West Kentucky Community & Technical College
Faculty Resource Guide
WKCTC is an equal educational and employment opportunity institution.
KENTUCKY COMMUNITY & TECHNICAL COLLEGE SYSTEM
TABLE OF CONTENTS ADVISING RESOURCES
INTRODUCTION TO ADVISING AT WKCTC NATIONAL ACADEMIC ADVISING ASSOCIATION ADVISING CORE VALUES PRESCRIPTIVE VS. DEVELOPMENTAL ADVISING GUIDELINES FOR ADVISING NOTES PRE-‐ADVISING SHEET RATIONALE PREADVISING WORKSHEET ADVISING POINTS (NEW AND RETURNING STUDENTS) SATISFACTORY ACADEMIC PROGRESS ONLINE LEARNING CAREER RESOURCES READING AND WRITING COURSE PLACEMENT WKCTC COURSE OPTIONS FOR READING PLACEMENT COMPASS UNCONDITIONAL ADMISSIONS SCORES ENC 96, ENC 91, AND ENG 100 DESCRIPTIONS AND ADVISOR TIPS RDG 96, RDG 30, RDG 100 DESCRIPTIONS AND ADVISOR TIPS MATH COURSE PLACEMENT REPORT MATH COURSES FLOW CHART MAT 65 AND MAT 85 DESCRIPTIONS AND ADVISOR TIPS BIOLOGY DESCRIPTIONS AND ADVISOR TIPS CHEMISTRY DESCRIPTIONS AND ADVISOR TIPS PHYSICS DESCRIPTIONS AND ADVISOR TIPS ACCELERATE YOU! WHO DO YOU CALL?
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STUDENT SUPPORT RESOURCES GUIDE WKCTC RESOURCES AND CONTACT INFORMATION COMMUNITY RESOURCES
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WKCTC Faculty Resource Guide Page 1.
INTRODUCTION TO ADVISING AT WKCTC Purpose of the Faculty Resource Guide The West Kentucky Community and Technical College Faculty Resource Guide is designed to assist all academic advisors and provide them with the tools they need to be successful advisors. It serves a reference for advisors and helps to answer frequently asked questions. The guide also helps facilitate advisor training. The Faculty Resource Guide is also designed to help advisors refer students to the resources and programs available to our students. WKCTC ADVISING PHILOSOPHY West Kentucky Community & Technical College academic advising empowers students to become responsible for their own academic success. Faculty advisors are committed to providing accurate and comprehensive academic advising. Working together, students and advisors develop one-‐on-‐one relationships and share responsibility to assist students to make choices and define goals; guide students through administrative processes; develop meaningful educational plans; connect students to campus services and resources; and encourage the intellectual growth of students. ADVISING MISSION STATEMENT The mission of the Master Advising Center at West Kentucky Community and Technical College is to provide accessible, innovative, and comprehensive advising services within an environment of excellence and commitment to student success. STUDENT RESPONSIBILITIES RELATED TO ADVISING Students are responsible for: • Knowing the requirements of their particular academic program; selecting courses that meet those requirements in an appropriate time frame; and monitoring their progress toward graduation; • Consulting with their assigned academic advisor to handle the questions or concerns they have; • Scheduling and keeping academic advising appointments in a timely manner throughout their academic career, so as to avoid seeking advising only during busy registration periods; and • Being prepared for advising sessions ADVISOR RESPONSIBILITIES Advisors are responsible for: • Helping students clarify their options, goals and potential; • Helping students understand the nature and purpose of a college education; • Maintaining confidentiality per College and Federal guidelines; • Providing accurate information about educational options, requirements, policies and procedures, and • Helping students plan their educational program and monitor and evaluate their educational progress.
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NATIONAL ACADEMIC ADVISING ASSOCIATION ADVISING CORE VALUES Exposition
Core Value 1: Advisors are responsible to the individuals they advise. • Academic advising is an integral part of the educational process and affects students in numerous ways. As advisors enhance student learning and development, advisees have the opportunity to become participants in and contributors to their own education. In one of the most important potential outcomes of this process, academic advising fosters individual potential. • Regular student contact through in-‐person appointments, mail, telephone, E-‐mail, or other computer-‐mediated systems helps advisors gain meaningful insights into students' diverse academic, social, and personal experiences and needs. Advisors use these insights to assist students as they transition to new academic and social communities, develop sound academic and career goals, and ultimately, become successful learners. • Advisors recognize and respect that students' diverse backgrounds are comprised of their ethnic and racial heritage, age, gender, sexual orientation, and religion, as well as their physical, learning, and psychological abilities. Advisors help students develop and reinforce realistic self-‐perceptions and help them use this information in mapping out their futures. Ø Advisors introduce and assist students with their transitions to the academic world by helping them see value in the learning process, gain perspective on the college experience, become more responsible and accountable, set priorities and evaluate their progress, and uphold honesty with themselves and others about their successes and limitations.
Advisors encourage self-‐reliance and support students as they strive to make informed and responsible decisions, set realistic goals, and develop lifelong learning and self-‐management skills.
Advisors respect students' rights to their individual beliefs and opinions.
Advisors guide and teach students to understand and apply classroom concepts to everyday life.
Advisors help students establish realistic goals and objectives and encourage them to be responsible for their own progress and success.
Advisors seek to understand and modify barriers to student progress, identify ineffective and inefficient policies and procedures, and work to affect change. When the needs of students and the institution are in conflict, advisors seek a resolution that is in the best interest of both parties. In cases where the student finds the resolution unsatisfactory, they inform students regarding appropriate grievance procedures.
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NATIONAL ACADEMIC ADVISING ASSOCIATION ADVISING CORE VALUES Exposition
Advisors recognize the changing nature of the college and university environment and diversity within the student body. They acknowledge the changing communication technologies used by students and the resulting new learning environments. They are sensitive to the responsibilities and pressures placed on students to balance course loads, financial and family issues, and interpersonal demands.
Advisors are knowledgeable and sensitive regarding national, regional, local, and institutional policies and procedures, particularly those governing matters that address harassment, use of technology, personal relationships with students, privacy of student information, and equal opportunity.
Advisors are encouraged to investigate all available avenues to help students explore academic opportunities.
Advisors respect student confidentiality rights regarding personal information. Advisors practice with an understanding of the institution's interpretation of applicable laws such as the Federal Educational Rights and Privacy Act (FERPA).
Advisors seek access to and use student information only when the information is relevant to the advising process. Advisors enter or change information on students' records only with appropriate institutional authorization to do so.
Advisors document advising contacts adequately to meet institutional disclosure guidelines and aid in subsequent advising interactions.
Core Value 2: Advisors are responsible for involving others, when appropriate, in the advising process. • Academic advisors must develop relationships with personnel critical to student success including those in such diverse areas as admissions, orientation, instruction, financial aid, housing, health services, athletics, academic departments, and the registrar's office. They also must establish relationships with those who can attend to specific physical and educational needs of students, such as personnel in disability services, tutoring, psychological counseling, international study, and career development. Advisors must also direct students, as needed, to experts who specialize in credit transfers, co-‐curricular programs, and graduation clearance. • Because of the nature of academic advising, advisors often develop a broad understanding of an institution and a detailed understanding of student needs and the resources available to help students meet those needs. Based upon this understanding: Ø
advisors can have an interpretative role with students regarding their interactions with faculty, staff, administrators, and fellow students, and
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NATIONAL ACADEMIC ADVISING ASSOCIATION ADVISING CORE VALUES Exposition
advisors can help the institution's administrators gain a greater understanding of students' needs. Students involved in the advising process (such as peer advisors or graduate assistants) must be adequately trained and supervised for adherence to the same policies and practices required of the professional and faculty advisors and other specially trained staff advising in the unit/institution. Ø
l Core Value 3: Advisors are responsible to their institutions. • Advisors work in many types of higher education institutions and abide by the specific policies, procedures, and values of the department and institution in which they work. When circumstances interfere with students' learning and development, advisors advocate for change on the advisees' behalf with the institution's administration, faculty, and staff. • Advisors keep those not directly involved in the advising process informed and aware of the importance of academic advising in students' lives. They articulate the need for administrative support of advising and related activities. • Advisors increase their collective professional strength by constructively and respectfully sharing their advising philosophies and techniques with colleagues. • Advisors respect the opinions of their colleagues; remain neutral when students make comments or express opinions about other faculty or staff; are nonjudgmental about academic programs; and do not impose their personal agendas on students. • Advisors encourage the use of models for the optimal delivery of academic advising programs within their institutions. l Advisors recognize their individual roles in the success of their institutions and accept and participate in institutional commitments that can include, but are not limited to, administrative and committee service, teaching, research, and writing. Core Value 4: Advisors are responsible to higher education in general. • Advisors accept that one goal of education is to introduce students to the world of ideas in an environment of academic freedom. Advisors demonstrate appreciation for academic freedom. • Advisors base their work with students on the most relevant theoretical perspectives and practices drawn from the fields of social sciences, the humanities, and education.
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NATIONAL ACADEMIC ADVISING ASSOCIATION ADVISING CORE VALUES
One goal of advising is to establish, between students and advisors, a partnership that will guide students through their academic programs. Advisors help students understand that learning can be used in day-‐to-‐day application through exploration, trial and error, challenge, and decision making. • Advisors advocate for student educational achievement to the highest attainable standards and support student goals as they uphold the educational mission of the institution. • Advisors advocate for the creation, enhancement, and strengthening of programs and services that recognize and meet student academic needs. •
Core Value 5: Advisors are responsible to their educational community. • Many institutions recognize the importance of integrating classroom learning with community experience, study abroad, and programs that bridge the gap between the academic and off-‐campus environments. Where such programs exist, advisors help students understand the relationship between the institution and local, regional, national, and international communities. • Advisors advocate for students who desire to include study abroad or community service learning into their co-‐curricular college experience, and they make appropriate referrals to enable students to achieve these goals. • Advisors understand the intricacies of transfer between institutions and make appropriate referrals to enable students to achieve their goals. Core Value 6: Advisors are responsible for their professional practices and for themselves personally. • Advisors use the Statement of Core Values to guide their professional actions. • Advisors seek opportunities to grow professionally. They identify appropriate workshops, classes, literature, research publications, and groups, both inside and outside the institution, that can keep their interest high, hone professional skills, and advance expertise within specific areas of interest. • Advisors seek cross cultural opportunities to interact with and learn more about ethnic communities, racial groups, religions, sexual preferences, genders, and age levels, as well as physical, learning, and psychological abilities and disabilities found among the general student population. westkentucky.kctcs.edu
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NATIONAL ACADEMIC ADVISING ASSOCIATION ADVISING CORE VALUES
• Advisors recognize that research topics are embedded in academic advising practice and theory. Advisors engage in research and publication related to advising as well as in areas allied with their training and disciplinary backgrounds. Advisors' research agendas safeguard privacy and provide for the humane treatment of subjects. • Advisors are alert to the demands surrounding their work with students and the necessity of taking care of themselves physically, emotionally, and spiritually to best respond to high level demands. They learn how to maintain listen and provide sensitive, timely responses that teach students to accept their responsibilities. Advisors establish and maintain appropriate boundaries, nurture others when necessary, and seek support for themselves both within and outside the institution. The Statement of Core Values provides the guidance academic advisors seek from the National Academic Advising Association. The Statement is reviewed periodically to ensure its alignment with current professional practices and philosophies. The National Academic Advising Association encourages institutions to adopt the Statement of Core Values and support the work of those who provide academic advising. Revised 2005 Copyright © 2005 by the National Academic Advising Association (NACADA)
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PRESCRIPTIVE VS. DEVELOPMENTAL ADVISING Prescriptive
Advisor tells student what he/she needs to know about programs and courses.
