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ADVISING GUIDELINES AT CAZENOVIA COLLEGE
ADVISING GUIDELINES AT CAZENOVIA COLLEGE
To the Advisor:
Research has demonstrated that one of the most powerful influences on student persistence in college is individual attention from faculty members. Students frequently judge the worth of their academic experience from their interactions with faculty members. In fact, research on student retention consistently cites academic advising as an important component of faculty-student contact. Because academic advising has been shown to positively influence the educational and personal development of students -- and, as a consequence, to play an important role in student retention -- improving academic advising has been one of the most commonly cited strategies to increase student retention in the last two decades (Nutt 2003).
Academic advising and scheduling are primarily the academic advisors responsibility. Actively engaging in the process of envisioning and achieving ones personal academic goals are primarily the students responsibility. However, advisors play an important role in the facilitation of students academic success. To aid you in your student advising, the Faculty Council Academic Advising Working Group (FCAAWG) has created this guidebook.* Its purpose is to guide you through the advising process as envisioned by the college. This document is not meant to be your sole guide; it should be used in conjunction with the college handbooks and the colleges online registration resources (i.e., Web Advisor and Information Center). For more information about general advising practices and standards, please see the National Academic Advising Associations (NACADA) Statement of Core Values of Academic Advising, which affirms the importance of academic advising and the impact it can have on individuals: http://www.nacada.ksu.edu/.
Members of the FCAAWG
Mia Hourigan (Chair)
John Schwoebel
Heather Shearer
Robert Croot
Zachary Kelley
Anita Welych
Virginia Felleman
Jesse Lott
Lindsay Wickham
* This Advising Guidebook is based on the handbooks developed by the University of Missouri-Rolla, 1993, and Worcester Polytechnic Institute (WPI), 2005.
TABLE OF CONTENTS
61MISSION AND GOALS FOR ACADEMIC ADVISING
61.1An Overview of Student-Centered Advising at Cazenovia College
71.1.1Objective 1: Help advisees develop skills and a knowledge base within his or her chosen field.
71.1.2Objective 2: Help advisees develop personal maturity and self-confidence.
71.1.3Objective 3: Help advisees meet the student learning outcomes established by the General Education Program.
81.1.4Objective 4: Help advisees apply their career interests to the all-college competencies that are the core of our General Education Program.
81.1.5Objective 5: Help advisees become capable of independent, self-sustained learning.
81.1.6Objective 6: Guide advisees in developing their identities as good citizens.
91.1.7Objective 7: Help advisees to feel welcome to maintain contact and solicit advice after graduation.
102ACADEMIC ADVISING
112.1A Checklist of Advisor Activities for the Academic Year
133ESSENTIALS OF EFFECTIVE ADVISING
133.1Responsibilities of an Advisee
133.2Responsibilities of an Advisor
143.3Developmental Aspects
153.4Policies and Procedures Concerning Registration Issues
153.4.1Financial Aid Requirements
153.4.1.1 Repeating a Course
153.4.2Athlete Eligibility
163.4.2.1 Cazenovia Colleges Student Athlete Attendance Policy
163.4.2.2 Cazenovia Colleges Faculty Athletics Representative
173.4.3Students in Academic Difficulty
173.4.3.1 SOAR
173.4.4Students with Special Needs
183.4.5Developmental Courses
193.4.6Transfer Students
193.4.7Advanced Placement Credit
193.4.8Cazenovia College All-College Honors Program
213.4.9Study Abroad
213.4.9.1Study Abroad in Canterbury Christ Church University in England
223.4.9.2Other Study Abroad Options
223.4.10Dual Majors
223.5Students' Right to Privacy (The Family Educational Rights and Privacy Act of 1974)
243.6How to Determine the Best Schedule and Course Load for your Advisees
243.6.1Use degree audit reports and make sure student understands the details.
243.6.2Estimate Total Student Load.
243.6.3Assist advisees with course overloading options.
243.6.4Encourage students to take a challenging, yet balanced, load.
243.6.5Compare current course load to past performance.
253.6.6Discourage advisees from taking shortcuts.
253.7Registration and Scheduling Procedures
263.7.1Residency Requirements
274Building an Interpersonal Relationship with your Advisees
274.1Getting to Know Your Advisees Through Questions
284.2Sample Questions for First Meeting with Advisees
284.3Sample Questions for Subsequent Meetings
294.4Setting Boundaries in Advisor/Advisee Relationships
305The Career Development Process
305.1The Role of Academic Advisors in Student Career Development
335.2Assisting Students with Career Development
335.2.1Student Self-Awareness
335.2.2Transition into the Workforce
335.2.3Transition to Graduate School
345.2.3.1 Graduate School Entrance Exams
355.2.3.2 GRE: Graduate Record Examination
355.2.3.3 GMAT: Graduate Management Admission Test
355.2.3.4 LSAT: Law School Admission Test
375.3Cazenovia College Internship Program
385.4Helping Students with Career Development: Legal Issues
385.4.1When Employment Recruiters Seek Help From an Advisor or other Faculty Member
395.4.2Recommending Students for Employment or Graduate School
406Academic Awareness
417ACADEMIC ADVISOR SELF-EVALUATION
428Appendix
438.1Top Ten Tips for Advisors
438.2Choosing a Major.and a Career
448.2.1 Business Management
458.2.2 Communication Studies
468.2.3Criminal Justice and Homeland Security Studies
478.2.4Education
488.2.5English
498.2.6Environmental Studies: Environmental Biology Specialization
508.2.7Equine Business Management
518.2.8Fashion Design
528.2.9Fashion Merchandising
538.2.10Health Care Management
548.2.11Human Services
558.2.12Interior Design
568.2.13Liberal Studies
578.2.14Psychology
588.2.15Social Science
598.2.16Sport Management
608.2.17Studio Art
618.2.18Visual Communication
628.3 Providing Students with Personalized Attention
638.4The Family Educational Rights and Privacy Act of 1974
658.4.1Student Release of Information Form
668.5Academic Referral/Success Plan forms (SOAR)
668.5.1Early Alert Referral Sample Form
688.6Academic Progress Report for Athletes
698.7Guidelines for Writing Letters of Recommendation
758.7.1Student information packet for recommendation letter from a faculty member
808.7.2Sample letter for Graduate School
818.7.3Sample letter for employment
818.8General Education Requirements
828.8.1General Education Requirements Checklist
838.9First Year Seminar (2011) Equivalencies
83Instructor/Course
848.10Program Grids
848.10.1Business (BS): Fall 2011
858.10.2Communication Studies (BA): Fall 2011
868.10.3Criminal Justice and Homeland Security Studies (BS): November 2010
888.10.4Education: Inclusive Early Childhood Education (IECE) and Inclusive Elementary Education: Fall 2011
908.10.6Environmental Studies: Environmental Biology Specialization (BS): November 2010
918.10.7Fashion Design (BFA): November 2010
928.10.8Human Services: Alcohol and Substance Abuse Specialization (BS): November 2010
938.10.9Human Services: Counseling and Mental Health Specialization (BS)
948.10.10 Human Services: Generalist Specialization: November 2010
958.10.11 Human Services Social Services for Children and Youth Specialization (BS)
968.10.12Interior Design (BFA): November 2010
978.10.12.1Interior Design (BFA): Canterbury Grid Schedule: November 2010
988.10.13International Studies (BFA): Fall 2011
998.10.14Liberal Studies (BA): November 2010
1008.10.15Liberal Studies (BS): November 2010
1018.10.16Management: Accounting Specialization (BPS): Fall 2011
1028.10.17Management: Business Management Specialization (BPS): Fall 2011
1038.10.18Management: Equine Business Management Specialization (BPS):
1048.10.19Management: Fashion Merchandising Specialization (BPS): November 2010
1058.10.20Management: Health Care Specialization (BPS): Fall 2011
1068.10.21Management: Sport Management Specialization (BPS): November 2010
1078.10.22Psychology (BS): Fall 2011
1088.10.23Psychology & Criminal Justice Dual Major (BS): Fall 2011
1098.10.24Social Science (BA): November 2010
1108.10.25Social Science (BS): November 2010
1118.10.26Studio Art: Photography Specialization (BFA): November 2010
1138.10.28Visual Communications (BFA): November 2010
1148.11Certificate Programs and Minors
1148.11.1Certificate Programs
1148.11.1.1Equine Reproductive Management: 27-28 Credits
1148.11.1.2Management and Supervision
1158.11.1.3Purchasing Management
1158.11.2Minors
1158.11.2.1 Minor in Art History
1168.11.2.2 Minor in Arts Management
1178.11.2.3 Minor in Biology
1178.10.2.4 Minor in Business
1188.11.2.5 Minor in Communication Studies
1188.11.2.6 Minor in Economics
1198.11.2.7 Minor in English
1198.11.2.8 Minor in Fashion Design
1208.11.2.9 Minor in Forensic Photography
1208.11.2.10 Minor in History
1208.11.2.11 Minor in Human Services
1208.11.2.12 Minor in International Studies
1218.11.2.13 Minor in Journalism
1228.11.2.15 Minor in Philosophy
1228.11.2.16 Minor in Photography
1238.11.2.18 Minor in Pre-Law
1248.11.2.19 Minor in Psychology
1258.11.2.20 Minor in Sociology
1258.11.2.21 Minor in Sport Management
1268.11.2.22 Minor in Sport Studies
1298.11.2.25 Minor in Visual Communications
1308.12Declaration of Minor Form
1318.13Sample Degree Audit
1388.14General Undergraduate Academic Advising (GUAA) Advisor Evaluation
1418.15Advisor Attitude Evaluation
1438.16Glossary of Terms
1448.17Personal Educational Goals (PEGs)
1MISSION AND GOALS FOR ACADEMIC ADVISING
Cazenovia College is committed to quality academic advising that fosters student growth and development. As demonstrated by research, including that conducted by the National Academic Advising Association, quality advising helps students understand the aims and purposes of higher education, provides information and resources concerning the colleges programs, opportunities, and requirements, and helps students identify their educational and career goals.
