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ACADEMIC ADVISING HANDBOOK

RANDOLPH COLLEGE

2021-2022

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Contents

Introduction: Advising at Randolph College 3

Faculty Handbook Statement on Advising 3

Legal Issues and Contractual Relationship 4

FERPA: Advisor’s Responsibilities and Student’s Right to Privacy 5

Privileged Communications 5

Academic Due Process 6

Role sand Responsibilities of the Advisor and the Advisee 6

Expectations for Meeting and Communicating with Advisees 7

Communication Calendar 8

Concerns about Students 9

Making Referrals 9

Campus Resources: Who to Call on Campus 11

Academic Support for Students 12

Students with Disabilities 13

Academic Components – Requirements for Graduation 13

TAKE2: Advising for Graduation/Semester/Session Credits 14

Academic Components – General Education Program 14

Sample Meeting Agendas

Pre-Advising Suggestions for Advisors 20

Suggestions for Conducting the Individual 21

Advising Meeting with First Year Advisees

One-Week Follow-Up Session for First Year Student Advisees 22

Jan Meeting with First Year Advisees 24

Reminders to Students (Preparation for individual advising – all levels) 28

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INTRODUCTION: ADVISING AT RANDOLPH COLLEGE

To facilitate their growth and to help them reap the greatest benefit from the academic opportunities

that Randolph College affords, students need sound advice from faculty mentors whose familiarity with

the academic program can foster students’ own strategic thinking about the college years, not as eight

separate semesters, but as integrated stages of a personal four-year educational plan.

Each student works with the faculty advisor to devise a program that meets requirements in skills and

breadth of learning, major requirements, and, if the student chooses, requirements for a minor

program. Reflective of the College’s emphasis on developing a student’s sense of responsibility, the

advising process gives primary responsibility for establishing the academic program to the student. Prior

to matriculation at Randolph College, students are assigned a faculty advisor. Faculty members involved

in advising work with approximately 12 first-year students. These students remain with this advisor until

they declare a major in the second semester of the sophomore year.

Departmental chairs or their designated faculty representative(s) serve as advisors to students in the

major. Each student who declares a minor is advised by the department chair, designated departmental

representative, or program coordinator. Pre-professional advisors in pre-engineering, pre-law, the

health professions, and teacher education are available to students interested in pursuing these career

areas.

In addition, Randolph College’s vision for students embraces many other elements of the student’s

college experience. Community service, leadership activities, athletic participation, and career

development have the potential to enhance a student’s formal academic learning. As with academic

coursework, students stand to benefit most from making strategic choices about the roles and

experiences, both on and off campus, that will develop their leadership capabilities, challenge them to

discover new talents, and support their career goals.

Consequently, an advising process that takes into account their evolving strengths, intellectual interests,

and career plans is critical to helping students assess their academic and extra-curricular options, to

select wisely, and to make meaningful connections. The kind of advising system that is consistent with

the College’s philosophy is one that views the college years as an integrated four-year process,

encourages students to be equal partners with faculty in the advising relationship, and involves

collaboration of faculty with student affairs and career development staff to coordinate services and

share information about student activities, internships, and study abroad programs. (Academic Catalog)

To learn more about academic advising in higher education in general, visit NACADA.

FACULTY HANDBOOK STATEMENT ON ADVISING Advising at Randolph College is an integrated four-year process that encourages students to be equal partners with faculty in the advising relationship. Faculty advisors collaborate with student affairs and career development staff to coordinate services and share information about student activities, internships, and study abroad programs. Thus, information about the student’s evolving strengths, intellectual interests, and career plans is used to assist in making the best academic and extra-curricular choices.

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During orientation and throughout the first year and the first semester of the sophomore year, the faculty advisor as pre-major advisor works actively with the student:

to help define educational objectives,

to guide the student in choosing an academic program that addresses the philosophy of

the General Education Program,

to provide counseling about academic difficulties that a student may encounter, and

to assist the student in identifying available campus resources.

Once a student declares a major, that student becomes the advisee of the chair of the department or of another member of the department. It will be the responsibility of the major advisor to continue general academic advising as well as to supervise the major program. Each department shall determine the responsibility of advising departmental majors. Unless extenuating circumstances exist, all non-first year faculty members must be active participants in a high quality, pre-major and major faculty advising program, which operates under the general supervision of the Provost and the Director of Student Success. Advising first-year students is a responsibility of all departments. Advisees are assigned with the goal of a uniform load of advisees. For general academic counseling after the faculty advisor, a student should consult the Director of Student Success or the Associate Provost of the College. See the Academic Catalog for an expanded statement on advising and the Randolph Plan.

LEGAL ISSUES AND CONTRACTUAL RELATIONSHIP

Academic advising occurs under the umbrella of academic affairs. The advisor's job falls within this

academic affairs area, and, thus, advisors must understand the legal issues involving four major areas:

1) the contractual relationship between student and institution,

2) guidelines governing privacy of student records,

3) the concept of privileged communications, and

4) academic due process and the need for grievance procedures.

In academic affairs, a contractual relationship exists between the student and the institution.

The basic provisions of the college catalog, recruiting brochures, various bulletins, and the student

handbook become part of the contract. The institution sets forth certain requirements for passing

courses and for successful completion of programs and subsequent graduation.

If students fail to meet the required standards, they can be penalized through such actions as dismissal,

suspension, or failure to graduate on schedule; if the institution fails to respect its own regulations, then

the student may seek judicial relief.

Most institutions' catalogs state that the ultimate responsibility for knowing degree requirements rests

with the student. This type of statement normally would protect advisors if they commit an advising

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error. Generally, the advisor is not going to be held personally liable for erroneous advising in the

absence of gross negligence, irresponsible behavior, or arbitrary or capricious treatment of the student.

Advisors should keep notes of their discussions with students during advising sessions. An accurate

record of advising sessions would help solve any disputes over the content of previous advising and also

serve as a legitimate protection against claims of erroneous advising.