Advisor knows college policies and tells student what to do.
Advisor helps student learn about courses and programs for self.
Advisor tells student where to learn about policies and helps in understanding how they apply to him/her. Advisor teaches student how to register self.
Advisor tells student what schedule is best. Advisor informs about deadlines and follows up behind student.
Advisor tells student which classes to take. Advisor takes responsibility for keeping advising file updated. Advisor keeps informed about academic progress through files and records.
Advisor tells student what to do in order to get advised.
Advisor informs about deadlines then lets students follow up.
Advisor presents class options; student makes own selections. Advisor and student share responsibility for file. Advisor keeps informed about academic progress through records and talking to student about academic experiences. Advisor and student reach agreement about nature of advising relationship.
Advisor uses grades and test results to determine courses most appropriate for student.
Advisor specifies alternatives and indicates best choice when student faces difficult decision.
Advisor takes care of academic problems.
Advisor does not deal with vocational opportunities in conjunction with advising. Advisor suggests what student should major in.
Advisor keeps informed about academic progress through files and records.
Advisor identifies realistic academic goals based on grades and test results. Advisor is not knowledgeable about help available with non-‐ academic concerns. Advisor does not encourage discussion of personal problems. Advisor is concerned mainly about academic life of student.
Advisor and student use grades, test results, and self-‐ determined interests and abilities to determine most appropriate courses.
Advisor assists student in identifying alternatives and weighing consequences when facing difficult decision. Advisor teaches student problem-‐solving techniques
Advisor deals with vocational opportunities in conjunction with advising. Advisor suggests steps student can take to help decide on a major. Advisor keeps informed about academic progress through records and talking to student about academic experiences. Advisor assists student in identifying realistic academic goals based on grades, test results, and self-‐understanding. Advisor is knowledgeable about available help for non-‐ academic concerns. Advisor encourages discussion of personal problems. Advisor is concerned about personal, social, and academic life of student. Advisor shows interest in student's out-‐of-‐class life. Advisor discusses academic and other-‐than-‐academic interests and plans. Advisor provides information about workshops and seminars in areas such as career planning and study skills, and courses and class schedules. Advisor spends time discussing time management and effective study techniques.
Advisor unaware of student's outside-‐the-‐classroom life.
Advisor provides information mainly about courses and class schedules.
Advisor does not spend much time discussing time management and study techniques.
-‐-‐B.B. Crookston (1971) A developmental view of academic advising as teaching. Journal of College Student Personnel
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GUIDELINES FOR ADVISING NOTES
Include notes that will help the student. • Robert should think about retaking the COMPASS test before registering for classes. • Reminded Cynthia to look at the selective admission requirements for the PTA program. • Gisele did not come to her scheduled appointment and needs to reschedule as soon as possible. Include notes that will help future advisors understand the student or the advice that you gave. • Encouraged Darcy to enroll in EDU 201 because of her interest in Elementary Education • Matthew took PSY 180 even though he already has credit for enough social sciences. He understands that will be an elective. Include notes that will facilitate the relationship with the student. • Encouraged Donna to make an appointment to meet with me after mid-‐term. • Reminded Becky to make an appointment early in the Priority Registration timeframe so she could get the schedule she desired. • We agreed to meet three times this semester to monitor Sylvia’s progress. Include possible consequences of not following the advice given. • Veronica wanted to enroll in 18 credit hours this semester. I expressed my concern because of her heavy academic load and full-‐time work schedule. • Peyton wants to save her developmental math courses until the end. I showed her how this would prevent her from taking BIO 137. Include referrals of a non-‐sensitive nature. • Encouraged Susan to make an appointment with the Director of Career Services. • Lori is interested in joining SGA. I referred her to the Coordinator of Student Development. Include comments that help you in future interactions with the student. • Jared was well prepared for his advising session. He had a tentative schedule and a list of questions for me. • Faith is interested in transferring and she has researched programs at several schools. Exclude your subjective judgements about the student, especially when they are negative. • DO WRITE: Laura is struggling because of lack of attendance and multiple barriers. • DO NOT WRITE: I recommended that Laura seek counseling because of her anger problems. • DO WRITE: Encouraged Lila to do further career exploration and educational planning. • DO NOT WRITE: Lila is clueless and needs help.
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GUIDELINES FOR ADVISING NOTES 8. Exclude referrals of a sensitive or personal nature. • DO WRITE: Zuri expressed difficulty in course. Referred to Accessibility Services. • DO NOT WRITE: I referred Zuri to Accessibility Services. I suspect a learning disability. 9. Exclude comments regarding student’s instructor, especially when they are negative. • DO WRITE: Discussed multiple teaching and learning strategies to assist Mariam with the difficulty she is experiencing with a course. • DO NOT WRITE: Student does not get along with her instructor. 10. Exclude personal concerns about the student. a. DO WRITE: Recommended student meet with all instructors for planned absence next week. b. DO NOT WRITE: Student has to go to court for a DUI next week and will miss class. Taken from: https://www.wwcc.edu/CMS/fileadmin/PDF/CESC/Advisor_Packet/AdvisingNoteGuidlines.pdf
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PRE-ADVISING SHEET RATIONALE Dear Advisors,
The West Kentucky Community and Technical College Advising worksheet is a tool to help students and advisors prepare for their academic advising appointments. Ideally, your advisees should fill the form out before their appointment. The form can be used to make the advising experience focused and efficient. It also ensures that students are involved in the advising process and have thought about the next semester and their future goals.
You can e-‐mail the form to students, or ask them to print it from the website and bring it with them to the appointment. Students can e-‐mail the form back to you. You can save it and use it when they come to their appointment. It is our hope that the form will assist you in record keeping and m aintaining advisee files.
Please let us know if you have any questions, The Advising Center Staff WKCTC-‐TransferCenter@kctcs.edu
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ADVISING POINTS FOR NEW STUDENTS Ask student about career goals and intended program of study, ask if they plan to complete a bachelor’s degree or higher after completing a credential at WKCTC. Review ACT/COMPASS scores – does student meet minimum general education course requisites and or program requirements – does student need transition education courses. Discuss the requirements of desired program of study and provide student with curriculum guide from the website. Provide transfer plan when appropriate. (Available from Summer Holland) Review previous course work – ask if student has transfer coursework or classes that may be in the Legacy section of PeopleSoft. Recent high school graduates may have AP test credits. If undecided, tell student about FOCUS program and provide them with form with website and username/password information. Discuss importance of selecting a major early to avoid taking classes that will not meet requirements and possibly add to the time and cost of completing a credential. Discuss the impact of the following on the student’s success in college as appropriate: • Online vs in person classes • Number of hours worked per week, work schedule, stress level of job • Preparation for study, give student (“Keys to College Success” hand-‐out) • College finances/financial aid/scholarship opportunities • Childcare • Support network • Over-‐all reality check Build schedule with student’s input, print schedule and tuition statement. Provide student with a new student packet and review the contents as follows: • Explain new student orientation requirement and ask student to complete the registration form for NSO. • Student Handbook • Academic Calendar for semester indicating payment deadline, class start date • Timeline for dropping/adding classes, holidays and breaks • Online access flyer – point out section on activating email and accessing the Student Center page where the student will find advisor contact information, schedule, grades, as well as other useful information. • Sheet showing student role and responsibilities in the advising process • Explain that moving forward the student will be assigned an advisor.
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ADVISING POINTS FOR NEW STUDENTS •
• • •
The student will make an appointment with that advisor to register for classes for future semesters. The student should start planning to see advisor October 1 and March 1 of each semester. Explain the student’s responsibilities in knowing program requirements and planning schedules knowing how to use the degree audit feature in PeopleSoft. Point out the flyer on success tips. Map – at this point give the student his/her printed schedule and go over. The location of each class and days and times that his/her scheduled classes meet.
If student indicated an interest in transferring, discuss the importance of engaging in the transfer process early. Make sure they understand that “basic courses” can be different depending on program/major and the importance of taking classes that will apply to the desired program. Provide a transfer plan or refer to the Transfer Advising Center. If student enrolled in online classes give the student a copy of the Online Learning information flyer. Point out the log on instructions, who to call for assistance, how to order books if taking a class from another college and how to schedule a proctored exam. Refer student to support services as needed/appropriate (Tutoring Center, Accessibility Student Services, campus shuttle service, library, student computer labs, mentoring program, student organizations and activities, Four Rivers mental health counseling services, Scholar House, etc. as appropriate for student’s needs.
ADVISING POINTS FOR RETURNING STUDENTS Access student information in PeopleSoft (PS): • does student have any holds that need to be addressed. • is program plan/major correct if not direct student to the online Major/Program Change form. • if student is still Undecided discuss the importance of selecting a major to avoid taking classes that will not meet requirements and possibly add to the time and cost of completing a credential. Tell student about FOCUS program and provide them with form with website and username/password information.
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ADVISING POINTS FOR RETURNING STUDENTS
Review student’s career goals, transfer plans, and progress toward degree completion. May use the PS degree audit feature. Discuss prior semester(s) experience, successes, challenges, room for improvement and provide feedback for future success when appropriate. If student indicated an interest in transferring, discuss the importance of engaging in the transfer process early. Explain that “basic courses” can be different dependent upon program/major/university. Provide a transfer plan/pathway (available from Advising Center) or refer to the Transfer Advising Center if an individualized transfer plan is needed. Direct student to the online graduation application when appropriate. Build schedule with student’s input, print schedule and tuition statement. If student enrolled in online classes give the student a copy of the Online Learning information flyer. Point out the log on instructions, who to call for assistance, schedule a proctored exam, how to order books if taking a class from another college. Review website resources – Student Self-‐Service, Currently Enrolled Student page for academic calendar, final exam schedule, etc. Refer student to support services as needed/appropriate (Tutoring Center, Disability Student Services, campus shuttle service, library, student computer labs, mentoring program, student organizations and activities, Four Rivers mental health counseling services, Scholar House, etc. as appropriate for student’s needs.
FINANCIAL AID SATISFACTORY PROGRESS Students that are not meeting Financial Aid Satisfactory Academic Progress (SAP) are required to appeal their financial aid eligibility. These students will have an ADV hold on their account. Once an appeal has been approved, a Plan of Action (POA) is required. The POA is signed in the Financial Aid Office and the ADV hold is removed so the student may register for required courses. Should an advisor encounter and ADV hold, please refer the student to the Financial Aid Office.