The academic advising process involves many segments of the College community, including students, faculty members, program directors, career counselors, administrative staff, and student peers. Advisors and advisees should seek to integrate the services and expertise of both academic and student affairs professionals.
1.1An Overview of Student-Centered Advising at Cazenovia College
While the ultimate responsibility for making informed decisions about life goals and educational plans rests with the individual student, you should assist students in achieving success at Cazenovia College by helping them to identify and assess alternatives and consequences of decisions they make.
Academic advising should focus on student learning within the context of a students personal characteristics such as interests, values and abilities. Effective advising is a developmental process. As described by David Crockett (1984):
Academic advising is a developmental process which assists students in the
clarification of their life and career goals and in the development of educational plans for
the realization of these goals. It is a decision making process by which students realize
their maximum educational potential through communication and information exchanges
with an advisor. The advisor serves as a facilitator of communication, a coordinator of
learning experiences through course and career planning and academic progress review
and as an agent of referral to other campus agencies as necessary (1).
Cazenovia College has identified five student-centered objectives that provide structure to the advising process as listed on the next page. Each objective is followed by some possible examples of the kinds of advisor responsibilities that might be linked to the objective. These examples are only meant as illustrative; we readily acknowledge that any objective may be addressed in a multitude of ways.
1.1.1Objective 1: Help advisees develop skills and a knowledge base within his or her chosen field.
Some Suggested Activities:
1. You may wish to use the assessment tools provided in the appendix to help you assess your advising. Such assessment may be carried out through initial interviews and subsequent discussions during the evolving advising program.
2. Help your advisees decide on an appropriate major/minor and the formulation of long range schedules.
3. Help your advisees create initial goals for the Senior Project and, in cooperation with the Program Director and Career Services, identify internship sites, transfer options, and post-baccalaureate educational programs and/or job opportunities.
1.1.2Objective 2: Help advisees develop personal maturity and self-confidence.
Some Suggested Activities:
1. Use your initial interviews and conversations to begin fostering maturity and self-confidence in your advisees.
2. Find opportunities for informal meetings.
3. Meet with your advisees for a pre-graduation interview, the purpose of which would be, in part, to assess growth in these areas.
1.1.3Objective 3: Help advisees meet the student learning outcomes established by the General Education Program.
Some Suggested Activities:
1. Discuss with your advisees opportunities within the curricula for meeting all-college competencies and make appropriate choices based on advisees personal and professional goals.
2. With your advisees, complete degree audit of learning outcomes for the General Education Program based on the all-college competencies.
1.1.4Objective 4: Help advisees apply their career interests to the all-college competencies that are the core of our General Education Program.
Some Suggested Activities:
1. Develop a comprehensive understanding of the relationships between General Education outcomes based on the all-college competencies and complementary professional or discipline-related competencies.
2. Use information from Program Directors to provide advisees with information on how the all-college competencies are found within professional core curriculum and the Program Degree Audit. (Refer to Appendix 8.13 for a sample degree audit)
1.1.5Objective 5: Help advisees become capable of independent, self-sustained learning.
Some Suggested Activities:
1. Over time, work with your advisees to help them assume responsibility for becoming independent and self-sustained learners. For example, you could help advisees identify acceptable learning goals and plans, and over time they could revise them through the assessment of career goals and academic plans.
1.1.6Objective 6: Guide advisees in developing their identities as good citizens.
Some Suggested Activities:
1. Be sure that your advisees have read and understand the Cazenovia College Student
Handbook, especially those sections dealing with academic integrity, the campus code of conduct, and campus governance.
2. If relevant to your advisees discussions with you, encourage them to appropriately challenge the unfair, unjust, or uncivil behavior of other individuals or groups.
3. Review with your advisees their co-curricular transcripts and suggest activities such as service and volunteer activities that would enhance their co-curricular transcripts.
1.1.7Objective 7: Help advisees to feel welcome to maintain contact and solicit advice after graduation.
Some Suggested Activities:
1. Schedule an informal pre-graduation meeting in order to update contact information for advisees and invite advisees to continue to seek out your advice and share their successes and struggles after graduation. You might also help to motivate their continued contact by sharing how you have benefited from maintaining ties with former advisors, professors, etc
2. Initiate contact with advisees shortly after graduation in order to inquire about their experiences and to confirm your continued interest in helping them to achieve their personal and professional goals.
2ACADEMIC ADVISING
Advising takes place within the wider matrix of a students relationship with the College, beginning with the moment the student steps on campus for her or his first visit (see Figure 1: Academic Advising as a Collaborative Relationship). Several campus offices and programs play a critical role in preparing the ground for effective advising relationships. Table 1 provides information about which offices on campus are involved with the various aspects of advising.
Table 1. An Advising Pathway
Some Student Activities
Who Are the Key College Participants?
College Visit (Open Houses, Campus Visits, etc.)
Admissions Office (7208)
Program Directors and Faculty (Reference Phone Directory in Appendix)
Early preparation for College:
Academic Skills Placement Tests (waived for students with 1000+SAT or 22+ACT)
Pre-registration Orientations
Pre-freshmen Summer College
Residency Programs
Placement TestingAcademic Learning Center Staff (7161)
Admissions Staff (7208)
Registrars Office (7888)
Pre-Freshmen Summer College Program (7161)
Residency Staff (7237)
Fall Orientation Week
First Year Programming
Meet with Academic Advisor
Registration for Fall classes
Orientation to academic expectations
Orientation to Library Services
Orientation to residency life expectations
First Night Ceremony
Director of First Year Program (7244)
Academic Advisors (Reference Phone Directory in Appendix)
Registrars Office (7888)
Academic Learning Center Staff (7161)
Library Staff (7282
Student Life Staff (7237)
Director of First Year Program (7244)
First Year Program Experience:
Setting academic expectations and skills
Social bonding
College Study Skills Fair
Meet with Program Directors and faculty
Introduction to campus support services
(Library, Career Services, Academic Learning Center, Health Center)
Director of First Year Program (7244)
Student Life Staff (7237)
ALC (7161)
Meet Program Directors and faculty
ALC (7161), Library (7282), Health Center (7122)
Advising in first year:
Relationships begin through advisor interviews
Planning for four semesters of course work with Program Directors and Advisees
Advisor/Advisee/Career Services triad works on initial identification of career and educational possibilities
Campus Jobs (HR) and Local Jobs (Career Services)
References to SOAR Committee for students at Risk
Academic Advisors (Note your Assigned Advisors Phone #)
Program Directors
Academic Advisors & Career Services
Human Resources (7273)
Career Services Office (7191)
SOAR Committee (7244 also E-mail)
Steps to Graduation:
Refining of post-graduation educational and career objectives
Advisor serves as a senior project reader (where appropriate)
Advisor/Advisee evaluate experiences while at Cazenovia College, provide feedback through exit interview
Faculty Advisors
Career Services Office (7191)
2.1A Checklist of Advisor Activities for the Academic Year
Below is a checklist that can be used to keep track of semester-to-semester advisor responsibilities.