FERPA: ADVISOR'S RESPONSIBILITIES AND THE STUDENT'S RIGHT TO PRIVACY

Since advisors maintain educational records--records of advisees' grades and other academic

information--they must understand the provisions of the Family Educational Rights and Privacy Act of

1974 (commonly referred to as The Buckley Amendment – See page 61 of the Academic Catalog 2020-

2021). Basically, this act provides students with access to information placed in their advising files.

Furthermore, it ensures that only school officials with a legitimate educational interest may see the

student's file. The student's permission must be obtained before any other party may have access to the

student's file. Thus, advisors, upon request, must allow students access to their advising file. This fact,

however, does exclude a student's right of access to personal notes that the advisor may have made

during the advising sessions. Under this Act, these notes constitute records made by educational

personnel and kept solely in their possession. Advisors may allow someone who temporarily performs

their advising duties to see the notes; if the advisor is to be replaced permanently, however, advisors

should remove any personal notes from the student's file before transferring the file to the

replacement.

Under legislation, the student has the right to an informal hearing regarding material in his record. If at

this hearing the student does not receive satisfaction, then the student may insert explanatory material

in the file. The Act specifically denies students the right to a hearing regarding grades received. The

student, however, may challenge the accuracy of transferring grades to the student's record.

PRIVILEGED COMMUNICATIONS

Although the law recognizes the student's right to privacy of her or his educational records, it also

recognizes the advisor's right to privileged communication. Thus, in an effort to help a student, advisors

can discuss confidential information regarding that student with other appropriate individuals. The

courts generally will respect the right to such communications and will not hold the advisor liable for

statements considered as privileged communications. This right, however, is not an absolute one, and

advisors must exercise good judgment in making all confidential statements. To determine the

appropriateness of confidential discussions, an advisor should simply ask if such a discussion would

serve the student's best interest.

Whether or not a student has signed a release (Consent to Disclose Form) is information that is not

available to advisors online at this time. If you receive a call from a parent, guardian, relative, etc.,

requesting information about an advisee’s education record or performance, explain that you are

bound by FERPA, that you must check with the Provost’s Office to find out if the advisee has signed a

release, and that you will call back as soon as possible. If you wish to confer concerning a strategy for

working with those requesting information on an advisee, call Kim Sheldon at ext. 8066.

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ACADEMIC DUE PROCESS

The institution should outline procedures that students will follow in registering any grievances resulting

from erroneous advising or any other action taken by the advisor. The following suggested procedures

should not be construed as specific prescriptions to cover every case but rather as guidelines:

Institutions should define clearly and publish the responsibilities of advisors and students in the

advisor-advisee relationship.

Information the student is expected to know, such as academic requirements for continuance

and graduation, should be clearly specified and publicized.

A well-documented and orderly procedure of appeal should be established and promulgated.

The grievance policy for Randolph College is available in the Student Handbook.

ROLES AND RESPONSIBILITIES OF THE ADVISOR AND THE ADVISEE

WHAT THE ADVISOR CAN EXPECT OF THE ADVISEE

1. That the advisee decided to attend Randolph College for some useful purpose and that the advisee

is seriously interested in making the most of the investment in time, energy, and money.

2. That the advisee will have done some kind of thinking and planning ahead of time about personal

goals, ability, and aspirations, perhaps even programs or courses under consideration, and that the

advisee will discuss plans with the advisor as the advisee explores academic interests.

3. That the advisee will be willing to consider many options and ideas and will listen to information and

advice with an open mind.

4. That the advisee will ultimately accept responsibility for choices made.

5. That the advisee will learn and understand regulations and requirements of the various academic

programs.

WHAT THE ADVISEE CAN EXPECT OF THE ADVISOR

1. That the advisor will treat the advisee courteously and with respect.

2. That the advisor will be available and will spend time with the advisee reasonably free from

distractions, during Orientation and on a regular basis throughout the year. The advisee must

realize, however, that faculty members also teach, do research, are active on campus committees,

and advise other students.

3. That the advisor will be knowledgeable about regulations and requirements of the academic

programs and the College and be able to interpret them to the advisee if the advisee is confused.

4. That the advisor will be candid when he or she does not know the answer to a question and help the

advisee find out where to turn to receive reliable information.

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5. That the advisor will give information and advice about academic options, programs, and careers,

but leave the final decision up to the advisee.

6. That the advisor will refer the advisee, when appropriate, to other campus services, such as the

Office of Financial Planning and Assistance, the Counseling and Health Centers, the Career

Development Center, Residential Life personnel and services, and academic support services.

ROLES OF THE ADVISOR

1. The advisor will give advisees information about courses, programs, regulations, procedures,

requirements, her or his discipline, other disciplines, careers, etc.

2. The advisor will seek to help advisees make decisions wisely based on reliable information with an

appreciation for the possible consequences and implications of advisee actions.

3. The advisor will be the advisee’s advocate in relation to other departments and offices of the

College. He or she may at times help the advisee make a case for an exception to policy.

4. The advisor is an agent of the institution and supports the regulations and policies of the College.

An advisee may not register, withdraw from a course, add a course, apply for a major, or apply for

transfer credit without the advisor’s approval.

5. The advisor is someone to seek when the advisee needs to talk about that advisee’s academic

program, to be sure, and simply when the advisee needs to talk.

6. The advisor will serve as a referral agent when it appears that the advisee’s needs will be met better

by other campus professionals.

MEETING AND COMMUNICATING WITH ADVISEES

Advisors should meet regularly with advisees. First year advisees will be assigned an LMA 1101 section

and the instructor for the section will operate as the advisor to the first years in the group until they

declare their majors. As a result, first year students enjoy weekly meetings and discussions with their

academic advisors. First year advisors will meet with their advisees in a group meeting during

orientation prior to the start of LMA 1101.

All advisors should meet or connect during the first week of classes with advisees. Advisors should meet

with sophomore students during September to ensure sophomores are on track for major declaration.