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ONLINE LEARNING Frequently Asked Questions about Online Learning Can a student take on-‐campus, Learn by Term, and Learn on Demand courses in the same semester? Yes, but financial aid will be disbursed according to the Learn on Demand guidelines. Students who qualify for financial aid should contact the Go KCTCS! Student Service Center at 1-‐866-‐321-‐7406 about the disbursement of financial aid prior to enrolling in Learn on Demand courses. Can an advisor enroll a student in a Learn by Term course delivered by another KCTCS college? Yes; however, it is easier for the student to obtain textbooks if the student is enrolled in a WKCTC Learn by Term class. Students wanting to enroll in a Learn by Term class starting in less than two weeks and delivered by another KCTCS college should be referred to Faris Sahawneh (Faris.email@example.com) Can an advisor enroll a student in a Learn on Demand course? Because there are certain attributes that must be applied to the Learn on Demand student’s PeopleSoft record, the student should be referred Laura James (firstname.lastname@example.org). How does a student get textbooks for Learn by Term classes delivered by other KCTCS colleges? Direct the student to the KCTCS Online Bookstore -‐ http://yourschoolyourbookstore.com/ How does a student get textbooks for Learn on Demand classes? E-‐resources are included with each Learn on Demand course; therefore, it is not necessary for the student to order textbooks. Online Learning includes Learn by Term and Learn on Demand courses. Learn by Term classes are the “traditional” online courses with specific term start and end dates. Learn on Demand classes are competency-‐based, self-‐paced courses offering credit for prior knowledge. They can be taken in a 15-‐week session, 14-‐week, and so on down to a 6-‐week session. Courses must be completed by the end of the term in which the student is enrolled.
CAREER RESOURCES Several resources available to students from WKCTC Career Services are the following Career Exploration tools. Clifton StrengthsFinder https://www.gallupstrengthscenter.com/Purchase/en-‐US/Product?Path=Clifton%20StrengthsFinder The Clifton StrengthsFinder assessment will allow you to discover your top 5 strengths, and download the bestselling StrengthsFinder 2.0 e-‐book. Learn how your dominant talents help you excel, and begin your path to better performance and higher engagement. Intended as an introduction to strengths, this solution is ideal for people who want a quick, focused approach to strengths-‐based development.
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CAREER SERVICES O*Net http://www.onetonline.org/ O*Net is a tool for career exploration and job analysis. O*NET OnLine has detailed descriptions of the world of work for use by job seekers, workforce development and HR professionals, students, researchers, and more. Focus2 https://www.focuscareer2.com/Portal/Register.cfm?SID=671&CFID=5205223&CFTOKEN=84d4460adfc7a4 bf-‐051B2EAD-‐B82A-‐72DD-‐7468EDC087F88FE3 Focus 2 will help students select the right major, explore career options, take responsibility for their education and career planning, and engage in activities that support career development.
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READING AND WRITING COURSE PLACEMENT COMPASS RANGE 48 and below 49-‐69
ASSET RANGE 0-‐31
5.4 and below 5.5-‐8.9
72 and below 73-‐74
470 Critical Reading
25 and below 26-‐48†
8.0 and below 8.1-‐10.0†
Writing 430 or Critical Reading 450
COURSE PLACEMENT BEGINNING SPRING 2016 Reading Assessment Refer to Adult Basic Education.
Enroll in RDG 96 on-‐campus with Supplemental Instruction* OR Skills Enhancement Center, Room 111, for remediation to retest. Enroll in RDG 100** with concurrent enrollment in Content Course specified on Open/Close report OR RDG 30 online*** OR Skills Enhancement Center, Room 111, for remediation to retest. Your scores indicate that you do not need a reading course. Students with 12 or more credit hours at the 100 level or above in general education courses with a 2 .0 GPA are exempt from Reading placement requirements and are considered college ready. Writing Assessment Refer to Adult Basic Education. Enroll in ENC 96 on campus‡, OR Skills Enhancement Center, Room 111, for remediation to retest. Enroll in ENG 100 on campus with concurrent enrollment in ENG 101 OR ENC 91† online OR Skills Enhancement Center, Room 111, for remediation to retest. Enroll in ENG 101, Writing I.
* A student with a COMPASS range between 49-‐69, or other placement in Reading referenced above are required to take the on-‐campus R DG 96 section. At end of class, students will either retake the placement test and/or take the final exam with any of the following outcomes: 1.) Take entry-‐level course; 2.) Take RDG 100 with a content course; 3.) Retake RDG 096 or retest. ** A student with a COMPASS range between 70-‐84, or other placement in Reading referenced above, will be placed in RDG 100 + Content Course. Students may only take ONE of the content courses listed while taking RDG 100. Students must attend both RDG 100 and the Content Course. *** A student with a COMPASS range between 70-‐84 or other placement in Reading referenced above, will use the online RDG 30 option if they do not want to take reading with a content course or if they need an online option. Upon successful completion of this course, students will move on to entry level courses. † ENC 91 online is available for online students only with COMPASS 39-‐73, ASSET 38-‐42 OR TABE A 9.6-‐12.7 ‡ A student with a COMPASS range between 26-‐48 or other placement in Writing referenced above. At end of class, students will either retake the placement test and/or write the final exam with any of the following outcomes: 1.) Enroll in ENG 101; 2.) Enroll in ENG 100 with ENG 101; 3.) Retake ENC 096 or retest. A student with a COMPASS range between 49-‐73 will be placed in ENG 100 + ENG 101 P section. Students must attend and pass both ENG 100 and ENG 1 01. Courses n umbered below 100 are transition and do not count toward hours needed for a credential. They are not used in calculating grade point averages and may be graded on a pass/fail basis. These courses will count in determining whether a student is part-‐time (less than 12 hours) or full-‐time (12 hours or more) for the semester. Students m ust enroll in transition courses within the first two semesters and continue in subsequent semesters until entry level placement is obtained.
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READING AND WRITING COURSE PLACEMENT Placement Course Descriptions READING
_______ RDG 030 – Reading for the College Classroom is designed to improve comprehension and vocabulary of expository reading materials. Strategies taught in course are applied to college level reading materials. _______ RDG 096 – Introduction to College Reading is designed to improve proficiency in reading comprehension, critical thinking skills, and critical reading skills by developing vocabulary techniques, active reading strategies, comprehension accuracy, and interpretation of visual elements in text. _______ RDG 100 – Reading Workshop is designed to improve comprehension and vocabulary of expository materials by improving student’s comprehension processes and reading-‐related study skills. _______ General Education Courses WRITING _______ ENC 091 – Foundations of College Writing II is designed for students with some writing experience, and includes instruction in the writing process, organization, multi-‐paragraph writing, editorial improvement and critical reading. _______ ENC 096 – Introduction to College Writing introduces and applies writing as a process, beginning with basic writing skills and paragraph length assignments and moving toward intermediate writing skills and multiple paragraph assignments.
______ ENG 100 – English Workshop provides parallel and supplemental review of English skills needed by students. ______ ENG 101– Writing I focuses on academic writing and provides instruction in drafting and revising essays that express ideas in Standard English.
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WKCTC COURSE OPTIONS FOR READING PLACEMENT Students who place in any reading level must enroll in the reading class during the first semester. Successful completion of RDG 30, RDG 100, OR COMPASS score of 85 or higher indicates reading proficiency for college level courses.
COMPASS READING SCORE
Refer to Adult Ed
RDG 96* Introduction to College Reading
RDG 100** Reading Workshop
*with Supplemental Instruction **RDG 100 must be taken as a co-‐requisite with an approved general education course.
Do not release students to self-‐enroll unless they have completed their development courses.
Reading Placement Course Options
0-‐48 49-‐69 Adult RDG Ed 96*
70-‐84 RDG 100**
Air Conditioning Technology
ACR 100, ACR 101, ACR 102, ACR 103, ACR 130, ACR 131 AHS 120 ART 100 ART 110, ART 112 ART 113, ART 210, ART 240, ART 260 BIO 132 CRT 100 CRT 150, CRT 151 COM 101 BRX 120, CAD 102 CAD 100, CAD 112, CAD 120 CAD 220 CIT 105, DLC 100
X X X X
X X X X
X X X X X X X X
BRX 112 CMM 114, CMM 118 BRX 220, CAR 126, CAR 127, ISX 101 CAR 140, CAR 141, CAR 150, CAR 151, CAR 190, CAR 191 CRJ 100
X X X
X X X
Allied Health Art
Biological Sciences Collision Repair Technology Communications Computer Aided Drafting and Design Computer Information and Technology Computerized Manufacturing and Machining Construction Technology
Construction Technology (cont.) Criminal Justice
COMPASS READING SCORE
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WKCTC COURSE OPTIONS FOR READING PLACEMENT READING PLACEMENT COURSE OPTIONS AREAS
COMPASS READING SCORE
0-‐48 Adult Ed
49-‐69 RDG 96*
70-‐84 RDG 100**
Culinary Arts Diesel Technology
CUL 100 CUL 200, CUL 211, CUL 215 DIT 103, DIT 123 ADX 120, ADX 121, ADX 150, ADX 151, ADX 170, ADX 171, DIT 110, DIT 111, DIT 112, DIT 113, DIT 121, DIT 140, DIT 141, DIT 150, DIT 151, DIT 152, DIT 153, DIT 160, DIT 161, DIT 180, DIT 181, DIT 190, DIT 191 ELT 110, ELT 114 FRS 2061
X X X
X X X
FYE 105 GEN 125, GEN 175 ISX 101 IMT 150, IMT 151 IEC 101
X X X X
X X X X X
KHP courses (*excludes KHP 190) MRN 100, MRN 101 MRN 102 MIT 103, MIT 104, MIT 106 MUS 100 MUS 150, MUS 192 NAA 100 NAA 115 (pre-‐requisite NAA 100), NAA 125 OST 100 OST 101 OST 109, OST 110, OST 150 THA 101 VCA 108, VCC 100, VCC 105, VCC 110, VCC 150, VCC 166, VCC 212, VCC 214, VCM 110, VCM 140 VCC 115, VCC 200, VCC 210, VCC 266, VCM 115, VCM 215, VCM 220, VCM 230, VCM 240 WLD 110, WLD 111, WLD 151, WLD 152 WLD 120, WLD 121, WLD 123, WLD 130, WLD 131, WLD 133, WLD 140, WLD 141, WLD 143
* X X X
X X X X X X X X
X X X
X X X X X
Electrical Technology Fire Rescue Science Technology/EMT Basic First Year Experience General College Studies Industrial Maintenance Technology Interdisciplinary Early Childhood Education Kinesiology & Health Promotion Marine Technology Medical Information Technology Music Nursing Assistant
Office Systems Technology
Theatre Visual Communications Welding
WKCTC Faculty Resource Guide Page 21.
COMPASS UNCONDITIONAL ADMISSIONS SCORES Required by Specific Technical Program Alternate Admissions Students who do not meet the admission criteria listed below, may qualify for alternate admission to some programs by meeting one or more of the following criteria: • Scoring an ACT composite score of 17. • Earning 12 credit hours of postsecondary college level (non-‐development education) work in the last 7 years. • Complete the appropriate Transitional Education course(s) sequence. Students who successfully complete all course work without providing qualifying COMPASS scores are not required to test at the end of the course work to earn a credential. NOTE: • Alternate admission criteria above do not apply to programs that have a separate selective admission policy. • In some programs students must take general education courses/pre-‐requisite courses that have additional placement score requirements. • Embedded certificates of 18 credit hours or below do not require COMPASS scores Program Air Conditioning Technology Automotive Technology Business Studies
• • • •
Accounting Technology Business Administration Medical Information Technology Office Systems Technology all diplomas except those listed below Data Entry Operator Receptionist
Chemical Operator Collision Repair Technology Computer Aided Drafting and Design Computer & Information Technology Computerized M anufacturing & Machining westkentucky.kctcs.edu
Pre-‐ algebra 42 34 34 42 34 34 25 42
80 74 74 80 80 74 64 80
64 49 49 64 64 49 36 64
42 34 42 42 42
80 74 64 80 74
64 49 64 64 49
Must meet minimum scores to enroll Yes Yes Yes
Yes Yes Yes Yes Yes
WKCTC Faculty Resource Guide Page 22.
