University of North Georgia Academic Advisor Handbook 2015-2016

Table of Contents Campus Advising Centers - CAS Standards - NACADA Concept of Academic Advising - Advising Syllabus - What We Do: The Academic Advising Center - Office Policies and Procedures - Peer Advisors - Withdrawal Information - New Student and Transfer Orientation - Gatekeeper Procedures - MOWR - Faculty Training PowerPoint Philosophy/Advising Strategies - General Advising Strategies - Advising as Teaching - Prescriptive Advising - Developmental Advising - Appreciative Advising - Advisor Communication Skills - 30-Minute Major Change Legal and Ethical Issues - FERPA - Key Legal Issues - Key Ethical Issues - Lowenstein’s Ethical Principles and Case Studies - Ethical Aspects of Academic Advising Academic Success Plan Program - Academic Success Plan Program - Success Circle - Metacognition Example Publications and Forms Advising Technology Systems - Advisor Assignment System - Online Appointment Booking System - Check-In System

Core Curriculum

BANNER - How to use Banner - BANNER Xtender - Banner Forms - Change of Major Processing - BannerWeb Frequently Asked Questions Supplemental Instruction and Tutoring - Supplemental Instruction - Tutoring Services Financial Aid

Council for the Advancement of Standards in Higher Education www.cas.edu

We are pleased you are interested in the Standards and Guidelines developed by the Council for the Advancement of Standards in Higher Education (CAS). This CAS member association has permission to post a link to this standard on their website. Standards are developed through a consensus model of member associations and other experts, including the association on whose page this link is found. You are invited to use the attached CAS statement in the design and assessment of your programs and for your staff training and development. This statement may not be duplicated for other purposes without permission from CAS. This standard and all other standards are available along with information on self-assessment procedures in the most recent edition of the CAS Professional Standards for Higher Education book. You are particularly encouraged to examine the learning and developmental outcomes (see www.cas.edu and in the standards book) in the design and assessment of your programs.

This standard has a Self Assessment Guide (SAG) available for purchase from www.cas.edu for use in program evaluation.

CAS MISSION STATEMENT The mission of the Council for the Advancement of Standards in Higher Education (CAS) is to promote the improvement of programs and services to enhance the quality of student learning and development. CAS is a consortium of professional associations who work collaboratively to develop and promulgate standards and guidelines and to encourage self-assessment.

CAS STANDARDS AND GUIDELINES Each CAS standard contains 12 common criteria categories (referred to as “general standards”) that have relevance for each and every functional area, no matter what its primary focus. In addition to the general standards, all functional area standards are comprised of both specialty standards and guidelines. All standards use the auxiliary verbs “must” and “shall” and appear in bold print so that users can quickly identify them. Guidelines are designed to provide suggestions and illustrations that can assist in establishing programs and services that more fully address the needs of students than those mandated by a standard. CAS guidelines appear in regular font and use the auxiliary verbs “should” and “may.”

OVER THIRTY YEARS OF PROFESSIONAL SERVICES The Council for the Advancement of Standards in Higher Education (CAS) has been the pre-eminent force for promoting standards in student affairs, student services, and student development programs since its inception in 1979. For the ultimate purpose of fostering and enhancing student learning, development, and achievement and in general to promote good citizenship, CAS continues to create and deliver a dynamic and credible Book of Professional Standards and Guidelines and Self-Assessment Guides that are designed to lead to a host of quality-controlled programs and services. These standards respond to real-time student needs, the requirements of sound pedagogy, and the effective management of 43 functional areas, consistent with institutional missions. Individuals and institutions from nearly 40 CAS member organizations comprise a professional constituency of over 100,000 professionals.

DISCLAIMER The standards and guidelines published in “The Book of Professional Standards for Higher Education” by the Council for the Advancement of Standards in Higher Education (CAS) and referred to in each of the “CAS Self-Assessment Guides” (SAGs) are developed through the voluntary efforts of leaders of professional associations in higher education. The purpose of the standards and guidelines is to identify criteria and principles by which institutions may choose to assess and enhance various areas of their academic, administrative, or student affairs programs and services. CAS specifically disclaims any liability or responsibility for any perceived or actual shortcomings inherent in the text or application of the standards. Further, CAS does not certify individuals nor accredit programs. No institution, whether it has met some or all of the CAS standards, is authorized to indicate that it is “approved, endorsed, certified, or otherwise sanctioned by CAS.” Institutions that have conducted a self-assessment of one or more functional areas addressed by CAS Standards and Guidelines using the appropriate CAS Self-Assessment Guide (SAG) may, where that selfassessment provides evidence that an institution meets these standards, are free to make accurate representations to the effect that the designated program or service meets the CAS Standards.