Advising for the following semester will require meetings with all advisees during the designated

advising period prior to registration. Advisors should meet with advisees on probation as needed during

the semester to ensure the student is complying with contracted support in the Academic Services

Center. Other advising sessions should be scheduled as needed.

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FALL 2021, SESSION ONE (S1)

Event Suggestions for Advisors

August 23 Mon Fall S1 classes begin

August 25 Wed End of S1 add period, including Independent Studies

Check with advisees re: Session 01 course adjustments; check in with probationary advisees

September 3 Fri Last day to drop S1 course or change to pass/fail or audit

Check in meeting for FY advisees (LMA 1101)

September 10 Fri Last day for seniors to apply to graduate in May 2022

September 15 Wed Mid-session grades available Check in with advisees re: mid-session grades

September 24 Fri End of S1 “W” period

October 8 Fri Sat-Sun Reading Day October 9-10

October 11-13 Mon-Wed S1 Final Exams through noon Wednesday

FALL 2021, SESSION TWO (S2)

October 21 Thurs Fall S2 classes begin

October 25 Mon End of S2 add period, including Independent Studies

Check with advisees re: Session 01 course adjustments; check in with probationary advisees

October 28 Thurs Spring 2022 advising begins (all programs)

Schedule advising meetings with all advisees

October 29 Fri End of full semester “W” period

November 3 Wed Last day to drop S2 course or change to pass/fail or audit

November 12 Fri Mid-session grades available Check with all advisees re: mid-session grades

November 15-18 Mon-Thurs Registration for Spring 2022 (all programs)

November 19 Fri End of S2 “W” period

November 29 Mon Classes resume (all programs)

December 10 Fri S2 classes end

December 11-12 Sat-Sun Reading Days

December 13-15 Mon-Wed S2 Final Exams through noon Wednesday

SPRING 2022, SESSION THREE (S3)

January 18 Tues Spring S3 classes begin

January 19 Wed Make-up day for Monday class schedule

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January 20 Thurs Last day to add S3 classes Check with advisees re: Session 01 course adjustments; check in with probationary advisees

January 31 Mon Last day to drop S3 course, or change to pass/fail or audit

February 9 Wed Mid-session grades available Check with all advisees re: mid-session grades

February 18 Fri End of S3 “W” period

March 4 Fri End of S3 classes

March 7-8 Mon-Tues Reading Days

March 9-11 Wed-Fri Exams through noon Friday

SPRING 2022, SESSION FOUR (S4)

March 21 Mon S4 classes begin

March 23 Wed End of S4 add period Check with advisees re: Session 01 course adjustments; check in with probationary advisees

March 24 Thurs Fall 2022 advising begins Schedule advising meetings with all advisees

April 1 Fri Last day to drop S4 course, or change to pass/fail. End of full semester “W” period

Last day for juniors to apply to graduate in May 2023

April 11-14 Mon-Thurs Registration for Fall 2022 (all programs)

April 13 Wed Mid-session grades avaialble Check with all advisees re: mid-session grades

April 22 Fri End of S4 “W” period

May 6 Fri S4 classes end

May 7-8 Sat-Sun Reading Days

May 9-11 Mon-Wed S4 Final exams through Wednesday at noon

CONCERNS ABOUT STUDENTS AND REFERRALS

Students may experience issues unrelated to academics and courses but affecting all aspects of their

lives. As an advisor, you may need to make referrals to support services on campus. Often an advisee

will feel comfortable talking with you but you do not need to have all the answers for the issues

students bring to you. A referral is often a good way to move services forward for a student.

TITLE IX AND CONFIDENTIALTY

Randolph College is committed to maintaining a community in which learning and working can be

carried out in an environment of human dignity and respect. The College stands opposed to all forms of

harassment, including sexual and gender-based harassment, and will work to prevent such behavior

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within the College community. Sexual misconduct is antithetical to the values and standards of the

Randolph community, is incompatible with the safe, healthy environment that the community expects

and deserves, and will not be tolerated. As a recipient of federal funds, Randolph College is required to

comply with Title IX of the Higher Education Amendments of 1972, 20 U.S.C. § 1681 et seq. (“Title IX”),

which prohibits discrimination on the basis of sex in educational programs or activities, admission, and

employment.

The College will make every feasible effort to preserve the confidentiality of and prevent the disclosure

of the identities of the parties involved in a sexual misconduct matter. However, information regarding

alleged sexual misconduct must be handled in accordance with applicable state and federal laws.

Individuals should understand, for example, that under conditions of imminent harm to the community,

the College may be required by federal law to inform the community of the occurrence of the incident(s)

of sexual misconduct. In addition, information regarding alleged sexual misconduct will be shared

among College administrators as appropriate and necessary. It is important to note that all College

employees (except for Health and Counseling Center staff and the Campus Chaplain) are mandated

reporters and are required by Federal regulations to report incidents of sexual misconduct to the

College’s Title IX Coordinator, whereupon such information will be used in compliance with this

policy, including notification of local police as required by law; Virginia Code § 23-9:15 and § 23-9:16.

(Randolph Student Handbook)

GENERAL SUGGESTIONS FOR MAKING REFERRALS

1. Keep referral information handy so you do not have to dig for it.

2. Call DOS or DOC if you need information to make the referral.

3. If you are uncertain about the accurate or best referral, call first so that the student will not

become frustrated and give up if the first place the advisee goes is the wrong place.

4. To help the student, write down the name, location, and reason for the referral if you are giving

multiple referrals at one time. A form or a follow-up email may be a time-saver for you.

5. Suggest the logical steps and timing sequences for multiple referrals. This way the student will

understand how the services build or mesh and that everything does not need to be done today.

6. If the referral is one that you feel is very important, offer to call the referral person or office

during your appointment with the advisee to schedule an appointment. Tell the person if you feel an

appointment is needed right away. After you identify yourself and explain that you have a student, an

advisee, who needs an appointment, hand the phone to the student so that student may negotiate a

time. This will usually strengthen the student’s desire to keep the appointment and make the student

feel part of the solution or process.