COMPASS UNCONDITIONAL ADMISSIONS SCORES Required by Specific Technical Program Program
Pre-‐ algebra 25 25 42 42 34 34 42
64 74 80 80 74 74 80
36 49 64 64 49 49 64
Must meet minimum scores to enroll Yes Yes Yes Yes Yes Yes Yes
36 (Algebra) 25
Interdisciplinary Early Childhood Ed Logistics & Operations Management Marine Technology Mechatronic Systems MIT: Electrical Technology
34 42 29 42 42
74 80 69 80 74
49 64 47 64 49
MIT: Industrial Maintenance Technology
Nursing Assistant Pharmacy Technology
Yes Yes Yes Yes Yes, in addition students must be able to take MAT116 either by test score or completion of transition ed course sequence. Yes, in addition students must be able to take MAT116 either by test score or completion of transition ed course sequence. Yes Yes, in addition students must have completed MAT065 either by test score or completion of transition ed course sequence.
Yes, in addition students must be eligible for admission to BIO135
Visual Communication Welding Technology
Construction Technology Cosmetology/Nail Technician Criminal Justice Culinary Arts Diesel Technology Fire Rescue Science Technology/EMT Basic Paramedic Health Physics Homeland Security/Emergency Management
WKCTC Faculty Resource Guide Page 23.
COMPASS UNCONDITIONAL ADMISSIONS SCORES Required by Specific Technical Program The following do not require Compass scores: • Computer Aided Drafting Technician I (C) • Detailer (C) • Electro Hydraulic Technician (C) • Industrial Maintenance Electrical Mechanic (C) • Industrial Maintenance Mechanic Level I (C) • Certificates and diplomas of less than 18 credit hours not included on the chart above Nursing and most Allied Health programs have selective admission requirements.
ENC 96 - INTRODUCTION TO COLLEGE WRITING Descriptions and Advisor Tips Information about the course:
• • • • •
On campus only 4 credit hours One day a week in the classroom; one day a week in the computer lab Students must activate KCTCS email account prior to first day of class Please refer to Placement Chart for placement scores
Advisor Tips: • At end of class, students will either retake the placement test and /or take the final exam with any of the following outcomes: 1.) Take ENG 101; 2.) Take ENG 101 with ENG 100; 3.) Retake ENC 96 or retest.
Contact student’s current instructor with questions about progress or recommendations for the next semester.
Please do not override enrollment caps.
Check if student has retested. Ø Students who have not retested should be encouraged to use review materials on WKCTC website and retest.
Students whose scores place them out of ENC 96 will go directly into ENG 101 or ENG 101 with ENG 100 based upon the KCTCS Assessment and Placement Policy.
WKCTC Faculty Resource Guide Page 24.
ENC 91 - FOUNDATIONS OF COLLEGE WRITING II Descriptions and Advisor Tips Information about the course:
Online only 3 credit hours Recommended for students needing completely online schedule Students must activate KCTCS email account prior to first day of class Please refer to Placement Chart for placement scores
• • • • •
ENG 100 - ENGLISH WORKSHOP Descriptions and Advisor Tips Information about the course: -‐ Co-‐requisite workshop to be taken with ENG 101 -‐ On campus only -‐ 2 credit hours -‐ Please refer to Placement Chart for placement scores -‐ Students must activate KCTCS email account prior to first day of class Advisor Tips: -‐ Please check ENG 100 description on the Open/Close to verify correct pairing for the corresponding ENG 101 section. -‐ Enrollment in ENG 101 is contingent upon attendance and good standing in ENG 100. -‐ If a student wishes to withdraw from ENG 100, that student must also withdraw from ENG 101 and vice versa. For more information, contact Kim Russell at 534-‐3203 or Sanci Teague at 534-‐3149.
WKCTC Faculty Resource Guide Page 25.
RDG 96 - INTRODUCTION TO COLLEGE READING Description and Advisor Tips Information about the course: • On campus only • 4 credit hours • One day a week in the classroom; one day a week in the computer lab • Students must activate KCTCS email account prior to first day of class • Please refer to Placement Chart for placement scores Advisor Tips: • At end of class, students will either retake the placement test and /or take the final exam with any of the following outcomes: 1.) Take entry-‐level course; 2.) Take RDG 100 with a content course; 3.) Retake RDG 96 or retest.
Contact student’s current instructor with questions about progress or recommendations for the next semester.
Please do not override enrollment caps.
Check if student has retested. Ø Students who have not retested should be encouraged to use review materials on WKCTC website and retest.
Students whose scores place them into credit-‐bearing courses based upon the KCTCS Assessment and Placement Policy will go directly into the credit-‐bearing courses.
For more information, contact Megan Dotson at 534-‐3354.
RDG 30 - READING FOR THE COLLEGE CLASSROOM Description and Advisor Tips Information about the course: • Online only • 3 credit hours • Recommended for students needing completely online schedules • Students must activate KCTCS email account prior to first day of class • Please refer to Placement Chart for placement scores For more information, contact Megan Dotson at 534-‐3354. westkentucky.kctcs.edu
WKCTC Faculty Resource Guide Page 26.
RDG 100 READING WORKSHOP Information about the course: • Co-‐requisite workshop to be taken with a content course • On campus only • 2 credit hours • Please refer to Placement Chart for placement scores • Students must activate KCTCS email account prior to first day of class Advisor Tips: • Please check RDG 100 description on the Open/Close to verify correct pairing for the corresponding content course.
Enrollment in the co-‐requisite course is contingent upon attendance and good standing in RDG 100. If a student is dropped from RDG 100, the student will also be dropped from the co-‐requisite content course.
If a student wishes to withdraw from RDG 100, that student must also withdraw from the co-‐requisite course and vice versa.
For more information, contact Megan Dotson 534-‐3354.
WKCTC Faculty Resource Guide Page 27.
MATH COURSE PLACEMENT REPORT COMPASS RANGE
COURSE PLACEMENT BEGINNING SPRING 2016
Pre-‐ Algebra Below 24
Below Refer to Adult Basic Education. 6.4 6.4-‐12.9 Enroll in MAT 065* (includes supplemental instruction) OR for remediation to retest, refer students to the Tutoring Center in MLRC 2nd floor in the library OR www.westkentucky.EdReady.org (keyword: mathready).
MT 055 = MP 6-‐11 MT 065 = MP 12-‐17
CA 7-‐13 or MP 18-‐21
Enroll in MAT 085 or MAT 126 with supplemental instruction or any course listed above***.
CA 7-‐13 and MP 22+
•Enroll in MAT 150 with M AT 100. •Enroll in MAT 146; MAT 105; M AT 110; MAT 116; or MAT 126 or any course listed above.
Enroll in MAT 150 or any course listed above. Enroll in MAT 170, MAT 175 or any course listed above.
Enroll in MAT 065 (includes supplemental instruction) OR for remediation to retest, refer students to the Tutoring Center in MLRC 2nd floor in the library OR www.westkentucky.EdReady.org (keyword: mathready). Appropriate Reading placement scores required for all e ntry-‐level Math (100 level or above). See Reading Placement Chart. Enroll in MAT 105; MAT 110 or MAT 116 with supplemental instruction or any course listed above.
*A student with a COMPASS Pre-‐Algebra range 24-‐41, ASSET 25-‐37, OR TABE 6.4-‐10.1, will be placed “One Up” with A&P policy in to MAT 65 with Supplemental Instruction. *** MAT 085 is a prerequisite for MAT 146 and M AT 150. Courses numbered below 100 are transition and do not count toward hours needed for a credential. They are not used in calculating grade point averages and may be graded on a pass/fail basis. These courses will count in determining whether a student is part-‐time (less than 12 hours) or full-‐ time (12 hours or more) for the semester. Students must enroll in transition courses within the first two semesters and continue in subsequent semesters until entry level placement is obtained.
WKCTC Faculty Resource Guide Page 28.
MATH COURSE PLACEMENT REPORT Placement Course Descriptions MATH _______ MAT 065– Basic Algebra with Measurement covers variable expressions, linear equations and inequalities, exponents, polynomials, factoring, square and cube roots, scientific and engineering notation, elementary graphing, and measurement unit and conversions. ______ MAT 085 – Intermediate Algebra with Applications includes exponents, factoring, polynomials, radicals, radical expressions, graphing in the plane, linear and quadratic equations, and appropriate applications.
The sequence of math courses a student follows after MAT 065 depends on the program of study. _______ MAT 105 – Business Mathematics covers concepts as applied to finance. Topics include percentages, simple and compound interest, annuities, sinking funds, depreciation, balance sheets, and consumer debt. OR
_______ MAT 110 – Applied Mathematics includes the concepts of ratio and proportion, units and conversions, linear equations in two variables, inequalities, graphing and writing equation of a line, percents, interest, descriptive statistics, and logical symbolism. OR
_______ MAT 116 – Technical Mathematics covers mathematical concepts from algebra, geometry, and trigonometry. Topics include unit conversions, variation, measurement of geometric figures and vectors. OR
_______ MAT 126 – Technical Algebra and Trigonometry covers topics including vectors, phasor algebra, variation, trigonometric functions, coordinate systems, system of linear equations, quadratic, rational, exponential and logarithmic equations. OR
_______ MAT 146 – Contemporary College Mathematics is a course in quantitative reasoning and problem solving intended for non-‐science majors. Topics are chosen from apportionment, finance, growth, form and measurement, logic, population growth, probability and statistics, and voting theory. Prerequisite MAT 085 or appropriate placement score. OR
_______ MAT 150 – College Algebra and Functions covers selected topics in algebra and analytic geometry. Develops manipulative skills and concepts required for further study in mathematics. Includes linear, quadratic, polynomial, rational, exponential, logarithmic and piecewise function; systems of equations and inequalities; and introduction to analytic geometry. Prerequisite MAT 085 or appropriate placement score. OR
WKCTC Faculty Resource Guide Page 29.
MATH COURSE PLACEMENT REPORT Placement Course Descriptions MATH _______ MAT 170 – Brief Calculus with Applications provides an introduction to differential and integral calculus with applications in biological sciences, or business with an analysis of algebraic, exponential, and logarithmic functions. Prerequisites MAT 150 or appropriate placement score. _______ MAT 175 – Calculus I examines one-‐variable calculus including limits, differentiation and integration of algebraic, trigonometric, exponential, logarithmic, hyperbolic, and inverse trigonometric functions with applications. Prerequisites MAT 150 and MAT 155 or appropriate placement score. Lower numbered courses do not always meet the prerequisite for the next higher course. Always check the catalog for specific course pre-‐requisites.