Direct your questions to the CAS Executive Office, One Dupont Circle NW Suite 300 Washington, DC 20036-1188, 202-862-1400, (email contact: Marybeth Drechsler Sharp, Executive Director, www.cas.edu)

The Role of Academic Advising Programs CAS Standards Contextual Statement

Academic advising is an essential element in the success and persistence of postsecondary students (Klepfer & Hull, 2012). Although an institution’s culture, values, and practices affect the organization and delivery of advising (Habley, 1997), practitioners directly influence personal, institutional, and societal success. Specifically, they help students “become members of their higher education community, think critically about their roles and responsibilities as students, and prepare to be educated citizens of a democratic society and a global community” (National Academic Advising Association [NACADA], 2006, para. 7); that is, regardless of the delivery mechanism, through academic advising, students learn to make the most of their college experience (Miller, para. 1). As higher education curricula grow increasingly complex and constituents demand accountability, stakeholders feel the pressure to make students’ academic experience as meaningful as possible. Academic advising professionals must be ready to meet these challenges.

The growth of academic advising mirrors the growth and changes in higher education (Cook, 2009; Thelin & Hirschy, 2009). In the 1870s, electives introduced in the academic curriculum meant advisors needed “to guide students in the successful pursuit of their chosen paths” (Kuhn, 2008, p. 5). The 1970s ushered in a new era for academic advising with O’Banion’s (1972/1994/2009) and Crookston’s (1972/1994/2009) articles advocating a developmental academic-advising approach. Today, the advising community recognizes more than a dozen relational styles of academic advising (Drake, Jordan, & Miller, 2013). Each approach encourages professional, faculty, and peer advisors to help students delineate their academic, career, and life goals as they help students craft the educational plans necessary to complete their postsecondary objectives. These approaches are often customized to meet the diverse needs of today's college student (Drake, Jordan, & Miller, 2013).

In 1977, the National Academic Advising Association (NACADA) was formed to provide direction and purpose for practicing academic advisors (Grites & Gordon, 2009). Today, NACADA flourishes with more than 12,000 members in over 30 countries. The NACADA Statement of Core Values (NACADA, 2005) offers the ethical principles that guide advising practice. Along with the NACADA Concept of Academic Advising (NACADA, 2006) and the CAS Standards, the Core Values serve as a framework all academic advisors can use to examine their professional practice. Information on the NACADA resources, programs, and services can be found at www.nacada.ksu.edu.

As those in higher education, including academic advisors, respond to a changing postsecondary environment, they must structure exemplary practices, pay particular attention to key institutional learning outcomes, serve the distinctive needs of a range of student populations, and promote national agendas on degree completion (Drake, Jordan, & Miller, 2013). The strong emphasis on research in academic advising reflects today’s focus on student retention and graduation. Klepfer and Hull (2012) noted “the strength of academic advising as a factor in persistence. College students who reported visiting with advisors frequently had a much greater likelihood of persisting than their peers who never did” (para. 17). As a result, assessment and research increasingly influence the practices and processes of the field.

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Today, advisors utilize many theories and strategies from the social sciences, humanities, and education to inform practice. When applying these paradigms, they foster productive relationships with students in support of their higher education goals. In fact, academic advisors provide “perhaps the only opportunity for all students to develop a personal, consistent relationship with someone in the institution who cares about them” (Drake, 2011, p. 10). Their adherence to CAS Standards advances the common goals of academic advising.

Lowenstein (2006) observed that “an excellent advisor does for students’ entire education what the excellent teacher does for a course: helps them order the pieces, put them together to make a coherent whole, so that the student experiences the curriculum not as a checklist of discrete, isolated pieces but instead as a unity, a composition of interrelated parts with multiple connections and relationships” (para. 5). Academic advisors meet these obligations through applying frameworks for good practice, including building partnerships with pivotal campus offices such as orientation, first-year student programs, and career services.

As the NACADA Concept of Academic Advising (NACADA, 2006) delineates, academic advising objectives differ among institutions based upon the particular mission, goals, curriculum, cocurriculum, and assessment methods established for the respective campus (White, 2000).

However, a representative sample of learning outcomes for advising indicates that students will  craft a coherent educational plan based on assessment of abilities, aspirations, interests, and values;  use complex information from various sources to set goals, reach decisions, and achieve those goals;  assume responsibility for meeting academic program requirements;  articulate the meaning of higher education and the intent of the institution’s curriculum;  cultivate the intellectual habits that lead to a lifetime of learning; and  behave as citizens who engage in the wider world around them (NACADA, 2006, para.

10).