Summer Orientations (JuneAugust)
_____ Review fall schedule and make necessary changes (August)
_____ Assigned advisee by the Registrars Office (August)
_____ Familiarize yourself with policies, procedures, and requirements for the degree programs you are advising i
(AugustSeptember)
_____ Meet with advisees during First Week Orientation
_____ initial bonding with advisee
_____ review advisees admissions folder
_____ review Placement Testing/SAT/ACT scores for appropriate course selection
_____ review course selection and program requirements with advisee for fall term (August/September)
_____ Attend Program Directors meetings for advisees (First Week Orientation)
_____ Review updates from Program Directors and Registrars Office on academic programs and advising changes
(First Week Orientation)
Fall Semester (SeptemberDecember)
_____ Be available for drop/add during first week of classes
_____ Work closely with SOAR Committee on advisee issues (SeptemberDecember)
_____ Review Midterm grades with advisees, and initiate recommendations for any Action Plans for advisees in
academic trouble
_____ Complete future semester course schedule grids with advisees (November)
_____ Review final grades of advisees, provide feedback to Appeals Committee if appropriate (January)
Spring Semester (JanuaryMay)
_____ Be available for drop/add during first week of classes
_____ Review Midterm grades with advisees, and initiate recommendations for any Action Plans for advisees in
academic trouble
_____ Complete future semester course schedule grids with advisees (November)
_____ Review final grades of advisees, provide feedback to Appeals Committee if appropriate (January)
Senior Year Activities
_____Remind students to complete graduation paperwork
_____Conduct exit interview (end of last semester)
Figure 1. Academic Advising as a Collaborative Relationship
Curriculum
Faculty
General Education
Majors
Minors
Degree Requirements
Course Scheduling
Counseling Referrals
Academic Learning Center
SOAR
Personal Counseling
Academic Probation
Career Exploration
Student Life
Residency Programming
Clubs/Organizations
Leadership Program
Direct Student Contact
Appointments
Program Meetings
Quick Questions
Walk-in
Phone
3ESSENTIALS OF EFFECTIVE ADVISING
Researchers and scholars have argued that students who develop a good relationship with their advisors are more likely to persist and graduate (Nutt 2003). Consequently, as an advisor, you should promote student growth and development and assist students in assessing their interests and abilities by guiding them in examining their educational goals and by helping them to develop short-term and long-range plans to meet their objectives. In addition, you should provide information on general education and major requirements, clarify policies and procedures, discuss educational and career options, monitor academic progress, and direct advisees to other resources when necessary.
Both students and advisors must assume equal responsibility in the advising process.
3.1Responsibilities of an Advisee
It is your advisees responsibility to:
read the catalog carefully
be familiar with degree programs and requirements at the college
seek out answers to their questions
develop self-awareness
keep scheduled appointments
follow through on your recommendations
accept ultimate responsibility for their decisions
make use of all resources on campus
3.2Responsibilities of an Advisor
As an advisor, it is your responsibilities to:
be knowledgeable about college and program requirements, policies and procedures
maintain adequate office hours throughout the semester
provide a respectful, supportive atmosphere
keep accurate records (For example, keep individual files for each advisee to include information regarding and/drop, program grids, degree audit, and any essential paperwork).
ensure that students are provided access to services on a fair and equitable basis
avoid any personal conflict of interest as well as the appearance of a conflict
refuse to participate in any form of sexual harassment
discourage students from circumventing institutional policies or regulations. When confronted with situations in which students have violated policies, address the issues and referring students to the appropriated agency;
act as a mediator when appropriate
recognizing the limitations of their positions and being familiar with college resources in order to make appropriate referrals; and
maintaining confidentiality according to established standards (see FERPA guidelines, Section 3.5).
3.3Developmental Aspects
Advising is a process that links students' needs and educational experiences from the first year through senior years and beyond. This process evolves gradually within the framework of the degree program and the students level of maturation. Where students are in this progression helps to determine what kind of assistance they need from advisors. The following table identifies these stages, provides examples of some academic and personal issues within each stage, and gives examples of how advisors may respond.
Table 2. Advisee Developmental Stages and Advisor Responses
Year
Academic
Personal
Advisor's Role
First Year
Fearful of failing;Unsure of requirements;Confused or unrealistic expectations;Experiencing new academic demands;Has vague career goals
Managing emotions;Finding a social fit;Exposed to new values; May have increased financial worries; Dealing with separation from family;Adjusting to life changes;Feeling anxious/vulnerable
Be accessible;Be a good listener;Provide support;Give information on requirements and courses;Be nonjudgmental;Make referrals to appropriate offices on campus
Sophomore
More aware of expectations;Tired of school;Impatient to get into major
Has a mixed confidence level;Has increased self-awareness;Is developing support systems;Is involved in campus life
Encourage further exploration;Help with assessment of skills;Focus options on realistic choices
Junior
Is settled into a major or desperately seeking one;Is looking for enhancements (e.g., minor or double major);Is developing faculty relations;Is applying learning
Is balancing work, study, and free time;Has more confidence;Is beginning to look beyond college;Has leadership roles in organizations;May have romantic involvements
Begin mentor relationship;Encourage responsibilities;Provide information on graduate school/careers;Encourage creativity to enhance degree
Senior
Winding down;Applying and integrating knowledge;Commencing job search/preparingfor grad school;Reviewing graduation audit
Is nervous, stressed, and unsure of the future;Making transition to independent adult
Assist with graduation audit;Prepare student to make transition to graduate school or career;Continue discussion of career;Continue mentor relationship;Write recommendations
3.4Policies and Procedures Concerning Registration Issues
For additional and in-depth information on all of these issues, please see the college catalog.
3.4.1Financial Aid Requirements
Adjust course load to an appropriate level if students are financially dependent on a scholarship to stay in school.
3.4.1.1 Repeating a Course
The following are full-time study requirements for state-sponsored financial aid: Repeated courses may be counted toward full-time study requirements if a student repeats a failed course; if a student repeats the course for additional credit; or when a student has received a grade that is passing at the institution but is unacceptable in a particular curriculum.
3.4.2Athlete Eligibility
In compliance with both NCAA academic progress requirements and Cazenovia Colleges Satisfactory Academic Progress Policy, Cazenovia College Athletics Department requires that all student-athletes demonstrate progress towards a Cazenovia College degree. This progress will be measured in 2 categories, credits and minimum GPA.
Every Cazenovia College Student-Athlete must pass a minimum of 12 credits worth of Cazenovia College approved courses, each semester.
End of First Semesterat Cazenovia College
12 credits
End of Second Semester at Cazenovia College24 credits
End of Third Semester at Cazenovia College
36 credits
End of Fourth Semester at Cazenovia College48 credits
End of Fifth Semesterat Cazenovia College
60 credits
End of Sixth Semester at Cazenovia College
72 credits
End of Seventh Semester at Cazenovia College84 credits
End of Eighth Semester at Cazenovia College96 credits
End of Ninth Semester at Cazenovia College
108 credits
End of Tenth Semester at Cazenovia College
120 credits
Transfer students, after clearance and certification, likewise must pass a minimum of 12 credits of Cazenovia College approved courses each semester.
All Student-athletes must maintain a minimum cumulative GPA of 2.0.
See Section 8.5 for a sample of the Academic Progress Report for Athletes.