7. After the student has left, call the person or office back with additional information about the

concern, problem, or issue if it is appropriate to do so. This way you can pass on information about the

student's emotional state, background, or agenda.

8. If the referral is to a one-person service, tell the student a bit about the person involved. If the

referral is to a service with several possible staff members, tell the student a bit about the service but

don't tell the student which person he or she should see.

9. If the problem is very complex without discernable boundaries, refer the student to a generalist

in DOS or POC first. That person can then sort out the issues and make additional referrals.

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10. Don't refer too soon. Just because students say they have a family problem, boyfriend or

girlfriend problem, or personal problem doesn't mean a referral is needed. The student’s problem may

be very limited and need only a listener to help sort out the pros and cons.

11. Don't feel as though you need to handle issues about which you do not feel comfortable or do

not feel you have the expertise to handle. Even if you have assisted a student with the initial stages of a

problem, it may be necessary to refer if the issue becomes too time-consuming or too complex.

12. Encourage the student to come back and let you know how things worked or give the student a

call or drop the student a note a week or so later asking "How are things?"

Important Campus Contacts

Academic Advising and Student Success

Kimberly Sheldon, Director of Student Success

434-947-8066 or ksheldon@randolphcollege.edu

Teresa Harris, Program Coordinator

434-947-8141 or tharris@randolphcollege.edu

Academic Services Center – Tutoring and Learning Resources for Student

Grant Kittrell, Director of the Academic Services Center and the Writing Program

434-947-8147 or gkittrell@randolphcollege.edu

Diane Roy, Coordinator of Disability Services

434-947-8132 or droy@randolphcollege.edu

Associate Provost of the College

Bunny Goodjohn, Associate Provost of the College

434-947-8126 or bgoodjohn@randolphcollege.edu

Kim Bowers, Administrative Assistant to the Associate Provost

434-947-8126 or kbowers@randolphcollege.edu

Career Development Center (CDC)

Maegan Fallen, Director of Career Development

434-947-8480 or mcrews@randolphcollege.edu

Center for Student Research (CSR)

Peter Sheldon, Director

434-947-8488 or psheldon@randolphcollege.edu

Luisa Scott, Office Assistant

434-947-8918 or lscott@randolphcollege.edu

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Counseling Center and Services

Jennifer Bondurant, Director of Counseling Center

434-947-4113 or jbondurant@randolphcollege.edu

Provost of the College

Carl Girelli, Vice President for Academic Affairs and Provost of the College

434-947-8820 or cgirelli@randolphcollege.edu

Pam Wise, Executive Assistant to the Provost of the College

434-947-8820 or pwise@randolphcollege.edu

Dean of Students

Chris Lemasters, Dean of Students

434-947-8119 or clemasters@randolphcollege.edu

Amanda Denny, Assistant Dean for Residence Life and Student Conduct

434-947-8291 or adenny@randolphcollege.edu

Health Center and Services

Ruby Bryant, Director of the Health Center

434-947-8130 or rbryant@randolphcollege.edu

Information Technology

The Help Desk

434-947-8326 helpdesk@randolphcollege.edu

From off campus 434-947-8103

Identity, Culture, and Inclusion

Keesha Burke, Chief Diversity Officer & Director of Identity, Culture, and Inclusion

434-947-8579 kburke@randolphcollege.edu

Registrar

Jeannette Rork, Registrar

434-947-8289 or jrork@randolphcollege.edu

ACADMIC SUPPORT FOR STUDENTS

On the first Wednesday and the second Monday of each TAKE2 session, the Director of Student

Success will send a survey link to all faculty asking them to identify students in their courses who are

struggling (absences, missing assignments). We want to identify students who are at risk as early as

possible so that advisors and support staff may contact them. The survey is a quick, efficient way to

identify students who will need support immediately at the start of a TAKE2 session.

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During a session, faculty file an Academic Alert with the Director of Student Success whenever a

student’s progress in a course (fall session 01 or 02, spring session 03 or 04 or summer sessions 1 or 2) is

unsatisfactory or when the midterm or final grade is a D+ or below. During the summer, the Director

will, via email, counsel Randolph students who receive alerts for online coursework. During the fall and

spring semesters, copies of academic alerts are sent to the student and to the student’s faculty advisor

who counsels the student; after two alerts have been received for a first-year student, sophomore, or

junior, or one for any senior, the Director of Student Success also counsels the student.

Students who fail to maintain a cumulative grade point average of 2.0 are placed on academic

probation. Students on academic probation who fail to show significant improvement in cumulative GPA

within one semester may be declared academically ineligible to continue. Students on academic

probation are required to complete an individually prescribed program through the Academic Services

Center as a condition for eligibility to continue. All enrolled undergraduate students validly registered

are considered to be in good academic standing for the purposes of enrollment verification and athletic

participation.

See Academic Services Center.

STUDENTS WITH DISABILITIES

Randolph College reasonably accommodates students with disabilities in accordance with federal

regulations. Any student with a disability should meet with the Coordinator of Disability Services (Diane

Roy) in the Academic Services Center, who will request documentation in order to determine what, if

any, classroom or other accommodations are reasonable and appropriate. In the event the student is

eligible for accommodations, the Coordinator will provide a letter outlining these accommodations for

the student to present to his or her instructors. If any student attests to a disability and requests

accommodations without this letter, advise them to meet with the Coordinator to determine if a letter

is necessary. Faculty are asked not to offer or implement accommodations until the student has

followed the requisite procedure and is able to provide the faculty member with an official letter

describing the accommodations prescribed.