WKCTC Faculty Resource Guide Page 30.
MATH COURSE FLOW CHART
www.westkentucky.EdReady.org, keyword mathready is recommended for remediation. COMPASS Pre-‐Alg 24-‐41 ASSET Num Skills 23-‐24 KYOTE MP 6-‐11 TABE A 6.4-‐10.1 Or COMPASS Pre-‐Alg 42-‐99 & Alg 16-‐30 ASSET
MAT 65 Beginning Algebra (Includes Or supplemental material)
Num Skills 38-‐55 & El Alg 27-‐38 Or Int Alg 26-‐35
KYOTE MP 12-‐17 TABE A 10.2-‐12.9
*MAT 105 Business Math
(Optional, only if the student’s program allows) COMPASS Alg 25-‐30 ASSET El Alg 34-‐38 & Int Alg 33-‐35 KYOTE CA 5-‐13
COMPASS Alg 31-‐35 ASSET El Alg 39-‐40 & Int Alg 36-‐38 KYOTE CA 7-‐13 OR MP 18-‐21
*MAT 116 w supplement AY! ONLY Technical M ath
**These courses do not meet the pre-‐requisites for MAT 126 or MAT 150 or MAT 146
*MAT 110 Applied Math
*MAT 116 w supplement Technical M ath
**These courses do not meet the pre-‐requisites for MAT 126 or MAT 150 or MAT 146
MAT 85 Intermediate Algebra
*MAT 126 w supplement Or Technical Algebra and Trigonometry
COMPASS Alg 36-‐49 ASSET El Alg 41-‐45 & Int Alg 39-‐42 KYOTE CA 7-‐13 AND MP 22+ ACT 19-‐21
Contemporary College Math
COMPASS Alg 50-‐99 ASSET El Alg 46-‐55 & Int Alg 43-‐55 KYOTE CA 14+ ACT 22+
*MAT 150 College Algebra
COMPASS Alg 50-‐99 ASSET El Alg 46-‐55 & Int Alg 43-‐55 ACT 22+
*MAT 110 (AY! HST ONLY) Applied Math
170 may be taken after 150 or 150 with 100
*MAT 170 Brief Calculus
*MAT 150 with MAT 100 AY! HST only College Algebra with Supplement
*MAT 150 with MAT 100 College Algebra with Supplement Equivalent to MAT 150
*MAT 155 Trigonometry C or better required in 150 and 155 to take 175
*MAT 175 Calculus I
*Appropriate Reading Assessment required before enrolling in MAT 100 level Math Course. Note: A student may enroll in any course which precedes where they test. **This flow chart is a guide -‐ always check the catalog for specific pre-‐requisite requirements before enrolling students. westkentucky.kctcs.edu
WKCTC Faculty Resource Guide Page 31.
MATH 65 AND MATH 85 Descriptions and Advisor Tips
New for Fall 2016 • Remediation is available to all students for free using EdReady. (Highly recommended for students before beginning any Transition Math Course) Go to www.westkentucky.edready.org and use keyword mathready for review.
Students testing into MAT 55 will now register for MAT 65. Supplemental material reviewing concepts previously taught in MAT 55 has been added to MAT 65. Students should plan to spend additional time to remediate. The most semesters of remediation required will be two for students requiring MAT 150 who test in the lowest level. Most students will only need one semester of remediation before being allowed to register for a college level math course.
MAT 55 is still available online for online only students during Fall 2016 semester.
Accelerate You! allows students who have not met pre-‐requisites to enter a college level math course. Supplemental support will be provided for students in the college level math course and supplemental math modules will be required in one (or more) technical courses. Students should enroll in all recommended courses for AY! Program.
Students in technical courses will enroll in MAT 116 the first semester. Health Science Technology Majors will have the opportunity to participate in 1 of two pilots. o One section will place students into MAT 110 who have not met pre-‐requisites for MAT 110. o The other section will place students into MAT 150/100 who have tested into at least MAT 85.
Advising Notes • Only on-‐campus Math Center students earning an MP (Making Progress) get to carry work over to the next course (semester). All online courses must be completed within a single term.
Students who withdraw or receive an F will be required to restart at the beginning of the course.
Students who received an MP, and have not tested into the next course, must re-‐enroll in the same course in the Math Center the following semester or retake the Math Placement Assessment.
STEP credit for the second course can be found under the Test/Transfer Credit tab on the student information page in PeopleSoft.
Transition Math courses do not count toward GPA.
Please ask students what the Math Center Faculty have advised, if currently enrolled.
WKCTC Faculty Resource Guide Page 32.
MATH 65 AND MATH 85 Descriptions and Advisor Tips
General Information • Course is taught in the Math Center. (MLC 5 and MLC 5A are the same.)
Each course has 4 Modules composed of Multiple Lessons, a Practice Test and a Module Test. Lessons have Learn with a Study Guide, Practice, and Certify (the lesson quiz).
Attendance is required during scheduled class times.
Students may spend additional time in the Math Center as needed.
Students are expected to seek help when needed.
The course has a recommended timeline that allows the student to complete the work by the end of the semester. Students are allowed to spend extra time on individual modules as needed to master the material. There are late penalties on lesson quizzes, NOT on module tests.
Benefits to Students • Instructors and tutors provide individualized support.
Saves money by allowing students to accelerate.
Students may begin the next transition course when the first is completed.
If the second course (or third) is completed within the semester, STEP credit is given at NO additional cost. Testing into the next level before finals week on the Math Placement Assessment earns a P (Pass).
Flexible pace to complete modules. There are late penalties on quizzes, NOT on tests.
Students do better in college level courses than if they had not taken transition courses.
Information Students Need to Know • Lectures are replaced by multimedia aids, videos and one-‐on-‐one tutoring by an instructor or tutor. This allows personalized attention and more instructor-‐to-‐student interaction than in a lecture based format.
Students should activate email accounts prior to the first day of class.
Students must purchase a new Hawkes Access Code only once. It will work for all MAT 65 or MAT 85 courses on campus or online.
Online students may come to the Math Center to work on their courses.
All Transition Math students should expect to spend additional time working at home or in the Math Center.
Tests for on-‐campus courses MUST be completed in the Math Center.
WKCTC Faculty Resource Guide Page 33.
BIOLOGY Descriptions and Advisor Tips NON-‐ SCIENCE MAJORS:
BIO 120: Human Ecology Lecture; recommend taking BIO 121: Intro to Ecology Lab -‐-‐ Environmental science course with an emphasis on the impact students have on the environment. BIO 112: Intro to Biology; recommend taking BIO 113: Intro to Biology Lab – Covers a wide range of biology-‐ related topics including cell theory, genetics, energetics, evolution, and ecology. BIO 118: Microbes and Society -‐-‐ Intro to microbiology and current issues; Option for Surgical Tech BIO 130: Aspects of Human Biology -‐-‐ Health and wellness course BIO 122: Intro to Conservation Biology – Focus on species extinction and conservation activities BIOLOGY/SCIENCE MAJORS: Transfer to MSU and UK, etc. as biology major courses.
BIO 114: Biology I and BIO 115: Biology I Lab (required coreq) – Emphasis on cellular level biology. Recommended coreq/prereq: CHE 170 BIO 116: Biology II and BIO 117: Biology II Lab (required coreq) – Emphasis on multicellular/organismal level. Prereq: BIO 114/115 BIO 142: Zoology with Lab -‐-‐ Prereq: BIO 112 or BIO 114/115 BIO 141: Botany with Lab -‐-‐ Prereq: BIO 112 or BIO 114/115 Offered only even-‐numbered Spring semesters e.g. Spring 2016 RN & ALLIED HEALTH MAJORS: Refer to specific program requirements to determine best option! BIO 132: Foundations of Cell Biology -‐-‐ This 2 credit hour, lecture only, non-‐ gen ed course emphasizes the fundamentals of biology and chemistry as preparation for BIO 137. Course covers first half of BIO 137 at a slower pace with supplemental instruction. Recommend BIO 132 as an unofficial “prerequisite” for BIO 135 and BIO 137 to students without a strong background in biology and/or chemistry. Textbook: Same as on-‐campus BIO 137/139. Note: Counts as an elective, not as a general education science course. BIO 135: Basic Anatomy & Physiology with Lab -‐ One semester A&P option for Practical Nursing, Medical Lab Tech and Medical Information Tech programs. Difficult course for students who have not previously taken a college-‐level science course.
WKCTC Faculty Resource Guide Page 34.
BIOLOGY Descriptions and Advisor Tips BIO 137 and BIO 139: Human Anatomy & Physiology I and II – Rigorous sequence of courses. Students who enroll in the first course in this sequence are committing to the second as well since many colleges, including MSU, teach anatomy and physiology as two separate courses. Repeat policy: A student is allowed to enroll in BIO 137 or BIO 139 a third time only after successful completion of BIO 132, BIO 112, BIO 130, or BIO 135 with a grade of C or better. BIO 225: Medical Microbiology -‐-‐ Prereq: BIO 137 and BIO 139 For more information contact Dr. Karen Hlinka, 270-‐534-‐3236, or any of the biology faculty.
CHEMISTRY Descriptions and Advisor Tips Please note that it is strongly recommended to take the offered LAB course along with the LECTURE course in the same semester. The LAB course reinforces topics in the respective LECTURE course, and many universities will only allow transfer credit for the LECTURE course when the respective LAB course is taken. CHEMISTRY: Non-‐Science Majors and Occupational Safety & Health (OSH) transfer students CHE 140: Intro General Chemistry (3): recommend taking CHE 145: Intro Gen. Chem. Lab (1) Good choice for non-‐science majors and for BSN majors. Math requirement: MAT 85 or MAT 150. CHE 150: Intro to Org. and Biochem. (3): recommend taking CHE 155: Intro to Org. and Biochem Lab. (1) Continues the sequence of topics begun in CHE 140/145 (pre-‐req.) and counts as a technical elective for OSH students. (Only offered online in the spring semester when offered) Chemistry/Engineering/Pre-‐Professional Majors Transferring to MSU and UK as chemistry, biology, physics, or pre-‐professional majors (pre-‐pharmacy, pre-‐physical therapy, pre-‐dentistry, pre-‐medicine, etc.) courses. CHE 170: General College Chemistry I (4): recommend taking CHE 175: Gen Chem I Lab (1) First semester of the inorganic chemistry sequence. Math requirement: ACT math of 21 or MAT 150 or higher. (Recommended taking in fall semester) CHE 180: General College Chemistry II (4): recommend taking CHE 185: Gen Chem II Lab (1) Second semester of the inorganic chemistry sequence begun in CHE 170/175 (CHE 170 pre-‐req). (Offered in the spring semester only) westkentucky.kctcs.edu
WKCTC Faculty Resource Guide Page 35.