3.4.2.1 Cazenovia Colleges Student Athlete Attendance Policy
Throughout a semester, members of the Cazenovia Collegeathletic teams will need to travel to compete in contests at other colleges, which may result in class absences. The College would appreciate your cooperation in allowing student-athletes to make up any class work they miss due to games. The student-athletes have been advised to consult you in advance of their absences, and that, as per NCAA Division III policy, they are not permitted to miss class because of practice. They have also been advised that the colleges first concern is their academic performance, and they are encouraged to make it theirs.
3.4.2.2 Cazenovia Colleges Faculty Athletics Representative
The Faculty Athletics Representative (FAR) is a member of the faculty, appointed by the President to represent Cazenovia College and its faculty in relationships with the NCAA and athletics conferences of which the College is a member (e.g., NEAC, ECAC). The FAR reports directly to the President, and all funds associated with FAR duties come from sources outside Athletics. The facultys voice and influence regarding intercollegiate athletics are channeled primarily through the FAR. The FAR plays a key role in oversight of athletics programs, working to ensure the academic integrity of the athletics program and the welfare of student-athletes. The duties and responsibilities of the FAR focus on administration, compliance, education, and student-athlete welfare. The FARs duties of most relevance to faculty and advisors are as follows:
Serve as a conduit of information to and from the faculty and the athletics program;
Review travel and competition schedules to minimize missed class time for student-athletes;
Together with the athletics administration, ensure that appropriate standards of student-athlete conduct are established (for both on-and-off-campus behavior), clearly communicated, and consistently enforced;
Review information regarding the academic well-being of student athletes;
Assume an advisory and reporting role with respect to the academic preparation and performance of student-athletes;
Be aware of the academic credentials of the entering student-athletes, the academic attainment of continuing students, and the rates at which student-athletes graduate;
Review appropriate records to ensure that decisions related to admissions, academic advising, evaluation of academic performance, and the extent of academic support services are consistent with the primary academic mission of the college; and
Serve as an independent source of support and advice for student-athletes.
3.4.3Students in Academic Difficulty
Keep track of students in academic difficulty and refer them to the appropriate campus offices or to SOAR (see section 3.4.3.1).
Students with Warning or Probationary status are often those most in need of careful advising. (Reference Catalog under Satisfactory Academic Progress and Probationary Standing and Academic Dismissal)
Many students in academic difficulty lack specific skills such as time management, proper study habits, or self-discipline. They usually are reluctant to seek help and do not know what resources are available to assist them. However, if they are willing to make a commitment to change old habits and learn new skills, they can learn the strategies that are needed to be successful academically at Cazenovia College. Students who have successfully appealed their academic dismissal have been given a special contract for admittance back into the College. Advisors will be provided a copy of the contract. Some changes in a students schedule may be required for their successful completion of the contract as well as fulfilling an Action Plan with the Academic Learning Center.
When professional counseling is warranted, the M&T Bank Health and Counseling Center in Sigety Hall (Ext.7207) can provide a range of services.
3.4.3.1 SOAR
The Student Observation, Assessment and Response (SOAR) committee is comprised of members from academic affairs, faculty, student affairs, and athletics. The committee works with students that have academic or social issues that place them (or their peers) at risk. SOAR helps students resolve these issues. Faculty, staff and academic advisors are encouraged to report students to SOAR by completing the referral form available on CazNet. See section 8.5 for sample referral forms.
3.4.4Students with Special Needs
Understand the regulations in place for students with special needs.
Section 504 of the Rehabilitation Act of 1973 states: "No otherwise qualified handicapped individual in the United States...shall solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." The Americans with Disabilities Act (ADA) extends some of the provisions of Section 504.
Cazenovia College has established the Office of Special Services, located at 43 Lincklaen Street. The OSS coordinates services and provides advocacy and support to students with documented physical, learning, and psychological disabilities.
A learning disability is a disorder that affects the manner in which individuals with normal or above average intelligence take in, retain, and express information. It is commonly recognized as a significant deficit in one or more of the following areas: oral expression, basic reading skills, reading comprehension, mathematical calculation or problem solving. Individuals with learning disabilities also may have difficulty with sustained attention, time management or social skills.
Many college students with learning disabilities are intelligent, talented, and capable. Typically, they have developed a variety of strategies for compensating for their learning disabilities. However, the degree of severity of the disability varies from individual to individual.
According to federal regulations, students with documented disabilities have the same legal entitlements as all other students at Cazenovia College. Section 504 of the Rehabilitation Act of 1973 and the Disabilities Act of 1990 prohibit discrimination on the basis of disability. Federal regulations mandate "reasonable accommodation" for students in the same way that they mandate curb cuts and rammed entrances to classroom buildings for physically disabled students.
In order to qualify for accommodations at Cazenovia College, a student must provide appropriate documentation as outlined by the Association of Higher Education and Disabilities (AHEAD). Students requiring reasonable accommodations should file their requests in writing with the Director, Office of Special Services at least 30 days prior to expected need for accommodations. This documentation is then reviewed by the Director and accommodations are made based on that review. When accommodations are appropriate, the student then meets with the Director and is advised of the accommodations.
The student is given a "Request for Services Form" which indicates which accommodations or modifications have been determined to be appropriate, such as time extensions for exams or outside of classroom testing. The student is responsible for meeting with instructors to discuss how the accommodation provisions will be implemented. The purpose of the form is to notify the instructors that the disability has been verified. We expect the student to discuss with the instructors the specific accommodations needed, but the student is not required to disclose the nature of the disability with the individual instructor, as this information is considered confidential.
3.4.5Developmental Courses
It is important to understand how developmental courses will affect your advisees schedules.
Based on the results of entrance examinations, students may be required to take developmental courses (HU 100 Fundamentals of Reading, EN 100 Fundamentals of College Writing, SM 100 Fundamentals of College Mathematics) to bring their academic skills up to college level. These courses count toward full-time status for financial and athletic eligibility but do not count as academic credit toward the degree. The grade received in these courses is factored into students grade point averages (GPA). Students should note carefully the following guidelines:
Students who test into developmental courses must enroll in these courses for their first semester at the college;
Students who fail a developmental course must retake it in the next regular academic semester (fall or spring);
Students who take a developmental course twice and fail it twice during the regular academic year (two fourteen week semesters) will be dismissed from the College at the end of that second fourteen week term.
Dismissed students may apply for readmission once they have passed an equivalent course at another institution.
3.4.6Transfer Students
Understand the special needs of transfer students.
Cazenovia College has established transfer articulation agreements with several colleges in the area. Advising transfer students can present many challenges. Students may be either ahead or behind in course sequences compared to the Cazenovia College students in their classes. These students will most likely have pay close attention to the big picture of their academic program (graduation timeline) and may require more of your assistance as well as Program Directors/Registrar Office.
Initial transfer credit evaluations are handled by the Admissions Office and Registrars Office.
3.4.7Advanced Placement Credit
Please refer to the Catalog for information about advanced placement credit.
3.4.8Cazenovia College All-College Honors Program
Curriculum: Students should complete a minimum of 24 honors credits for an all-college honors degree.
Curriculum would consist of three components:
Honors courses within the general education core:
EN 101 H Academic Writing I Honors
EN 201 H Academic Writing II Honors
CM 121 H Effective Speaking Honors
Students, who are admitted to the program after they complete their En 101 and CM 121 courses, will have to demonstrate in the application process that their work in these classes was of exceptional quality and would satisfy the honors standards. If the Honors Committee does not evaluate their work as exemplary, they would have to enroll in En101H and/or CM 121 H courses.
Honors Seminars:
Seminar 200
Seminar 300
These would be newly created courses which could fulfill some of the core competencies.
Contract courses within the major:
Students would select at least two courses in their major, above the first year level and contract with the faculty member teaching this course to complete additional work which would qualify this course as an honors course. Students additional work has to be linked to the topics covered by the course. It can consist of an in depth research project presented in a form of a documented paper and a classroom presentation; or a creative project accompanied by a written self-reflection and a classroom presentation.
Students would also complete an honors senior capstone project.
ALL-COLLEGE HONORS PROGRAM GRID
Fall Semester:
Spring semester:
First Year
EN 101H Academic Writing I Honors CM 121H Effective Speaking Honors
Second Year:
EN 201 H Academic Writing II HonorsHonors Seminar
Third Year:
Contract Course
Honors Seminar
Fourth Year:
Contract Course
Senior Capstone Honors
ADMISSION TO THE PROGRAM
The Honors Committee will make all admissions decisions.