ACADEMIC COMPONENTS: REQUIREMENTS FOR THE UNDERGRADUATE DEGREE

1. Students must take courses in at least four different departments in their first year.

2. A senior, in order to qualify for graduation, must present credit for at least the following:

a. 124 credit hours of work, which may include a maximum of 8 credit hours in physical

education activity courses.

b. 8 courses (no fewer than 32 credit hours) in a Major Program are required as a minimum; any

department, however, may set the requirements for the major above this minimum. See

Courses of Instruction for requirements for particular majors (whether departmental or

interdisciplinary), including the Senior Program.

c. Requirements for the General Education Program. See General Education Program.

3. 52 credit hours of courses completed through Randolph College, i.e., excluding transfer credit (see

General Transfer of Credit Policies), which must include:

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a. 20 credit hours of courses in the major, including the equivalent of the senior program, must

be completed through Randolph College, with the exception of the dual degree program in

Engineering Physics.

b. 8 credit hours of the courses in any minor must be completed through Randolph College

c. NOTE: with the support of the major or minor department, students may appeal to the Board

of Review for exceptions to the major or minor residency requirements.

4. The student must have earned a cumulative grade point average of 2.0 (rounded) both for all courses

taken for a grade and for all courses counted toward major requirements.

TAKE2: Advising for Graduation/Semester/Session Credits TAKE2 was designed for students to complete 16 credits per semester and 8 credits per session in order to graduate in four years with the required minimum of 124 credits. We recommend that all students meet regularly with their academic advisors to plan out a program of study that will meet the required 124 credits. Students must be enrolled in a minimum of 12 credit hours per semester to be eligible for full-time financial aid support. We recommend that students register for no fewer than 6 credits or more than 10 credits in any session. Registering for fewer than 12 credits in a semester or 6 credits in a session may have financial aid and housing implications. First Year Credits: First time first year students must enroll in a minimum of 4 credit hours each session (1, 2, 3, and 4). First Year Summer Advisors will enroll students in 8 credits (LMA + 1 other course), and these advisors will work with departments and athletics to enroll students in additional small-credit options--options which are already part of their planned experience (sports team PE credit) or are an important part of their past extracurricular activities (orchestra, dance, etc.). Sophomores, Juniors, & Seniors Credit: After their first year in college, students must enroll in a minimum of 1 credit hour, excluding activity courses and team sports, in Sessions 1 and 3. Technically, after the first year there is a zero credit limit in Sessions 2 and 4, but students need to keep in mind that taking fewer than 12 credits in a semester or 6 in a session may have negative financial aid or housing implications. We do not recommend that students attempt more than 10 credits in one session.

ACADEMIC COMPONENTS: THE GENERAL EDUCATION PROGRAM

The academic program is the heart of Randolph College. Designed to develop the student as a

whole person, the academic program is the vehicle for acquiring a broad base of knowledge

while simultaneously preparing for a meaningful career. The liberal arts curriculum fosters

numerous intellectual virtues, including critical thinking, scientific inquiry, and artistic

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expression. Additionally, the curriculum reinforces at all levels the fundamental importance of

effective writing and speaking. Randolph College’s TAKE2 program supports student success in

these virtues by allowing them to intensely focus on two courses at a time over seven weeks.

THE GENERAL EDUCATION PROGRAM

Randolph College celebrates excellence in the liberal arts and sciences. Our liberal arts

education teaches students to reason creatively, humanistically, scientifically and

quantitatively; speak and write with clarity and accuracy; cultivate habits of lifelong learning;

develop cultural literacy (regarding their own culture and cultures beyond their own), and

consider how to lead a meaningful life (vita abundantior). The General Education Program

contributes to these goals by granting students broad exposure to several disciplinary ways of

knowing as well as helping students develop core competencies that lay a firm foundation for

the work they will do within and beyond the red brick wall.

Courses fulfilling General Education requirements are noted in the course descriptions with the

following indicators: WR: Writing; WI: Writing Intensive; QR: Quantitative Reasoning; LA:

Language; CE: Common Experience—Life More Abundant; AE: Artistic Expression; HE: Human

Experience; CI: Culture and Identity; SS: Social Science; NS: Natural Science; PE: Physical

Education.

Core Competencies

WR. Writing.

Every student should develop the ability to write English effectively, to use College library

resources and research processes, and to follow appropriate conventions in academic writing.

Unless granted an exemption by the Department of English on the basis of an English

Composition Placement Test or earned college credit for the equivalent, each student must

take WRIT 1103 (or its equivalent) during their first year.

WI. Writing Intensive.

Each student must complete a course in any discipline with a Writing Intensive (WI)

designation. This course may also fulfill one of the Ways of Knowing General Education

requirements.

AMCP 3322; ARTH 2277, 2280; BUS 2271, 3367; CHEM 3307-3307L*; CHEM 3378-3378-L*; CLAS

1132; ENGL 1111, 1112, 1140, 1142, 1161, 2256, 2263, 2265, 2266, 2276, 2277, 2279; EVST

3326; HIST 1124, 1167, 2203, 2204, 2258, 2277, 2278; MAC 1101, 2204, 2277; PHIL 1122, 1132,

2280, 3351; PHYS 3331, 3332, 3378-3378L*; POL 2265, 3372; PSYC 4401; RELG 1147, 1172,

2202; SES 3307, 3364; THTR 2276, 2277, 2279

*If using chemistry or physics, both the lecture and lab must be passed in order to fulfill the

requirement.

QR. Quantitative Reasoning.

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Every student should demonstrate fundamental quantitative reasoning and application skills.

Students can demonstrate these skills by passing an optional competency exam or by

successfully completing (or receiving transfer credit for) one of the following courses:

ASTR 1101, 1103; BUS 3334; CHEM 1105, 1106; ECON 2227; EVST 2201; MATH 1109, 1117,

1118, 1119, 1149, 1150, 2208, 2227; PHYS 1105, 1106, 1115, 1116, 3301; POL 2231; PSYC 2227;

SOC 3395

LA. Language.