CHEMISTRY Descriptions and Advisor Tips CHE 270: Organic Chemistry I (3): recommend taking CHE 275: Organic Chem I Lab (2) First semester of the organic chemistry sequence (CHE 170 and CHE 180 pre-‐req.). (Offered in the fall semester only) CHE 280: Organic Chemistry II (3): recommend taking CHE 285: Organic Chem II Lab (2) Second semester of the organic chemistry sequence (CHE 270 pre-‐req.). (Offered in the spring semester only)
PHYSICS Descriptions and Advisor Tips PHYSICS: Technical Programs (refer to program specific plans); Non-‐Science and OSH Majors PHY 151: Introductory Physics I (3): recommend taking PHY 161: Intro Physics I Lab (1) Good choice for technical allied-‐health programs (please refer to program specific academic plans) or as a general education course for non-‐science majors. Math requirement: MAT 85 or MAT 150. PHY 152: Introductory Physics II (3): recommend taking PHY 162: Intro Physics II Lab (1) Good choice for technical allied-‐health programs (please refer to program specific academic plans) or as a general education course for non-‐science majors. Math requirement: MAT 85 or MAT 150. (Please note that PHY 151/161 is NOT a pre-‐req. for PHY 152/PHY 162 which are stand-‐alone courses.) PHY 171: Applied Physics (4): required for OSH program. Math requirement MAT 085 or MAT 116 or higher. (Offered online) Pre-‐Professional/Biology/Chemistry Majors Higher-‐level, algebra-‐based physics sequence that transfer for biology, chemistry, and pre-‐professional majors (pre-‐pharmacy, pre-‐physical therapy, pre-‐dentistry, pre-‐medicine, etc.) (Please note this sequence is only offered in the fall/spring of ODD years: Ex: 2017/2018, 2019/2020, 2021/2022, etc.) PHY 201: College Physics I (4): recommend taking PHY 202: College Physics I Lab (1) First semester of the higher-‐level algebra-‐based physics sequence. Math requirement: ACT math of 25 or MAT 150 or higher. (Offered in the odd year fall semesters) PHY 203: College Physics II (4): recommend taking PHY 204: College Physics II Lab (1) Second semester of the higher-‐level algebra-‐based physics sequence (PHY 201 pre-‐req.). (Offered in the even spring semesters) westkentucky.kctcs.edu
WKCTC Faculty Resource Guide Page 36.
PHYSICS Descriptions and Advisor Tips Physics/Engineering Majors Calculus-‐based physics courses intended for transfer to UK, U of L, etc. engineering programs. Also suitable for biology, chemistry, and pre-‐professional majors (pre-‐pharmacy, pre-‐physical therapy, pre-‐dentistry, pre-‐medicine, etc.) if PHY 201/203 is not available. PHY 231: General University Physics I (4): recommend taking PHY 241: Gen Univ Physics I Lab (1) First semester of the calculus-‐based physics sequence. Math requirement: MAT 185 (Calc I) or equivalent. (Offered in the fall semester only) PHY 232: General University Physics II (4): recommend taking PHY 242: Gen Univ Physics II Lab (1) Second semester of the calculus-‐based physics sequence. Math requirement: MAT 275 (Calc II) or equivalent. (Offered in the spring semester only)
WKCTC Faculty Resource Guide Page 37.
ACCELERATE YOU! The Accelerate You! program is designed to help students improve basic math, reading, and writing skills and enroll immediately into required, credit-‐bearing classes without taking and paying for non-‐credit classes. Benefits of the program include: Ability to become college and career ready at an accelerated pace Marketable credentials built into the programs A clear pathway to a career A short-‐term credential that allows a student to become employed upon completing the program or allows them to pursue additional credentials Layers of support
• • • • •
o refresh math, reading, and writing skills before classes start through the Adult Learning Center or the Academic Support Center o team-‐teaching approach o additional support from an Accelerate You! success coach o Accelerate You! support time built into student’s schedule o math, reading, and writing skills taught as they directly relate to the area of study (contextualized) When advising students, please note the following: The program is designed for first-‐semester students in Applied Technology or Health Science Technology Specific schedule cards are created for each program area Be sure you are using the current semester schedule card Courses listed on the schedule card must be taken and may not be substituted for other courses unless consent is given from the Dean or Program Coordinator
• • • •
Megan Dotson Director, Accelerate You! 270-‐534-‐3354 email@example.com
For more information contact Laurie Swick Coordinator, Accelerate You! 270-‐534-‐3312 firstname.lastname@example.org
WKCTC Faculty Resource Guide Page 38.
WHO DO YOU CALL? Question Do you need a PeopleSoft override? Do you need help with holds in PeopleSoft? Does this student meet digital literacy requirements? Do you need assistance with transfer advising/planning? Does this student meet the pre-‐requirements for a certain course? Do you get a red box for the term when trying to quick enroll a student? Is the student transferring courses from other colleges/WKCTC equivalencies or former Paducah Community College/WKCTC courses? Do you need assistance with dropping classes? Are you applying/changing course caps and creating wait lists? Are you managing a wait list on your own course? Are you providing grade changes and assigning incompletes? Is a student on academic probation/suspension? Do you need information about residency? Can’t view Legacy in PeopleSoft College Academy or Dual Credit Student Activities Accelerate You!
Contact Person Your division assistant Ashley Neely Deanna Shelley Jess Puffenbarger Rachel Goatley Summer Holland
Phone Number 43260 43390 43504 43187 43349
Ashley Neely Deanna Shelley Tammy Rogers
43260 43390 43262
Ashley Neely Jill Knight
Your division assistant Jess Puffenbarger
Jess Puffenbarger Trent Johnson Nancy Robins Lorry Beth Wilson Amy Elmore Megan Dotson
43504 43302 43259 43117 43118 43127
WKCTC Faculty Resource Guide Page 39.
WKCTC RESOURCES AND CONTACT INFORMATION Accelerate You!
The Accelerate You! program is designed to help students interested in a program that allows them to improve basic math, reading, and writing skills and enroll immediately into required, credit-‐bearing classes without taking and paying for non-‐credit classes. Benefits of the program include: • Provides a clear pathway to a career • Includes a short-‐term credential that allows a student to become employed upon completing the program or allows them to pursue additional credentials • Layers of support o refresh math, reading, and writing skills before classes start through the A dult Learning Center or the Academic Support Center o additional support from an Accelerate You! success coach
Accessibility Services •
Sheila Highfil 43406
The m ission of Accessibility Services at WKCTC is to provide students with disabilities the tools, reasonable accommodations, and support services to fully participate in the academic environment and to promote an accessible and culturally sensitive campus by building partnership within the college community and beyond.
ACE Program • • • • •
Emerging Tech 133
Jennifer Kennedy-‐Haines 43490
Accessible College Education (ACE) Program is designed for working adults. This program has 4 options for the working adult. Prior Learning Assessment: Through portfolio development, earn credit for prior learning derived from experiences outside the classroom. Flexible Course Offerings: Plenty of options to meet your busy schedule. Online Education: Earn an associate at home by taking online courses. A Combination of Options: Choose a combination of the options that best fits your goals/needs.
Adult Education/ Skills Enhancement
Adult Education provides adult learners, 16 years of age or older who are not enrolled in public schools, with the basic skills they need to start or continue their education. The Skills Enhancement Center offers a variety of free services including GED preparation, COMPASS preparation, GED Official Practice Test (OPT), and English as a Second Language (ESL) classes.
Advising Center •
Summer Holland 43349
The Advising Center is staffed with knowledgeable advisors who are able to help students create an academic plan designed to enable students to reach their educational goals. Advisor help students by reviewing transcripts and other prior educational experiences.
WKCTC Faculty Resource Guide Page 40.
WKCTC RESOURCES AND CONTACT INFORMATION Assessment Center •
Kay Thomason 43407
The Assessment Center provides COMPASS placement testing for students prior to enrolling in classes at WKCTC as well
Business Office (Payment Plans & Billing)
Dr. Karen Hill Johnson 43501
Information about current job opportunities are available through the Career Information Office A TB room 113. Services include job listings, resume review, Spring Job Fair, and the College Central Network. College Central Network is a free online job placement service available to students, alumni, and employers. The website is available24/7 to search for jobs, upload resumes, and post job opportunities. A resume workshop is also available. Resumes can be uploaded for employers to review. Additionally, career advice videos and information on resumes, cover letters, job fair tips, and interview advice are available and are all FREE! Just log in and learn at Student Central.
Cultural Diversity •
Dr. Belinda Dalton Russell 43081
The Office of Cultural Diversity strives to enhance the academic, cultural, and social needs of minority students at WKCTC by providing opportunities for m ulti-‐cultural education and assisting in the development of a campus culture where diversity is respected and valued.
Distance Learning/ KCTCS Online •
Faris Sahawneh 43263
Distance Learning is any instructional opportunity that reaches beyond the college campus through the use of technology including KET telecourses, Internet, and ITV live two-‐way interactive instruction.
Dislocated Workers Other Trade Training Programs (TAA/WIA)
Emerging Tech 253
Chevene Duncan-‐Herring 43209
• Dislocated workers Trade-‐certified for Trade Adjustment Assistance (TAA) training by the U.S. Department of Labor. • Under skilled adults that m eet the criteria for training assistance through W orkforce Investment Act (WIA). Student Success Counselor works directly with TTA/WIA students (admission and enrollment process), and Workforce One Stop Career Centers; ensure TTA/WIA trade documents are in compliance and m eet Department of Labor guidelines.
WKCTC Faculty Resource Guide Page 41.
WKCTC RESOURCES AND CONTACT INFORMATION Financial Aid Office •
Nemer 125 Anderson 204
Justin Hill Tamara Hodges
Kiki West-‐Johnson 43423
Jess Puffenbarger 43504
The Records office houses student records, processes enrollment verifications and transcript requests, posts evaluated transfer coursework, second chance appeal submissions and m aintains course withdrawal procedures including no-‐pay and no-‐show drops. The Registrar’s office evaluates transfer coursework, audits and applies student credentials, audits students who have reached maximum time frame for financial aid purposes, maintains academic suspension/probation records.
Scholarship Office •
Ready to Work and Work and Learn are programs designed to assist low-‐income parents pursuing a GED or attending college classes at WKCTC. Both programs assist students in meeting their KTAP/TANF work requirement through a combination of school and paid work study. Services provided to students include referrals for transportation, counseling, tutoring, childcare and other resources to assist them while pursuing their educational goals.
The WKCTC Mentoring Program offers students the opportunity to develop a relationship with a faculty or staff member.
Ready to Work/ •
Kim Meyers 43505
The information desk is able to provide the student with the following forms: Financial Aid checklist, Change of Name/Address, COMPASS packet, and WKCTC information packet.
Mentoring Program •
Personnel in the Financial Aid Office are available to assist students in completing the FAFSA and answer questions or concerns about their Pell Grant, SEOG, CAP, FWS, LOANS, KEES, STATE and FEDERAL SCHOLARSHIPS, VETERANS BENEFITS and other various specialized aid. Students may come to the A nderson Building, Room 107, during normal office hours, Monday 8 a.m. – 6:00p.m. and Tuesday through Friday 8 a.m. – 4:00 p.m. The federal school code for
Information Desk •
Each year WKCTC recognizes and rewards outstanding scholastic achievements by awarding merit-‐based scholarships and special awards to deserving students. Students m ust submit a scholarship application via our website to be considered. The WKCTC scholarship brochure is also located on our website.
WKCTC Faculty Resource Guide Page 42.