In-coming first year students:
Minimum high school cumulative GPA of 3.5 or minimum SAT score of 1100 (1650 New SAT) or minimum ACT score of 24.
A personal statement explaining the candidates interest in the program and the importance of education
Recommendation of the Vice President of Admissions
Matriculated students are invited to apply after the first or second semester at Cazenovia College
Minimum 3.3 cumulative GPA earned at Cazenovia College
Recommendation from a Cazenovia College faculty member
A writing portfolio
A personal statement explaining the candidates interest in the program and the importance of education
Students transferring in as juniors can be accepted into the program only if they were in an Honors Program at their previous school. To qualify for an all college honors degree at Cazenovia College, transfer students will have to earn a minimum of 12 honors credits (four courses) at Cazenovia College. A junior level honors seminar and an honors senior capstone must be included among the courses completed at Cazenovia College.
GRADUATING WITH ALL-COLLEGE HONORS
To graduate with All-College Honors, students must earn 24 total hours of honors credit, and must graduate with at least a 3.5 GPA, both overall and in honors courses.
3.4.9Study Abroad
Students at Cazenovia College have an opportunity to study abroad. Students who express interest in participating in a study abroad program should meet with their advisor to plan a strategy for fulfilling graduation requirements.
3.4.9.1Study Abroad in Canterbury Christ Church University in England
The Canterbury Program is designed for students to participate during the fall of their junior year. Students who qualify for Study Abroad at Canterbury Christ Church University will register for a fulltime course load at Cazenovia College. If accepted, students will pay their regular fees for tuition, room and board to Cazenovia College (Financial Aid packages will apply) and in turn, Cazenovia College will pay the fees at Canterbury.
To be eligible for the program, students must meet the following requirements:
GPA requirements: Students with a GPA of 3.0 meet eligibility requirements for application; students with a GPA between 2.5 and 2.99 may apply, but will be reviewed by the President.
In order to be eligible to study at Canterbury, students must have NO major judicial decisions where they were to be found at fault
Students will work with their advisor and the Registrar in determining where their study abroad credits will fit into their graduation requirements.
A students course load will consist of four 3-credit courses and one 1-credit course (13 credit hours total)
Students will enroll in the following courses:
Modern Britain
British History or British Literature
Two additional courses in the Canterbury Christ Church University curriculum
To view the courses offered at Canterbury Christ Church University, visit the website at www.canterbury.ac.uk (To navigate the site, click on Courses, next click on Undergraduate, then click on Canterbury)
It is important to inform interested students that British Universities deliver curriculum differently than American Colleges and Universities; students will spend less time in the classroom and will be expected to do more curriculum work independently.
In order to fulfill Cazenovia College degree requirements, it is strongly recommended that students who plan to participate in the Study Abroad Program at Canterbury Christ Church University take a summer course or take an 18-credit course load during one semester at Cazenovia College.
3.4.9.2Other Study Abroad Options
Other study abroad opportunities may be possible; students interested in such opportunities should consult with the Office of Academic Affairs.
3.4.10Dual Majors
Please refer to the Catalog for information and guidelines about dual majors.
3.5Students' Right to Privacy (The Family Educational Rights and Privacy Act of 1974)
Legally, students' educational records are considered confidential. Release of student information is governed by FERPA (also known as "The Buckley Amendment"). The College reserves the right to contact a students parents (or a physician of the students choice) when, in the opinion of the College, notification is necessary to protect the health, well-being and safety of that student or others.
Academic advisors/faculty members are required by FERPA to follow these guidelines:
If a parent requests information about a son or daughter, you should first check with the Registrar's Office to determine if the student has completed and signed a Student Release of Information Form. No information can be released to the parent without the student's written consent. (Refer to Appendix 8.3 for additional information)
Be careful about giving information out over the telephone because it may be difficult to determine the identity of the caller. Therefore, whenever possible, discussions about students' educational records should occur in person. If you must use the telephone, you need to take measures to ensure the identity of the person calling. For example, you could take the caller's phone number, confirm it with the Registrar's Office, and then call back.
Grades cannot be posted by student ID number or by name. It is not legal to post grades in this manner.
3.6How to Determine the Best Schedule and Course Load for your Advisees
3.6.1Use degree audit reports and make sure student understands the details.
"How to Read an Audit" is included in the appendix (section 8.13)Review the audit in each advising session and compare it to the future course scheduling. Pay attention to courses which may be offered only in fall or only in spring semester, or only during alternate years. Highlight remaining distribution requirements. Update and change course schedule at each advising session, if necessary.
3.6.2Estimate Total Student Load.
Balance the academic load around all activities that students may be involved with including work study or other work commitments as well as extra curricular activities
3.6.3Assist advisees with course overloading options.
Help advisees weigh overloading options with the possibility of taking a course in the summer at Cazenovia College or near home. Be aware of student abilities, since, financially, overloading can be a good option for superior students. It is relatively inexpensive and does not interfere with summer employment. For other students, stress taking classes over the summer, if financially realistic, because it does not increase the academic load during the school year. If an advisee indicates that she might take summer classes at a college other than Cazenovia College, be aware of rules governing transfer credits that might impact that decision. Consultation with the Registrars office is advisable.
3.6.4Encourage students to take a challenging, yet balanced, load.
Balance a term by scheduling Gen Ed electives and core courses. Avoid combining extremely challenging courses or too many studios or labs in the same term. For example, some students may find it difficult to take both psychology and sociology in the same semester because of content and vocabulary issues.
3.6.5Compare current course load to past performance.
Determine if advisees have performed adequately in the past with a given number of credits. Look at courses to determine if load is balanced. (Example - Are any of the courses in the proposed load known to be especially difficult or easy?). Look at past performances in similar subject areas to see if any of the proposed courses are in areas of known difficulty for your advisees. Decide if the advisees expectations and aspirations are reasonable relative to the proposed load. Dont be afraid to suggest a different mix of courses or load, if necessary.
3.6.6Discourage advisees from taking shortcuts.
Be tactful when providing potentially negative information. Encourage students to reach their potential. Early in their experiences at Cazenovia College, students may be looking for short cuts and the easy way -- try to help them focus on their long term goals. This is a good time to discuss the "easy course" pitfalls.
3.7Registration and Scheduling Procedures
Because so much of academic advising revolves around developing a plan of courses, it is important to understand Cazenovia Colleges registration and scheduling process and how you, program directors, and Registrar's offices, work together to help students register for their courses. The following is an overview of the registration process, followed by some specific comments regarding advisors and the registration function.
The scheduling and registration process is a joint effort involving program directors, faculty advisors and the administration, through the Registrar's office. The process begins with the development of the catalog. Cazenovia Colleges catalog contains the degree requirements for programs and course descriptions, but not the listing of course offerings by term for the next academic year.
The catalog is distributed each year to new incoming students and advisors.
New students pre-register for classes during the summer orientation program that precedes their first full-time semester at Cazenovia College. Students also meet with their academic advisors during the orientation program immediately before the fall semester. Returning students pre-register during the spring and fall semester for their next term.
The following are procedures that advisors need to be aware of and familiar with prior to advising students.
Overloads: Students attempting to register for more than 18 credits must first obtain the signature of their academic advisor and then approval of VP for Academic Affairs before attempting to register. Check the current catalog for the current overload fees.
Wait lists: Students should contact the Registrars office for wait list information.
Audit: A student might wish to audit a course out of a desire for personal enrichment, or to review a course previously completed in high school or at another college. (Review the Catalog for more information on the procedure for auditing.)
Change in Classes (Drop/Add Procedure): Generally, the week that classes start changes can be made. Advisees should be encouraged to make all changes by the first day or two of classes. Your approval must be obtained in writing in order for your advisees to add or drop a course or to change from one course to another. Each form must be brought to the Registrars Office for processing. A student may not add a course after the first week of classes.
Withdrawal from Classes: A student who withdraws after the first week of classes will have the enrollment and withdrawal entered on the transcript together with the notation WP (Withdraw Passing) or WF (Withdraw Failing), whichever the instructor reports as appropriate. Course withdrawals are not permitted after the Friday of the first full week following midterm exams. A student who stops attending without officially withdrawing will receive an F for the course.