Every student should develop some capability in a language, ancient or modern, other than her

or his own. Fulfillment of this requirement may be accomplished in one of the following ways:

1. Successful completion of two sessions of a single foreign language not previously studied; or

2. Successful completion of two sessions of a single foreign language at the elementary or

intermediate level in a language previously studied, depending on placement; or

3. Successful completion of a course above the intermediate level; or

4. Exemption based on a qualifying SAT II score, an Advanced Placement score of 4 or better, an

International Baccalaureate score of 5 or better, or departmental examination. International

students fluent in a language other than English may request an exemption from the Office of

the Provost of the College. Other students fluent in a language other than English may apply to

the Board of Review for exemption.

LMA 1101. Life More Abundant.

This course, taken in the first session of the first year, is intended to expose students to a

variety of different disciplinary traditions and approaches through the exploration of

contemporary issues and questions in society, and to provide an intellectual experience

common to all students in an entering class. Includes academic skills workshops and a selection

of required out-of-class activities. Transfer students entering with 12 or more hours completed

are exempt from this requirement.

Ways of Knowing

AE/HE. Arts and Letters.

Every student should learn how humanists and artists “chronicle, record, analyze, transmit, and

deepen our understanding of the human condition and experience.” This requirement may be

fulfilled by successfully completing 9-12 credit hours in at least 3 courses in the arts and letters

division, including at least 3 to 4 credit hours in each of the following two categories:

AE. Artistic Expression

ARTH 1101, 1102, 1107, 1179, 2204S, 2277, 2238, 2242, 2243, 2244, 2257, 2263, 2264, 3315,

3380, 3382, 3384; ARTS 1103, 1181, 2279; CLAS 1183, 2275; DANC 1101, 1102, 1131, 1132,

1141, 1142, 2231, 2232, 2241, 2242, 2261, 2262; ENGL 1111, 1112, 1113, 1142, 1161, 2253,

2255, 2263, 2265, 2266, 2276, 2277,2279, 3336, 3343, 3357; GREK 3301, 3302, 3304, 3305,

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3307, 3309; LATN 3301, 3303, 3304, 3305, 3306, 3308; MAC 1181, 1183, 2277, 2279, 3344,

3351, 3382, 3384; MUSC 1103, 1107-1107L, 1129, 1131, 1133, 1134, 1147, 1149, 1151, 1159,

1161, 1163, 1165, 1167, 1172, 1173; THTR 1111, 1117, 1123, 1142, 2215, 2216, 2217, 2218,

2228, 2275, 2276, 2277, 2279.

HE. Human Experience

ARTH 1101, 1102, 1107, 1179, 2204, 2214, 2215, 2238, 2242, 2243, 2244, 2257, 2263, 2264,

2277, 2280, 3378, 3384; CHIN 1105, 1106; CLAS 1132, 1144, 1175, 1179, 1180, 2275; DANC

2207, 2208; ENGL 1140, 3333, 3378; EVST 3326; HIST 1101, 1102, 1104, 1111, 1115, 1123,

1124, 1139, 1140, 1167, 1180, 2203, 2204, 2221, 2222, 2226, 2230, 2237, 2240, 2242, 2258,

2277, 2278; MAC 1101, 1175, 2204, 2277, 3344, 3380, 3384; MUSC 2219, 2220, 2224, 2227,

2228; PHIL 1101, 1122, 1132, 1133, 1175, 1177, 1183, 2226, 2280, 3351; POL 1102, 1107, 2203,

2222, 2225, 3372; RELG 1111, 1112, 1128, 1147, 1168, 1172, 1183, 1199, 2201, 2202, 2203,

2238, 2253, 2264, 2266, 2268, 2270; SES 1175; SPAN 3366; THTR 2241, 2275

CI. Culture and Identity.

Students should be able to think about differences in culture and identity. Each student should

take at least one course dealing substantively with issues related to gender, race, class, or

disability, or focusing on a culture other than Europe or the United States.

AMCP 3322; ARTH 2214, 2215, 3380, 3378, 3384; CHIN 1105, 1106; EDUC 2213; ENGL 1111,

1140, 3333, 3343, 3378; EVST 1101; FREN 3320, 3365, 3366; G ST 2203; GEO 2203; HIST 1123,

1124, 1167, 2221, 2222, 2226, 2230, 2237, 2258; MAC 1101, 2204, 2205, 3342, 3380, 3384;

MUSC 2220, 2227, 2228; POL 1115, 2205; PSYC 2212; RELG 1128, 1147, 1168, 1199, 2202, 2203,

2238, 2253, 2264, 2266, 2268, 2270; SES 2262; SOC 1114, 2216, 2231, 3327, 3335, 3342

SS. Social Science.

Every student should learn how social and behavioral scientists acquire, organize, and apply

knowledge in the study of society or human behavior. This requirement may be fulfilled by

successfully completing one course in the social or behavioral sciences.

ECON 1101, 1102; EDUC 1101, 1108; EVST 2250; MAC 2204, 2205; POL 1101, 1106, 1113, 2201,

2222, 2225, 2245, 2265, 3332; PSYC 1105; SOC 1101, 1114, 2209, 2218, 2222, 2265, 2276, 3310,

3321, 3394

NS. Natural Science.

Every student should learn how scientists acquire, organize, and apply knowledge about nature

based on experiments and observations. This requirement may be fulfilled by successfully

completing a course in the natural sciences and its laboratory component.

ASTR 1101-1101L, 1103-1103L; BIOL 1103-1100L, 1108-1100L, 1118-1100L; CHEM 1105-1105L,

1106-1106L; EVST 1104-1104L, 1117-1117L, 3325-3325L; PHYS 1105-1105L, 1106-1106L, 1115-

1115L, 1116-1116L

PE. Physical Education.

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A liberal arts education includes development of the mind and body. Through active

participation in a wide range of physical activity options, students gain an appreciation for the

benefits that come from physical activity and exercise. One hour of credit is required and

completion in the first two years of study is strongly recommended. Choose from the following

list of courses.