WKCTC RESOURCES AND CONTACT INFORMATION Student Support Services -‐ TRIO Grant •
Emerging Tech 245
MLRC 2nd Floor
The Tutoring Center provides trained tutors who can assist students in writing, reading, science, and math. In addition, the staff helps students prepare for the m athematics section of the COMPASS assessment, conducts workshops on time management skills, and provides supplemental instructions. WKCTC students can utilize the center free of charge.
Workforce Solutions •
This division allows students another chance to learn basic skills in writing, reading, math, and academic study. Students have the opportunity to build a foundation for college success through our labs and classes. Many hardworking students find they can advance more quickly than expected using our reading, writing, and math labs.
Tutoring Center •
The Transfer Center provides students with comprehensive transfer services to inform and facilitate transfer to four-‐ year colleges and universities. Representatives from four-‐year schools will sometimes be available to meet with students to discuss transfer and scholarship opportunities.
Transition Education •
Some courses require that exams be proctored: taking an exam in a controlled location under the supervision of a proctor, who m onitors students during the exam period. The testing center allows for these proctored examinations. A login is required to use the Testing Center. You m ust also: • Name • Address • Phone Number • Instructors Name • Course Name, Number and Section
Transfer Center •
The TRIO (Student Support Services) program is a federally funded program providing the needed services designed to help students succeed in college. The TRIO staff is committed to helping student stay enrolled, earn good grades and graduate or transfer to a four-‐year college.
Testing Center •
Emerging Tech 146
Workforce Solutions exists to provide non-‐credit and credit, general and customized training, assessments, facilitation, Emerging consulting and coaching for existing and new businesses and industries to promote economic development in the Purchase Area of western Kentucky.
Veterans Office •
The Veterans Office is your one-‐stop resource for all active military, guard, reserve, veterans, and dependents. The Veterans Benefits Coordinator and Veterans Services Coordinator along with several student veterans are ready to support the transition to the classroom.
WKCTC Faculty Resource Guide Page 43.
COMMUNITY RESOURCES – ACCESSIBILITY SERVICES Cassidy's Cause Therapeutic Riding Academy Address: 6075 Clinton Rd, Paducah, KY 42001 Phone: 270-‐554-‐4040 Days & Hours: Monday – Friday (9 am to 5 pm), Website: http://www.cassidyscause.org/mission-‐-‐history.html Services: Cassidy's Cause is a 501(c)(3) nonprofit organization whose mission is to help individuals grow and develop through recreational activities with horses. It is our mission to provide individuals with disabilities the opportunity to grow and develop through therapeutic, educational and recreational activities, while on a horse.
First Steps Early Intervention Address: 425 Broadway St # 204, Paducah, KY 42001 Phone: 270-‐442-‐6223 Website: http://chfs.ky.gov/dph/firststeps/ Service Information: First Steps is a statewide early intervention system that provides services to children with developmental disabilities from birth to age 3 and their families. First Steps is Kentucky's response to the federal Infant-‐Toddler Program. First Steps offers comprehensive services through a variety of community agencies and service disciplines and is administered by the Department for Public Health in the Cabinet for Health and Family Services.
COMMUNITY RESOURCES – EARLY ALERT SYSTEM/COUNSELING Child Watch Address: 1118 Jefferson Street, Paducah, KY 42001 Phone: 270-‐443-‐1440 Contact: Sandy Fellows Description: 24-‐hour crisis line, court appointed special advocate, child abuse prevention education programs, children’s medical clinic program, community awareness programs, counseling/therapy programs, forensic interviewing program, “Kids in Court” advocacy program.
WKCTC Faculty Resource Guide Page 44.
COMMUNITY RESOURCES – EARLY ALERT SYSTEM/COUNSELING Teen Link Youth Service Center Address: 2400 Adams Street, Paducah, KY 42003 Phone: 270-‐444-‐5650 ext. 2008 Contact: Cintia Sutton Hours: Normal school and after school hours Handicap Accessibility: Yes Bus Line: Yes Area Serviced: City of Paducah Services: Act as a liaison between families and agencies that serve the community. Set up programs for children that require disciplinary action or are to be rewarded in an incentive program. Schools supply after school programs. Eligibility Requirements: Paducah Tilghman High School Student
Purchase Area Sexual Assault Center
24-‐Hour Crisis Line: Paducah Murray Mayfield
800-‐928-‐7273 270-‐534-‐4422 270-‐753-‐5777 270-‐247-‐2023
Rape Crisis Center Address: 1605 N. Friendship Road, Paducah, KY 42001 Phone: 270-‐534-‐4422 Contact: Kelsey Holland Description: 24-‐hour crisis hotline, 24-‐hour medical advocacy crisis intervention, short & long term therapy, court-‐advocacy, and community education.
COMMUNITY RESOURCES – EMPLOYMENT Easter Seals of West Kentucky (Employment Connection) Address: 2229 Mildred Street, Paducah, KY 42001 Phone: 270-‐443-‐1200 Fax: 270-‐444-‐5590 Hours: 7:30 a.m. – 5:30 p.m. Days: Monday -‐ Friday Service Information: Provides employment opportunities for people with disabilities either in the community or at the Center.
WKCTC Faculty Resource Guide Page 45.
COMMUNITY RESOURCES – EMPLOYMENT Experience Works – Paducah Contact: Mary Jo Sims E-‐Mail: email@example.com Phone: 270-‐843-‐8127 Service Information: Experience Works offers employment training services through the Senior Community Service Employment Program (SCSEP) to low-‐income older workers in 60 counties in Kentucky. Experience Works partners with local 501 (c)(3) not-‐for-‐profit agencies in each of the counties we serve as training sites for participants. Experience Works also actively collaborate with local and public employers to create permanent employment opportunities for older workers who want to re-‐enter the workforce. Website: http://www.experienceworks.org/site/PageServer?pagename=State_Kentucky_Home_Map
Kentucky Career Center Address: 416 S. 6th Street, Paducah, KY 42003 Phone: 270-‐575-‐7000 Fax: 270-‐575-‐7008 Hours & Days: Monday & Tuesday (7:30 am to 5 pm), Wednesday & Thursday (7:30 am to 4:30 pm), & Friday (7:30 am to Noon) Area Served: Ballard, Carlisle, Livingston, Marshall, & McCracken counties Service Information: Assist employers to find applicants and file unemployment claims Eligibility Requirements: Registered in the computer, complete the necessary forms. For unemployment insurance earning in the last five quarters, completed paperwork and other requirements are necessary.
Office of the Blind Employment Center Phone: 800-‐321-‐6668 Website: http://blind.ky.gov/Pages/default.aspx Service Information: The Office for the Blind is to "provide opportunities for employment and independence to individuals with visual disabilities". We serve Kentuckians who are visually impaired or blind and assist individuals to obtain and maintain employment, economic self-‐sufficiency and independence with complete integration into society. Our goal is to provide a myriad of resources and quality services, which are geared to enhance the lives of Kentuckians with disabilities.
Office of Vocational Rehabilitation Address: 2929 Lone Oak Road, Paducah, KY 42003 Phone: 270-‐575-‐7304 Hours: 8:00 a.m. – 4:30 p.m. Service Information: Provide services needed to enable severely disabled individuals to become employed. Also, assists person who needs re-‐training due to injury or accident.
WKCTC Faculty Resource Guide Page 46.
COMMUNITY RESOURCES – EMPLOYMENT TempsPlus of Paducah Inc. Address: 1237 Martin Luther King Jr. Dr., Paducah, KY 42001 Phone: 270-‐575-‐3400 Hours: Monday – Friday, 9:30 am to 1 pm Bus line: Yes Website: http://www.communityministries.org/ Area Served: Western Kentucky & Southern Illinois Eligibility Requirements: By referral of agency, physician or family. Services: Adult Day Care Center for senior citizens and disabled adults, hearing aid bank, employment opportunities for persons with disabilities, speech therapy, physical therapy, occupational therapy, home-‐ based services, for children ages 0-‐3, early intervention classes for children ages 1-‐3, preschool classes for children ages 3-‐6. Documentation Needed: Depends on services required. Call office for details. Fee Structure: Dependent upon ability to pay.
WISE Staffing Group Address: 1035 Old N. Friendship Rd. Paducah, KY 42001 Phone: 270-‐443-‐0060 Fax: 270-‐443-‐0209 Contact: Laura Hecklinger Website: http://wisestaffinggroup.com/ Service Information: WISE Staffing Group is a full service human resources company specializing in temporary and career staffing with an emphasis on providing excellent customer service.
COMMUNITY RESOURCES – FAMILY ASSISTANCE AND FOOD Broadway Church of Christ Address: 2855 Broadway St., Paducah, KY 42001 Website: https://www.broadwaycoc.com/
Phone: 270-‐443-‐6206 or 270-‐442-‐9063 Services: Food and assistance for the needy
Community Based Services -‐ Paducah Address: 2855 Jackson St. # 1, Paducah, Ky 42003 Phone: 270-‐575-‐7050 Website: http://chfs.ky.gov/dcbs/ Service Information: Report child abuse, domestic violence information, Medicaid, Supplemental Nutritional Assistance Program (SNAP), Foster Care, Adoption, and assistance finding child care.
WKCTC Faculty Resource Guide Page 47.
COMMUNITY RESOURCES – FAMILY ASSISTANCE AND FOOD Community Kitchen Address: 1237 Martin Luther King Jr. Dr., Paducah, KY 42001 Phone: 270-‐575-‐3400 Hours: Monday – Friday, 9:30 am to 1 pm Bus line: Yes Website: http://www.communityministries.org/ Area Served: Western Kentucky & Southern Illinois Eligibility Requirements: By referral of agency, physician or family. Services: Adult Day Care Center for senior citizens and disabled adults, hearing aid bank, employment opportunities for persons with disabilities, speech therapy, physical therapy, occupational therapy, home-‐ based services, for children ages 0-‐3, early intervention classes for children ages 1-‐3, preschool classes for children ages 3-‐6. Documentation Needed: Depends on services required. Call office for details. Fee Structure: Dependent upon ability to pay.
Heartland Worship Center Address: 4777 Alben Barkley Dr., Paducah, KY 42001 Website: http://www.heartlandworship.com/ Services: Food and assistance for the needy
Martha’s Vineyard Mission -‐ Paducah Address: 1100 N. 12th St., Paducah, KY 42001 Phone: 270-‐575-‐0021 Service Information: Provides food and assistance to the needy.
Paducah Co-‐Op Ministry Address: 402 Legion Dr., Paducah, KY 42003 Phone: 270-‐442-‐6795 Hours: Monday – Friday, 9 am to Noon and 1 pm to 3:30 pm Website: http://www.paducahcoopministry.org/ Services: By examining needs, determining priorities and strategies, and implementing action, the Paducah Cooperative Ministry seeks to: • • •
Provide programs and services to meet human needs Promote a spirit of trust and cooperation among individuals and groups to meet the needs of our local community Give visibility to human needs in the city of Paducah and McCracken County
WKCTC Faculty Resource Guide Page 48.