Change in Major: A student may change his or her major by completing a change form obtained for the Office of the Registrar. This form must be signed by the student and by you, and then returned to the Registrars Office and approved by the Registrar prior to an official change of major.
Change in Advisor: The Registrar assigns advisors. A student may change his or her advisor by completing a change of advisor form obtained from the Office of the Registrar, with the signatures of both old and new advisors.
3.7.1Residency Requirements
Associate degree programs (See Catalog)
Cazenovia College requires that 45 credits of a Bachelors Degree be earned through Cazenovia College. Such credits shall include the Senior Capstone course. Programs may require that specific courses be earned through Cazenovia College.
4Building an Interpersonal Relationship with your Advisees
An important factor in the advising process for students is having an academic advisor who shows concern for them as individuals. Students are more likely to value the information and follow the advice given to them when they recognize the faculty advisor's genuine interest and concern.
Most faculty advisors can quickly become qualified to help students select courses; however, many faculty advisors struggle with building the personal relationship that is important for effective advising. To be truly effective, you should be able to go beyond routine course scheduling to help students achieve their academic and career goals. This section is intended to help you understand the importance of your interactions with advisees and to suggest ways to improve relationship building and communication with students.
4.1Getting to Know Your Advisees Through Questions
The questions you ask a student can be those that you use to seek information (closed-ended) and those that you use to build a relationship (open-ended). It may be helpful to distinguish the types of questions and their purposes. Try to use open-ended questions to encourage students to talk rather than closed questions that can be answered in a few words. Closed questions can shut down communication. Some examples are provided in Table 3.
Table 3. Examples of Open-Ended and Closed-Ended Questions
Open
Closed
"Could you tell me a little about your Academic Writing class?"
"Do you attend your Academic Writing class?"
"How do you feel about Academic Writing class?"
"Do you like your Academic Writing class?"
"How do you feel about the time you spent on test?"
"How long did it take you to finish the test?"
4.2Sample Questions for First Meeting with Advisees
The first meeting with a student should focus on getting to know the student and discussing your role as an advisor. Some students will talk freely and readily provide the information when asked to tell a little about themselves. If the student appears shy or says very little, you can use some of the following questions to obtain information and build rapport with the student.
What high school did you graduate from? Can you tell me how well you think your high school prepared you for the challenges of Cazenovia?
Where do you live (resident dorm or commuter)? What is you phone number, and email address to put in my file? Are you familiar with the email system on campus?
Where are you in the math course sequence? Have you thought about your social science and math courses? How about your writing requirements?
Have you taken any courses within your major yet? How did they go/How are they going?
Is there a specific aspect of your major that particularly interests you?
What led you to choose this major?
Are you involved in any kind of extra-curricular activities, such as campus groups or part-time jobs?
Have you received any scholarships? If so, what is required for you to keep those scholarships?
What are your goals after graduation from Cazenovia College (employment, graduate school, etc.)?
What do you expect from me as your advisor?
You can use these questions as a guideline for initial sessions with students. You can also save the information from these questions in each student's folder. It is also a good idea to ask students for a resume to keep on file once they have created one to stay informed about their career goals and progress.
4.3Sample Questions for Subsequent Meetings
In future meetings with advisees, you should attempt to make life at Cazenovia as productive and trouble-free as possible. You should be ready to work with students to help solve any problems that they encounter. These meetings are also a time to make certain that the academic choices that students make correspond with their career goals.
How are you enjoying life at Cazenovia? Do you know where to get help if you encounter any problems?
How is each one of your classes going? Do you know where to get help for these classes (Academic Learning Center)?
In which academic areas of the General Education core do you still need to take courses before graduation (Appendix 8.8)
What courses do you still need to complete in your degree program areas? What semesters are you scheduled to take these courses?
In which student activities and professional organizations are you currently involved? Do you know where you can find out more about campus activities? [If the student is not involved in the department's professional organization, this is a good time to encourage involvement]
When do you plan to graduate?
Let's review a copy of your most recent resume. Have you contacted the Career Services Center?
4.4Setting Boundaries in Advisor/Advisee Relationships
Advisors sometimes wonder how much information to seek from students. As students vary in amount of information they are comfortable sharing with a faculty advisor, an effective guideline is to limit your questioning and discussion to academic and career issues. Some students may feel uncomfortable talking about their personal lives, but others will quickly volunteer unsolicited personal information.
While, as an advisor, it is your responsibility to get to know your advisees; however, there are boundaries that need to be observed. For example, it would be inappropriate to socialize with your advisees outside of normal college activities. In addition, you might find that some advisees come to you in extreme emotional distress. When this occurs you should calm the student and refer him/her to the appropriate campus office, in this case counseling services.
5The Career Development Process
5.1The Role of Academic Advisors in Student Career Development
The mutual goal of both Academic Advisors and Career Services staff is student success; to ensure a smooth transition from life as a college student to post-graduation pursuits. Career development is a process that begins with first-year students and continues throughout a students years at Cazenovia, as well as continues throughout the rest of a students professional career. For Cazenovia College students, career development involves more than the completion of specified degree requirements leading to a particular academic degree. Career development involves the identification, exploration, implementation and, ultimately, the decision of career interests and goals.
Comprehensive career development services are available at the Office of Career Services & Internship Programs located at 7 Nickerson Street (across from Watts Hall). The office helps to prepare students with the tools and materials required to enter the workforce, although all faculty and staff must work together to help students achieve their professional goals. Academic advisors who have regular contact with students can serve as their mentors and professional role models and are a strong source of encouragement in terms of career identification and exploration.
The following is a list of the services available in the Office of Career Services & Internship Programs at Cazenovia College. These services are available to undergraduate students, continuing education students, and alumni of the college.
Career guidance: one-on-one appointments in which students can identify career interests through self-assessment testing, discuss career options by major, etc.
Job/internship search assistance: techniques and strategies are discussed and determined by students interests and values; an annual career fair is held on campus in the spring; networking and information interviewing information is available; students can register to search the job/internship posting website
Resume, cover letter, personal statement assistance: individual critiques conducted by career services staff; writing guides and informational handouts are available
Graduate school preparation: determining a major; identifying and researching schools of interest; information about entrance exams and the application process; practice entrance exams held on campus each semester through Kaplan Test Prep
Career library resources: includes information about careers by major, general career information, graduate school resources, local industry information, resume/cover letter writing, etc.
Credentials files: service includes the storing of and sending out of letters of recommendation for graduate school or job references; can also include resumes and unofficial transcripts
Advisors need to be familiar with the services that the Office of Career Services & Internship Programs offers, in addition to being familiar with the components of the career development process. Advisors should be prepared to discuss career development and planning issues with students, understand the importance of self-awareness/discovery/research associated with career planning, and be able to identify students who could benefit from further assistance.
To reiterate, career development involves the identification, exploration, implementation and, ultimately, the decision of career interests and goals.
On the following page is a brief overview of the stages of the career development process and ways that an advisor can help students to conduct research and make informed career decisions throughout the four years they spend at Cazenovia College.
Table 4. The Career Development Process
Year/Goal
Ways Students Can Reach Goals and Stay on Track
First Year:
Identify
- Become familiar with Career Services (come visit the office!)