DANC 1121, 1131, 1132, 1141, 1142, 2222, 2231, 2232, 2241, 2242, 2261, 2262; P ED Activity

and Team Courses; THTR 2228

General Education Program Policies

1. A minimum of 30 hours are required to fulfill the General Education Program. Students who

are exempted from a requirement must complete additional hours in another Core

Competency or Ways of Knowing category to reach 30 hours.

2. With the exception of the writing intensive course and the culture and identity requirement,

no single course can be used to fulfill the requirements of the General Education more than one

time.

a. A single course cannot be used to fulfill more than one requirement if it drops a

student’s total General Education credit hours below 30.

b. No course can be used to simultaneously fulfill three General Education

requirements.

3. Courses included in a Major or Minor Program may also be used toward General Education

requirements.

4. Credit given for Advanced Placement, the International Baccalaureate, CLEP subject tests, by

college examination,

and for courses taken at other institutions may be used to satisfy the requirements.

5. Excluded from fulfilling the requirements are Independent Study, Experiential Learning, and

4400 level courses.

6. Transfer credit may be used to fulfill General Education requirements. If the title and/or

description of a course is substantially the same as that of a Randolph College course, the

Registrar may automatically approve the course as one which counts toward the requirements.

If a course does not duplicate but approximates a Randolph College course, the Registrar, in

consultation with pertinent department chairs or other appropriate members of the faculty,

may approve the course to count toward the requirements. If the student disagrees with the

rulings described above, a written appeal may be submitted to the Board of Review for further

consideration.

7. For General Education requirements, the governing catalog is the one in effect upon

matriculation. These requirements remain in effect for as long as the student is continuously

enrolled at the College. Following a gap in enrollment for any reason, a student who is

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approved for readmission will be subject to all General Education requirements of the catalog

in effect at the time of re-enrollment, unless otherwise approved by the Board of Review.

8. For one-time only courses fulfilling general education requirements, please reference the

class schedule.

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PRE-ADVISING SUGGESTIONS FOR ADVISORS

1. Review the DEPARTMENTAL PLACEMENT SHEETS for each advisee concerning: English Placement Foreign Language Placement Mathematics Placement Necessary consultations Special admissions information Comments

2. Refer to the Major Course Rotation documents on the Advising and TAKE2 webpage.

3. Review Advanced Placement (AP), International Baccalaureate (IB), GCE A- Level, and

Transfer Credit forms (in individual advising folders) and refer to policy charts or correspondence for placement determinations.

4. Review the COURSE PREFERENCE FORM for each individual advisee.

a. What are the student’s academic interests? Can you tell? b. What doesn't the advisee understand about academic programming? c. What extracurricular interests does your advisee have?

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SUGGESTIONS FOR CONDUCTING THE INDIVIDUAL ADVISING MEETING FOR FIRST YEARS

1. Use the PRE-ADVISING SUGGESTIONS FOR ADVISORS to organize materials prior to the

meeting. 2. Get further acquainted with your advisee. Use the COURSE PREFERENCE FORM to

facilitate your dialogue. 3. Use the COURSE PREFERENCE FORM to trigger questions.

e.g.: What questions arose while the student was making a list of courses?

What are the student’s "high-level" interest courses? In which course(s) does the student feel the need for support services?

4. Use the TAKE2 SCHEDULE as your "working" advising tool. 5. Go over the program of study, once it appears to be complete, pointing out:

o what skills are being addressed and developed,

o what requirements are being met,

o the reading load for each session,

o the rhythm of the student’s weekly schedule,

o lunch times,

o the importance of the syllabus of each course for setting weekly, monthly, and session time management calendar/work sheets (available in the Academic Services Center), and

o the impact of first session's program of study on subsequent sessions. 6. Use an ONLINE REGISTRATION FORM or any other tool you have adopted to confirm

the final listing of course selections upon which you and your advisee have agreed.

7. Go over the final check list outlined below to make sure you have:

√ Filled out PASS/FAIL and/or AUDIT FORMS (normally for second-semester first-year students, sophomores, juniors, and seniors).

√ Instructed the student, if appropriate, concerning consultations for Music

performance courses and any other consultations necessitated

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√ Checked to ensure that first-year advisees have not been enrolled in a course not open to them.

√ ADVISED FOR ALTERNATE COURSES. √ Remind the advisee of the necessity to schedule a one-week follow-up session

See ONE-WEEK FOLLOW-UP. 7. COMPLETE the schedule adjustment form for first year students: https://www.surveymonkey.com/r/advising_adjustments_2021-2022

ONE-WEEK FOLLOW-UP SESSION for FIRST-YEAR STUDENT ADVISEES TIME: During the First Week of Each Session of the First Year

PREPARATION:

1. Decide when and how advisees should schedule the post-advising session.

Recommendation: Group Meeting during LMA 1101

2. Remind advisees at the end of advising meetings of the importance of the follow-up session.

PURPOSE: Interaction and Assessment

1. To ensure that the student is enrolled in appropriate course levels, particularly in foreign language and mathematics courses.

2. To evaluate whether or not the student has a balanced workload relative to reading, writing, frequency of papers, tests, pledged work, etc.

3. To assess students’ attitudes about and perceptions of their programs of study and experience at the College. If there are signs of significant dissatisfaction, consult Kim Sheldon.

4. To check for scheduling conflicts.

5. To assess the need for immediate academic support.

6. To remind advisees of academic support services available (and why) to prevent future problems, e.g., subject-matter tutoring, Learning Strategies Program elective contracts, Writing Lab, etc.

7. To make suitable referrals to appropriate student affairs services and resource personnel.

8. To encourage advisees to share positive aspects of their experience in courses.

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9. To forecast and emphasize a course's relevance to the next session's program of study.

10. To gauge the level of challenge of the program and continuity in relation to the student's high school experience.

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AGENDA – JAN MEETING WITH FIRST YEAR ADVISEES 1. REVIEW THE GENERAL EDUCATION PROGRAM. Ask students to assess their progress

toward meeting General Education Program requirements by taking into consideration both semesters’ course selections. Use the General Education Audit (Portal) to demonstrate how to track progress.