COMMUNITY RESOURCES – HEALTH SERVICES Prescribed Pediatric Extended Care (PPEC) Easter Seals Services Baptist Health Line (Local nurse 24/7) Eye Care Hotline Heartland Clinic Kentucky AIDS Hotline
Paducah Paducah Paducah
Purchase Area Health Education Center Tobacco Quit Line Kentucky Care Clinic & Pharmacy Paducah Psychiatry Group Al-‐Anon Family & Ala-‐Teen Lourdes Little Miracles Childbirth Classes
Paducah Paducah Paducah
270-‐444-‐9687 270-‐575-‐2918 1-‐800-‐222-‐3937 270-‐444-‐8183 502-‐564-‐6539 ext 4281 270-‐809-‐4123 1-‐800-‐784-‐8669 1-‐844-‐KYCARE 270-‐443-‐8195 1-‐800-‐356-‐9996 270-‐444-‐2243
COMMUNITY RESOURCES – ACCESSIBILITY Aging & Disability Resource Center Creative Enterprises Day Training Program of Paducah & Mayfield KY Relay Service Kentucky Regional Library for the Blind (talking books)
1-‐800-‐648-‐6056 1-‐800-‐648-‐6057 1-‐800-‐372-‐2968
COMMUNITY RESOURCES – HOUSING AND UTILITIES American Red Cross Address: 232 N 8th Street, Paducah, KY 42001 Phone: 270-‐442-‐3575 Fax: 270-‐442-‐3576 Services: Emergency assistance to victims of home fire, flood and crisis assistance to military, disaster training. Website: redcross.org/ky/paducah
WKCTC Faculty Resource Guide Page 49.
COMMUNITY RESOURCES – HOUSING AND UTILITIES Family Service Society, Inc. (Crisis Resource) Address: 827 Joe Clifton Drive Paducah, KY 42001 Phone: 270-‐443-‐4838 Fax: 270-‐443-‐3988 Hours: 9:00 a.m. -‐ 3:30 p.m. Days: Monday -‐ Friday Area Served: Paducah, McCracken County Service Information: Free clothing to residents of Paducah-‐McCracken County once every 30 days on Tuesday & Thursday. Gives immediate emergency assistance to families in crisis with utility bills. Emergency canned goods 4x a year and commodities once a month. Times 9am to 11:30 a.m. & 1 pm to 2:30 pm. Documentation Needed: Photo ID and social security card, must be 6 month resident, proof of income and bills. E-‐Mail: Fee: firstname.lastname@example.org Website: http://fsspaducah.com/family/
Housing Authority Paducah
Address: 2330 Ohio St., Paducah, KY 42003 Phone: 270-‐443-‐3634 Fax: 270-‐444-‐0230 Hours: Monday – Thursday (8 am to 4:30 p.m.) & Friday (8 am to Noon), Closed btw Noon & 1 pm for lunch E-‐Mail: email@example.com Website: http://www.paducahhousing.com/contact.htm Service Information: The mission of the Housing Authority of Paducah is to assist qualified, responsible families and individuals, with safe, decent, and affordable housing opportunities as they strive to achieve or maintain self-‐sufficiency and improve the quality of their lives while treating the residents with dignity and respect. The Housing Authority of Paducah is committed to operating in an efficient, ethical and professional manner. In its operations, the Housing Authority of Paducah is committed to revitalizing and maintaining neighborhoods and a strong urban core. The Housing Authority of Paducah will create, and maintain partnerships with its clients and appropriate community agencies to accomplish this mission.
Housing Jackson House Apartments Lone Oak Manor
Paducah 270-‐444-‐7591 Paducah 270-‐554-‐0504
WKCTC Faculty Resource Guide Page 50.
COMMUNITY RESOURCES – HOUSING AND UTILITIES Paducah Cooperative Ministry Address: 402 Legion Drive, Paducah, KY 42003 Phone: 270-‐442-‐6795 Fax: 270-‐442-‐6812 Hours: 9:00 a.m. – Noon & 1:00 p.m. – 3:30 p.m. Days: Monday – Friday Handicap Accessibility: Y Bus Line: Y Area Served: Paducah, McCracken County Service Information: Assist with emergency costs such as utilities, rent, a three to four day supply of groceries is provided up to 4 times a year per individual or household. Homeless shelter; gasoline vouchers (limited). Eligibility Requirement: Low income, needy Documentation Needed: Personal ID, SS cards and proof of income.
Paducah-‐McCracken County Habitat for Humanity Address: 1204 Park Ave, Paducah, KY 42001 Phone: 270-‐444-‐2060 Fax: 270-‐444-‐2061 Hours: 9:00 a.m. -‐ 4:30 p.m. Days: Monday -‐ Friday Service Information: Builds new homes for low-‐income families. Eligibility Requirements: Income guidelines appropriate to family size. Documents Needed: Fill out application form obtained at office. Please call for more information.
Paducah Section 8 Address: 300 S. 5th St., Paducah, KY 42002 Phone: 270-‐444-‐8531 Hours: 8:00 a.m. – 4:30 p.m. Days: Monday – Friday Website: firstname.lastname@example.org
Scholar House of Paducah Address: 1035 Old N. Friendship Rd, Paducah, KY 42001 Phone: 270-‐554-‐3838 Eligibility Requirements: Scholar House is a program in which education is the primary requirement to enable the head of household to reach self-‐sufficiency (defined as free of public assistance, including housing assistance). The client must apply for, and be accepted into the Scholar House Program, in order to qualify for the secondary part of the program, which is housing. The housing and education programs re to be administered as one program, not two separate programs. The housing depends on the client’s successful participation and continuation in the education component. Participants must b e full-‐time students. Kentucky Housing defines a full-‐time student as one carrying 12 hours per semester or 12 hours per quarter.
WKCTC Faculty Resource Guide Page 51.
COMMUNITY RESOURCES – HOUSING AND UTILITIES St. Vincent de Paul Society and Budget Store Address: 2020 Cairo Rd, Paducah, KY 42001 Phone: 270-‐442-‐9351 Hours: 10:00 a.m. – 3:00 p.m. Days: Tuesday – Saturday Handicap Accessibility: Yes Bus Line: Yes Service Information: Clothing, furniture, household items for sale. Help pay bills for those in need, utility, doctor, rent. Food and commodities every 3 months. Must verify income.
The Salvation Army Address: 3100 Irvin Cobb Dr., Paducah, KY 42003 Phone: 270-‐444-‐2198 Hours: 9:00 a.m. – 6:00 p.m. Days: Monday – Saturday Area Served: McCracken, Marshall, and Livingston counties Service Information: Food, clothing, furniture at a low price and utility bills, rent, food and commodities every three months. Documentation Needed: Social Security cards for everyone in household, proof of income and expenses. Website: email@example.com
West Kentucky Allied Services Address: 709 S. 22nd St. Apt. 9, Paducah, KY 42003 Phone: 270-‐444-‐7380 List of Other Counties: Ballard County 270-‐335-‐5201 Calloway County 270-‐753-‐0908 Carlisle County 270-‐628-‐3941 Fulton County 270-‐472-‐0002 Graves County 270-‐247-‐4046 Hickman County 270-‐653-‐4494 Marshall County 270-‐527-‐9766 Service Information: Nonprofit agency providing social services to low income persons in the Purchase Area. Provides heating assistance, weatherization, resource referrals and limited rent assistance.
WKCTC Faculty Resource Guide Page 52.
COMMUNITY RESOURCES – MEDICAL Dental Hygiene Program at WKCTC Phone: 270-‐534-‐3437 Cost: $35 for seniors, students, faculty & staff; $45 for others
Family Service Society, Inc. Address: 827 Joe Clifton Drive, Paducah, KY 42001 Phone: 270-‐443-‐4838 Fax: 270-‐443-‐3988 Hours: Monday – Friday, 9 am to 3:30 p.m. (Closed 12 to 1 for lunch) Handicap Accessibility: Yes Website: http://mccracken.ca.uky.edu/ Bus Line: Yes Service Information: Emergency dental, applications for eye glasses, assistance with cost of life sustaining prescriptions. Eligibility Requirements: McCracken County/Paducah resident for at least 6 months Fee: Assistance is fee to those who qualify. Assistance is given 1 time in an 18-‐month period. Website: fsspaducah.com/family
KentuckyCare Address: 1901 Kentucky Avenue Paducah, KY 42001 Phone: 270-‐575-‐3247 Service Description: KentuckyCare serves the residents of eight counties in western Kentucky: Carlisle, Hickman, Fulton, Ballard, McCracken, Graves, Marshall and Calloway. Although KentuckyCare is not a free clinic, discounted rates are offered so residents of the service area can receive the medical care they need. KentuckyCare’s assistance programs can also help individuals to obtain affordable prescription medications. Highly skilled providers utilize current treatment techniques and state-‐of-‐the-‐art equipment to treat a wide variety of illnesses, injuries and conditions.
WKCTC Faculty Resource Guide Page 53.
COMMUNITY RESOURCES – MEDICAL McCracken County Cooperative Extension Service Address: 2705 Olivet Church Rd., Paducah, KY 42001 Phone: 270-‐554-‐9520 Fax: 270-‐554-‐8283 Hours: Monday – Friday, 8 am to 4:30 p.m. Website: http://mccracken.ca.uky.edu/ E-‐Mail: DL_CES_MCCRACKEN@EMAIL.UKY.EDU Service Information: Kentucky Cooperative Extension links counties of the Commonwealth and the state’s land grant universities to help people improve their lives through an educational process focusing on their issues and needs. We emphasize: • Valuing diversity and capitalizing on its potential to strengthen programs; • Being locally-‐driven, flexible, and responsive; • Identifying and supporting high priority statewide programming thrusts; • Educating people to solve problems, make decisions, and embrace change; •
Applying knowledge and research-‐based information;
KY Commission for Children with Special Health Needs Address: 400 Park Avenue Building D Paducah, KY 42001 Phone: 270-‐443-‐3651 Fax: 270-‐441-‐7119 Hours: 8:00 a.m. -‐ 4:30 p.m. Days: Monday -‐ Friday Service Information: Chronic health care needs. Disability teen support group for high schoolers and young adults. Eligibility Requirements: Serves children 0-‐12 who have chronic health care needs. Fee: Verification of income, sliding fee scale.
COMMUNITY RESOURCES – VETERANS AFFAIRS VA Mayfield Clinic Address: 1253 Paris Rd, Mayfield, KY 42066 Phone: 270-‐247-‐2455 Website: http://www.va.gov/directory/GUIDE/facility.asp?ID=5710 Service Information: Provides outpatient medical care for Veterans.
WKCTC Faculty Resource Guide Page 54.
COMMUNITY RESOURCES – VETERANS Paducah Community Based Outpatient Clinic Address: 2620 Perkins Creek Dr., Paducah, KY 42001 Phone: 270-‐444-‐8465 Fax: 270-‐443-‐8198 Website: http://www.va.gov/directory/guide/facility.asp?id=5253 Service Information: Provides outpatient medical care for Veterans.
Veterans Benefits Administration
Phone: 800-‐827-‐1000 Website: http://www.va.gov/directory/Guide/facility.asp?id=2002&dnum=ALL Service Information: Provides assistance for Veterans which includes medical and financial help.
For additional community resources please go to: https://cms.bancvue.com/custom/fi/communityfinancial/fb/disclosure/2010-‐McCracken-‐County-‐Quick-‐ Reference-‐Directory.pdf and view the Paducah-‐McCracken County Quick Reference Directory.
WKCTC Faculty Resource Guide Page 55.