising can be directed to the advising coordinator. In addition, Advising Coordinators make up the Oregon Tech Advising Task Force and recommend changes in advising procedures, evaluation, and activities. A list of advising coordinators is posted on Web for Student. |
|Advising Distinct Populations |
|Advising Goals |
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|NACADA Advising Goals include the following: |
| ||1. Assist students in self-understanding and self-acceptance |
| ||2. Assisting students in their consideration of life goals by relating interests, skills, abilities, and values to careers, the world of work, and the nature and purpose of higher education. |
| ||3. Assist students in developing an educational plan consistent with life goals and objectives (alternative courses of action, alternate career consideration, and selection of courses). |
| ||4. Assist students in developing decision making skills. |
| ||5. Provide accurate information about institutional policies, procedures, resources, and programs. |
| ||6. Make referrals to other campus or community support services. |
| ||7. Assist students in evaluation or re-evaluation of progress toward established goals and educational plans. |
| ||8. Provide student information to advisors and departments. |
|Advising, Legal Issues |
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Advisors should always consult the Vice President for Student Affairs and Oregon Tech's Dean of Students if they have any questions related to legal issues and advising.
The university relationship with students is contractual, and academic advisors are considered spokespersons for the university. Advisors' statements are legally binding. Avoid making claims like "you can get a good job with this degree." Be sure to publicly announce changes in major programs and university policies. Note that departmental handbooks, recruiting brochures, etc. are considered legally binding.
Talking about student grades with other faculty, or mentioning grades in a recommendation letter, is a breach of confidentiality. Student records are protected by FERPA, and students (unless they are dependent minors) must sign a waiver for release of academic records to anyone, including parents; the exception is a "need to know" basis, which would include academic advisors, financial aid offices, and other university personnel.
Slander, bias, and harassment are grounds for suit; avoid making comments that could be misinterpreted.
Faculty members who have different roles (e.g., advisor, instructor, administrator) may find these to be in conflict. Exercise referral if you find yourself in a conflict of interest situation or consult colleagues/persons of authority.
Clearly inform students of the chain of command to voice complaints, concerns, etc. and their due process rights.
Academic advisors have a "duty to warn" others if an advisee threatens harm to others or self. This is an acceptable breach of confidentiality. Also, advisors have an obligation to report overt signs of abuse to the proper authorities if their advisees appear to be victims of violence.
|Advisor Training |
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Advisor Training is required of all new faculty members. In addition, in selected terms, refresher courses for experienced advisors are offered through the Center for Learning and Teaching. For information on these and other workshops, contact the Center for Learning and Teaching in the Learning Resources Center at Oregon Tech, 5-1791.
Faculty members are not supposed to advise students (or be assigned advisees) until Academic Advisor Training is completed. This training is offered each winter term.
|American College Testing (ACT) Exam |
| ||The mean for each subtest (English, mathematics, reading, and science reasoning) and for the composite score is 20 - 21, with a standard deviation of about 5-6. The range is 1-36. Always consult national percentiles, which are listed on the advising report. Beginning in February 2005, the ACT included an optional essay component. The score range for the essay is 2 - 12. This score is presented on the student's Student Assessment Report (SAR). |
|Appeal of Academic Policies and procedures |
| ||All appeals of academic policies are handled through Oregon Tech's Registrar's Office. |
|At Risk Students |
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Under-prepared and students at risk are, obviously, at risk of giving up and leaving school. These students need very careful advising since advisors do not want to promise too much yet want to encourage students to persist and address issues that can be addressed. The first step is to determine some plausible causes of the student's difficulties. Is it a time-management problem related to work and school? Is the problem related to family issues or financial difficulties? Or has the student simply not managed study and course loads effectively? There are millions of reasons students struggle in college. The academic advisor can be the student's most reliable and most honest help in times of difficulty.
Under-prepared and at risk students need to be encouraged to focus on strengths. They do many things very well indeed. If they can be encouraged to identify these strengths and transfer them to academics, then they can succeed at Oregon Tech. Many students do have a few deficiencies that might need to be addressed. If advisors try to attack deficiencies all at once, then this can destroy the student's self-confidence and undermine the advising relationship. Try to structure about half of the student's program to focus on strengths and help students "set the stage" for success (Noel Levitz, 1997, p. 101).
Students in college are capable of profound change. Advisors can inspire students to shine and to do things they didn't think were possible. Advisors can help students learn how to study, how to get connected to the academic community and how to get involved (Noel Levitz, 1997, p. 101). Advisors can also provide role models and kindly guidance related to how to manage time and some strategies for studying and for success. Never underestimate the power of a good academic advisor when helping under-prepared or students at risk or any other type of college student.
|Here are a few helpful questions to ask Under-prepared students: |
| ||1. What subjects did you enjoy in high school? In which subjects were your best grades? Explain. |
| ||2. Name the highest point in your life so far and your greatest accomplishment. What about the experience made it special? |
| ||3. If you have a spare hour, what do you do? Why? What strengths lead you to this activity? |
| ||4. What will a college degree mean to you? |
| ||5. What are your best personal qualities? What do your friends like about you? What about these answers can help you succeed in college? |
| ||6. What have your employers valued about you? What about these characteristics will help you succeed in college? |
| ||7. What are you most motivated to accomplish? Why? |
Based on an advisee's answers, advisors can design a course plan and work-load to play to his or her strengths. Students who are both at risk and under-prepared may need more intensive advising than other students.
Best Resources for Under-prepared students:
Tech Opportunities Program - a federally-funded academic support program designed to help students who are low income, first generation college students, or Students with Disabilities. Contact 5-1125, LRC 233.
Center for Learning and Teaching. Oregon Tech's General Catalog and CFLAT publications describe the varieties of helpful resources the Center can provide.
|Auditing a Course |
| ||A student has the option to enroll in a class for informational purposes only. This enrollment is classified as an audit and is regulated by the following procedures. See the Oregon Tech General Catalog (see Credit by Examination). |