2. OUTLINE DEGREE REQUIREMENTS, particularly those which affect advisees prior to the

declaration of a major. Use the student's own academic record to demonstrate the following: Hours Toward Graduation: 124.0 Total Hours

Remind students that the expectation for progress in hours toward the degree is 16 per semester or 32.0 hours per year.

Point out the difference on the student’s record between “Total Hours” and “GPA Hours.”

Total Hours: Total of all credit earned to date, including courses for which no grade has been entered, e.g., AP Credit, IB Credit, Transfer Credit, etc. Credit in courses for which a "P" has been received is not counted in the GPA; however, it does count in computing “Total Hours.”

GPA Hours: Total hours attempted in courses for which a grade with a grade point value has been recorded. Discuss options, if applicable, for making up deficiencies in hours, such as:

a. A P.ED. activity course each session, i.e., 9 hours per session

b. Summer school at an alternative institution. Point out that this option should be used with the following caution:

When a student repeatedly drops courses or takes less than an average course load, it is obvious to someone evaluating an academic record that that student is using summer school to remedy problems rather than to enhance educational preparation. Unless there are extenuating circumstances, e.g., acceleration, medical exigencies, etc., students should know that they are leaving their records open to this interpretation. See #5 below.

c. Overloads

Caution students that quantity in course loads at the expense of quality in performance is normally not advisable.

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Cumulative Grade Point Average: 2.0 Instruct students in figuring out a GPA and show them how to project a desirable or necessary GPA for a current or future semester. See CALCULATING YOUR GRADE POINT AVERAGE.

3. Eligibility and Probation Requirements

Point out to advisees that these requirements represent minimum requirements. Put them in the context of the degree requirements in hours and GPA. For students on academic probation, the guide to calculating a GPA and projecting a GPA can be particularly helpful. The advisor's copy of the probation letters should be reviewed carefully. Advisor/ Advisee conferences during the first week of classes of each semester are required of students who are on academic probation. For students who have a deficiency in hours, advisors should carefully evaluate any requests from the student to drop courses during the term. In many instances, the dropping of a course could automatically make the advisee fall below eligibility requirements. It is helpful for the student to be aware of this possibility at the beginning of the term.

4. Suggestions for Faculty Advisors of students who are experiencing academic difficulties whether or not they are on probation. They may be relevant not only at any time but also, and particularly, during the appointment in response to Midterm Grade Reports. Describe the academic support services which are available and how to enlist them. For students who have received low ratings on writing evaluations, make sure that they understand the policy. For students who agree that more work in composition is advisable, suggest the use of the writing support services available through and in the Writing Lab.

Point out deadlines for dropping a course, the effects of the P/F option, and the policy

concerning repeating a course. Remind the student of: The importance of consulting promptly with course instructors and/or of

enlisting tutors as problems arise.

The importance of improving class attendance. Explain the value of "active" learning in the classroom.

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The value of examining the effectiveness of study habits and study environment. The study guide materials available in the Academic Services Center.

ACADEMIC ALERTS, normally offering useful and concrete examples of the

general points you are making.

If the student's academic problems appear to be related to social, personal, or career concerns, refer that student to the appropriate counseling staff. The referral should be as specific as possible with reference to the name of the person the student should consult and the type of assistance which can be provided. See GENERAL SUGGESTIONS FOR MAKING REFERRALS.

5. Other Items to Check on the Academic Record Academic records include entries concerning exemptions in English and foreign

language. If you find discrepancies between the records in the advising folder (DEPARTMENTAL PLACEMENT SHEET) and the transcript, notify Kim Sheldon.

A student who has earned an F in a comma course first semester should not continue

with the second portion of the course without first consulting the course instructor and receiving permission.

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REMINDERS TO STUDENTS

PREPARE FOR YOUR INDIVIDUAL ADVISING MEETING. (Remember that you will not be authorized to register until you have met with your Faculty Advisor.)

□ Use the Class Schedule (online) and the Academic Catalog (online) to select your courses.

Take a listing of courses you are considering and be prepared to talk about why each course is important to you. Be sure to include two or three alternative selections. Remember that the course list you prepare is tentative.

□ Use the TAKE2 Schedule to work out a tentative course schedule.

□ Take your copy of the Class Schedule to the meeting.

REVIEW THE “ESSENTIALS” LISTED BELOW.

□ GENERAL EDUCATION PROGRAM REQUIREMENTS Review the General Education Program as described in the Academic Catalog.

Familiarize yourself with the General Education requirement codes. Read the “General Policies” governing the General Education Program.

WR. Writing (4)

A. WRIT 1103 Writing in College in the first year

WR. Writing Intensive (WI) (4)

QR. Quantitative Reasoning (4)

LA. Language (6-8)

LMA. Life more Abundant First Year Experience LMA 1101 (4)

Ways of Knowing

AE/HE. Arts and Letters (total 12)

AE. Artistic Expression (4-8) HE. Human Experience (4-8)

CI. Culture and Identity (4)

SS. Social Science (4)

NS. Natural Science (4)

PE. Physical Education (1)

□ COURSELOAD See the Academic Catalog.

Every traditional-age student must maintain a full-time course load, i.e., 12.0 hours,

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exclusive of physical education activity courses for a semester. A course load in excess of 20.0 hours is considered to be an overload. There is a charge for any hours over 20.0.

□ DEGREE REQUIREMENTS See the Academic Catalog.

1. Every first-year student must include in the program of study for each semester, courses in at least four different departments. 2. Degree Requirement in Hours Toward Graduation: 124.0 semester hours, i.e., 32.0 hours

per year for four years, or 16 hours per semester for eight semesters to achieve a minimum of 124.0 credit hours.

3. Degree Requirement and Major Requirement in GPA: Cumulative 2.0 4. Requirements for the General Education Program 5. Requirements for the Major