- Check out the website for upcoming events: www.cazenovia.edu/careerservices
-- Sign up to search the internship & job posting website
- Begin a self-assessment process (values, skills and interests) with a career counselor
- Use career services and internet partners to research careers
- Develop new skills though a work-study position, part-time or summer jobs
- Compose a rsum; see Career Services handouts for assistance
- Attend the Internship Expo to begin thinking about sites where you may want to do
an internship(s)
- Attend job/career fairs to familiarize yourself with opportunities in various fields
Sophomore: Explore
- Continue career exploration by utilizing the career services staff and library, faculty
members, parents and internet resources
- Continue your self-assessment process (values, skills and interests)
- Attend the Internship Expo to begin thinking about sites where you may want to do
an internship(s)
- Attend job/career fairs to familiarize yourself with opportunities in various fields
- Look into obtaining career-related work experience (P/T or summer jobs)
- Become familiar with job search correspondence
-- Compose (or update) your rsum and cover letter
- Investigate the role of graduate/professional school in your future plans
- Gain internship search skills through career services
Junior:
Implement
- Relate your values, interests and skills to possible careers
- Discuss and research career opportunities in your major with career services staff,
faculty members and other professionals within your field of interest
- Attend job fairs to prospect career and internship opportunities
- Participate in internship, volunteer and career-related experiences
- Begin developing a professional network in potential career fields; conduct information interviews to learn about various industries and jobs
- Update your rsum and /or cover letter and have them critiqued by career services
- Look into joining professional, career-related organizations
- Take required graduate/professional school entrance exam, if planning to attend
graduate school; start researching graduate schools that offer your program
-- The GRE/GMAT tests are computerized and should be scheduled a month or two in advance
-- The LSAT exam is offered four times a year and is not taken on a computer
- Begin to think about people who you can ask to write you a letter of recommendation
Senior:
Decide and Take Action
If your student is pursuing a job or unsure of future plans
- Schedule a meeting with career services staff to:
-- Clarify your interests, skills and career options
-- Learn job search skills and techniques, develop a plan for job searching
-- Let your professional network know you are about to enter the job market!
-- Attend job fairs & career-related events
-- Finalize your rsum(s) and cover letter(s)
-- Request a mock interview
-- Join professional organizations and/or attend a conference in your field
If your student is planning on attending graduate school
- Open a credentials file in career services, if you havent already
- Request letters of recommendation from at least three people
- File graduate school applications
- Have career services review your graduate school essay
5.2Assisting Students with Career Development
5.2.1Student Self-Awareness
Self-awareness is a critical component of the career development process. Students must be aware of who they are in terms of personal values, interests, strengths and weaknesses, goals, motivations and personality characteristics. These factors can help a student to get to know themselves and to connect their values, skills and interests with career paths that match those criteria. As an advisor, you can ask students open-ended questions about their career interests, their transferable skills, and which work values are important to them. This will help you to get to know the students specific career interests, which can lead you to offer career advice on possible career paths that they might want to pursue, what courses may be helpful to take, and what extracurricular activities would benefit them most. As a student progresses, advisors can help throughout the career development process by offering career advice, writing letters of recommendation, and also by referring students to the Office of Career Services & Internship Programs for further assistance.
5.2.2Transition into the Workforce
Besides career-related knowledge learned inside of the classroom, students need to know what skills and qualities are required for the career field they are pursuing. Students entering the workforce need to be aware of the skills they will need to be professionally successful in the constantly changing and diverse work environments throughout various career fields. Students should be aware of which majors lead to which specific industries and job opportunities, the supply and demand trends for particular fields, the academic and personal requirements of specific positions, and how to effectively job search and interview for desired professional positions.
Students in the arts, fashion and/or communication-related majors should prepare a portfolio of their best work to take to various interviews. A portfolio is a way for an employer to view the students work and accomplishments
Encouraging students to utilize various career resources and engaging them in conversations about their intended (or ideal) career plans is a very important role for an academic advisor. Excellent research and preparation will solidify a students knowledge of career opportunities and ensure that s/he has the effective tools and materials necessary to begin the job search process when the time comes.
5.2.3Transition to Graduate School
Some students plan to continue their education directly after completely their undergraduate degree. Planning for graduate school should begin early during a students junior year. Beginning graduate school planning early not only will familiarize the student with all options available, but can also increase students chances of learning about and obtaining scholarships and graduate assistantships. In general, most programs require students to submit basic admission materials, including official college transcripts, letters of recommendation, and entrance exam scores. Obtaining these materials can take time and therefore, students showing interest in graduate school should begin research as soon as possible. . Similar to preparing for a job search, students in the arts, fashion and/or communication-related majors may be required to prepare a portfolio or slides of their work as part of a graduate programs application process.
Also, depending on what school and/or program an advisee may be applying to, financial aid may be available in the form of a graduate assistantship position on campus. Information about these paid positions is usually available on a colleges website. In terms of application for standard financial aid for graduate school, the Free Application for Federal Student Aid (FAFSA) form must be filled out by the student as well and turned in by the deadline, which can vary by school. According to the Princeton Review online, many schools need your financial information by February 15 of the prior academic year. However, the FAFSA cannot be filed prior to January 1. It is important to encourage students to research schools and programs as early as possible because of these various deadlines.
Students should be become familiar with what specific major or field of study they wish to pursue in graduate school to meet their future career goals. The majority of graduate schools list requirements, courses, and admission criteria specifically for each program on their website. In addition, various graduate school reference materials, entrance exam information and one-on-one graduate school counseling appointments are available in the Career Services Office.
Encouraging students to utilize various graduate school resources and engaging them in conversations about their intended (or ideal) educational plans and, ultimately, their career goals after graduate school, is also a very important role for an academic advisor. Excellent research and preparation will solidify a students knowledge of graduate programs, the colleges and universities that offer those programs, and specific admission requirements, which can vary by school and/program.
5.2.3.1 Graduate School Entrance Exams
Many graduate school programs require entrance exam scores to be submitted as part of the application process. The specific exam a student needs to take will depend on what field of study the student is pursuing. Each test has timed sections and will take approximately four hours to complete. In addition, if students know which school(s) they are applying to, exam scores can be sent directly to the schools upon request of the test-taker. A fee will be charged to have exam scores sent out to additional schools.
It is important for students to become familiar with the exam that they will be taking, so they can study for the exam appropriately. Encourage your advisees to take register for an exam and to start studying a few months in advance. Practice questions, study aides, registration and general test information can be found on the following websites: www.ets.org and www.kaptest.com.
5.2.3.2 GRE: Graduate Record Examination
The Graduate Record Examination (GRE) is a computer-based exam that is administered year-round at test centers throughout the world. Many graduate programs require the GRE for admission, but some schools do not. Students who are interested in earning an MBA or going to law school would not take the GRE, they would take the GMAT or LSAT, respectively.
The test consists of two analytical writing tasks (one 45-minute section Present Your Perspective on an Issue and one 30-minute section Analyze an Argument), one 45-minute quantitative section containing 28 multiple-choice questions, and one 30-minute verbal section containing 30 multiple-choice questions. In addition, an unidentified verbal or quantitative section that does not count toward a score may be included. Registration for the exam may be completed online at www.ets.org/gre.
Test takers with disabilities should obtain information and registration materials from the website (www.gre.org/disatest.html) or by contacting the Office of Disability Services at phone number 1-866-387-8602.
5.2.3.3 GMAT: Graduate Management Admission Test
The Graduate School Admission Test (GMAT) is a computer-based exam that is administered year-round at test centers throughout the world. Any student interested in pursuing an MBA degree is required to submit GMAT schools as part of the graduate admissions process. The test consists of two 30-minute analytical writing tasks (Analysis of an Issue and Analysis of an Argument), one 75-minute quantitative section containing 37 multiple-choice questions (Problem Solving and Data Efficiency), and one 75-minute verbal section containing 41 multiple-choice questions (Reading Comprehension, Critical Reasoning, and Sentence Correction). Registration for the exam may be completed online at www.mba.com.
It is important to note that because the computer scores each question before selecting the next one, a test taker must answer each question when it is presented. Once an answer is submitted, a test taker cannot go back and change it.
Test takers with disabilities should obtain a copy of the Supplement for Test Takers with Disabilities, which can be downloaded at www.mba.com.
5.2.3.4 LSAT: Law School Admission Test
The Law School Admission Test (LSAT) is a half-day, standardized paper-based exam administered four times each year at designated testing centers throughout the world. Most law schools in the US use LSAT results as part of the admission process. The test consists of five 35-minute sections of multiple-choice questions, four of which contribute to the test takers score. The sections include one reading comprehension section, one analytical reasoning section, and two logical reasoning sections. The unscored section is typically used to pretest new test questions. A 35-minute writing sample is administered at the end of the test. The writing sample is not scored, but will be sent to all law schools to which a person applies. Registration for the exam may be completed online at www.LSAC.org.
Furthermore, nearly all American Bar Association-approved law schools (and some non-ABA approved schools) require that applicants use the Law School Data Assembly Service (LSDAS). The LSDAS prepares a report for each law school a student applies to and contains information that the schools use, including the application, personal essay, letters of recommendation, and other criteria. For up-to-date LSAT and LSDAS registration and fee information, go to www.LSAC.org.
Test takers with disabilities should obtain an Accommodations Request Packet online at www.LSAC.org or by e-mailing [email protected]. Please information advisees that submission of the Accommodations Request Packet does not guarantee testing accommodations for the LSAT exam
5.3Cazenovia College Internship Program
Internships are a required part of the curriculum for the majority of Cazenovia College students and can be done in the Fall, Spring, or Summer semester once a student has fulfilled the initial requirements. Specific internship requirements vary depending on program; refer to the catalog and/or Faculty Internship Coordinator for internship prerequisites. The following is a list of Faculty Internship Coordinators by major, whom your advisee should be in contact with when s/he is thinking about completing an internship.
Table 5. Faculty Internship Coordinators
Program Area
Faculty Coordinator
Phone Extension
Business Management
Francine Varisco
7243
Communication Studies
Maureen Louis
7104
Criminal Justice
Stu Weisman
7795
English
Eric Boyer
7164
Environmental Studies
Barbara Hager
7146
Equine Business Management
Carol Buckhout
7133
Fashion Design/Merchandising
Karen Steen
7101
Human Services (internship II)
Mary Handley
7131
International Studies
Julia Sloan
7172
Interior Design
Betsy Moore
7110
Psychology
Michael Holdren
7295
Social Science
Bob Greene
7229
Sport Management
Michelle Brimecombe
7992
Studio Art/Photography
Anita Welych
7111
Visual Communications
Laurie Selleck
7151
5.4Helping Students with Career Development: Legal Issues
5.4.1 When Employment Recruiters Seek Help From an Advisor or other Faculty Member
The Equal Employment Opportunity Act and Civil Rights Act ban discrimination in employment and govern hiring practices. Employment agencies, which locate personal or job applicants for employers are also bound by the provisions of these acts. Both acts define "employment agencies" broadly to include "any person regularly undertaking with or without compensation to procure employees for an employer...."
Because of the broad reach of this definition, faculty who regularly refer students to employers risk being considered an "employment agency" under the terms of the acts. Faculty are, therefore, obliged to make referrals without discriminating on the basis of race, religion, ethnic heritage, or gender. The Americans with Disabilities Act seems to expand these categories by prohibiting persons who offer references from giving information about a person's disability (or handicap, legally defined).
The College Placement Council (CPC), a national association for college career placement offices and corporate recruiting managers, suggests these matters can be simply handled if faculty adhere to the CPC's principles for professional conduct. Summarized, these principles call for employment professionals to "maintain a recruitment process that is fair and equitable to candidates and employing organizations." In practice, this means that all students should have access to information regarding job openings. Employers can, then, apply criteria that may or may not discriminate. If Cazenovia College and the faculty do not discriminate in job referrals, they will not be responsible for employment decisions made by employers at a later date.
The Career Services Office recommends the following for faculty who are approached by employers seeking to identify students for employment:
1. Faculty can refer students to employers in response to employers' requests, but they should also tell employers of our obligation to share knowledge of job/internship openings with the student body through the Career Services Office. The employer should expect and can prepare for job inquiries from the Cazenovia College community.
2. Faculty with information regarding specific job/internship openings should always make that information available to all students and alumni by passing the information along to the Career Services Office.
5.4.2Recommending Students for Employment or Graduate School
Providing references for students seeking employment or admission to graduate school is an important professional responsibility for faculty members. Like other responsibilities, there are legal implications of which advisors and other letter writers should be aware.
First, advisors should be aware that both written and oral communications regarding a particular student's work or suitability for employment/graduate school should be considered confidential. Under the Buckley Amendment, students can waive their right to obtain recommendations completed on their behalf, but they are not obligated to do so. Advisors and other faculty members, on the other hand, must safeguard students' privacy rights. They have no authority to disseminate student records or other confidential matter regarding a student without the permission of the student. Of course, both oral and written recommendations, like all confidential material, may only be disclosed to those authorized by the student to receive the recommendation.
As an advisor, a student may ask you to serve as a reference and you should not do so until a student makes such a request. If an employer contacts an advisor for a reference and the student in question has not asked the advisor, the advisor should first consult with the student before offering a recommendation. Once a student requests a reference (written or oral), an advisor can provide a recommendation without fear of breaching a student's privacy rights. Advisors should use discretion, however, and not disclose the specific contents of educational records (grades, for example) without a student's approval.
Because the student may be asking other faculty members or previous supervisors to write letters of recommendation, the Career Services Office recommend the student and letter writer discuss a recommendation frankly at the time the student first seeks assistance. The student should be aware of the nature of the letter writers recommendation. If a student finds that the recommendation will be unfavorable, the student can withdraw the request and approach another potential writer. Advisors should also be aware that unfavorable recommendations might expose the author to defamation charges. In such a circumstance, the person writing the recommendation may wish to consult with legal counsel before completing the recommendation.
When students apply to graduate schools, they typically present a recommendation form that includes a statement on confidentiality and a waiver that students may sign. Career Services recommends that students seeking recommendations for jobs follow similar procedures. When a student opens a Credentials File, the Career Services Office will provide them with confidentiality forms specific to Cazenovia College. Some graduate schools require additional confidentiality forms to be filled out by the person writing the recommendation. Students will most likely contact the faculty member directly in order to obtain signatures on any additional forms that graduate schools may require. If an advisor has questions about this process, please contact Career Services at 315-655-7191.
6Academic Awareness
To ensure students' academic success at Cazenovia College, they need to receive information regarding the colleges procedures, program degree requirements, and professional and student organizations. Students can make use of self-help materials and workshops, get work experience, become involved in student organizations, and gain research experience. These types of experiences and knowledge will assist students in making informed and educated decisions about their academic goals and career paths. Table 6 lists the campus offices to which you might need to refer students.
Table 6. Campus Services Contact Information
Student Services
Academic Affairs Office, Ext. 7368
Human Resources, Ext. 7273
Academic Learning Center, Ext. 7161
Information & Communications Technology
Ext. 7777
Admissions, Ext. 7337
Leadership Office Ext. 7348
Bookstore, Ext. 7134
Library, Ext. 7282
Career Services & Internship Office, Ext. 7191
Residency Housing, Ext. 7214
Counseling Services, Ext. 7297
Security, Ext. 7271
Enrollment Services:
Bursar, Ext. 7889
Financial Aid, Ext. 7887
Registrar, Ext. 7888
Spiritual Counselor, Ext. 7374
Extended Learning, Ext. 7288
Student Activities, Ext. 7343
Health Services, Ext. 7122
Student Affairs Office, Ext. 7270
7ACADEMIC ADVISOR SELF-EVALUATION
From time to time, you should take stock of how you are performing as an advisor. The following list of questions can be used simultaneously as a list of tasks you should be performing and as an instrument for self-evaluation. Please note: If you are fulfilling your duties as an advisor, you should be able to answer yes to the following questions.
Please use the following list as a guideline for your academic advising responsibilities.
1. I maintain regular contact with my advisees (e-mail, note, phone)
2. I keep regularly scheduled office hours.
3. My students can easily set up an appointment with me
4. I am especially available for my students duringregistration periods with posted sign-up times for advisees.
5. I am flexible and take time for students when they needimmediate help.
6. I spend as much time with my students as they need.I dont try to hurry them out.
7. I am concerned about my students overall welfare, both personal and academic.
8. I am aware of my students past and current academic records.
9. I contact students regarding academic difficulties (e.g. lowgrades, excessive absences.)
10. I explain institutional and program requirements for the major my students havechosen.
11. I am thoroughly familiar with the requirements of the majors I advise.
12. I alert students of course prerequisite requirements and explain course sequencing.
13. I review my students schedules and long range academic plans, including the planning for two years of course work.
14. I mention/identify potential obstacles for a students academic goals and discusspossible alternatives.
15. I assist students in establishing priorities and selecting coursesappropriateto their abilities and interests.
16. I know enough about majors outside my area and/or where to refer students if they are exploring alternatives.
17. I keep informed about career opportunities for students with a bachelors degree in my area.
18. I serve as a college resource person for my students.
8Appendix
The following table presents a list of the appendi