The increasing public attention placed on college completion means increased visibility for academic advising. Reports such as Guided Pathways to Success (Complete College America, 2013) point to academic advising as vital to degree completion. As institutions seek to increase and diversify enrollments, academic advisors are vital to ensuring appropriate matriculation and transfer leading to degree completion for all students. The evolving manner by which students complete college degrees, including the blending of courses offered on a variety of campuses and online, places new challenges on academic advisors, who must possess the tools needed to meet the demands of students in virtual space and across multiple institutions (Compete College America, 2013).

A crucial component of the college experience, academic advising encourages students to cultivate meaning in their lives, make significant decisions about their futures, and access institutional resources. When practiced with competence and dedication, academic advising is integral to student success, persistence, retention, and completion. Therefore, academic advisors must develop the tools and skills necessary to address the many issues that influence student success and do so with respect to the increasing diversity on college and university campuses. The standards and guidelines in the Academic Advising Program Standards provide a framework for developing strong academic advising programs.

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References, Readings, and Resources Complete College America. (2013). Guided pathways to success: Boosting college completion.

Retrieved from http://cl.s4.exct.net/?qs=5070f0ff3e10c3924002ca86e228acbd43cb18c55cf53cadcf2211cd3 8d4367f Cook, S. (2009). Important developments of academic advising in the United States. NACADA Journal, 29(2), 18–40.

Crookston, B. B. (2009). A developmental view of academic advising as teaching. NACADA Journal, 29(1), 78–82. (Reprinted from Journal of College Student Personnel, 13, 1972, pp.

12-17; NACADA Journal, 14[2], 1994, pp. 5–9) Drake, J. K. (2011, July-August). The role of academic advising in student retention and persistence. About Campus, 16(3), 8-12. Available from http://onlinelibrary.wiley.com/doi/10.1002/abc.20062/abstract. doi: 10.1002/abc.20062 Drake, J. K., Jordan, P., & Miller, M. A. (Eds.). (2013). Academic advising approaches: Strategies that teach students to make the most of college. San Francisco, CA: Jossey-Bass.

Grites, T. J., & Gordon, V. N. (2009). The history of NACADA: An amazing journey. NACADA Journal, 29(2), 41–55.

Habley, W. R. (1997). Organizational models and institutional advising practices. NACADA Journal, 17(2), 39–44.

Hagen, P. L., Kuhn, T. L., & Padak, G. M. (Eds.). (2010). Scholarly inquiry in academic advising (Monograph No. 20). Manhattan, KS: National Academic Advising Association.

Klepfer, K., & Hull, J. (2012). High school rigor and good advice: Setting up students to succeed (at a glance. Retrieved from http://www.centerforpubliceducation.org/MainMenu/Staffingstudents/High-school-rigor-and-good-advice-Setting-up-students-tosucceed#sthash.yizFgEcO.dpuf Kuhn, T. L. (2008). Historical foundations of academic advising. In V. M. Gordon, W. R. Habley, & T. J. Grites (Eds.), Academic advising: A comprehensive handbook (2nd ed.) (pp. 3–6).

San Francisco, CA: Jossey-Bass.

Lowenstein, M. (2006, September). The Curriculum of Academic Advising: What we teach, how we teach, and what students learn. Proceedings from the Fifth Annual Professional Development Conference on Academic Advising. Retrieved from www.psu.edu/dus/mentor/proc01ml.htm Miller, M. A. (2012). Structuring our conversations: Shifting to four dimensional advising models. In A. Carlstrom (Ed.), 2011 national survey of academic advising. (Monograph No. 25). Manhattan, KS: National Academic Advising Association. http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Structuring-OurConversations-Shifting-to-Four-Dimensional-Advising-Models.aspx National Academic Advising Association (NACADA). (2005). Statement of core values for academic advising. Retrieved from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Core-values-ofacademic-advising.aspx NACADA. (2006). Concept of academic advising. Retrieved from http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-of-AcademicAdvising.aspx

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O’Banion, T. (2009). 1994 (1972): An academic advising model. NACADA Journal, 29(1), 83–89.

(Reprinted from Junior College Journal, 42, 1972, pp. 62, 63, 66–69; NACADA Journal, 14[2], 1994, pp. 10–16) Thelin, J. R., & Hirschy, A. S. (2009). College students and the curriculum: The fantastic voyage of higher education, 1636 to the present. NACADA Journal, 29(2), 9–17.

White, E. R. (2000). Developing mission, goals, and objectives for the advising program. In V. N. Gordon & W. R. Habley (Eds.), Academic advising: A comprehensive handbook (pp.180191). San Francisco, CA: Jossey-Bass.

Contextual Statement Contributors:

Current Edition

Marsha A. Miller, Kansas State University, NACADA Assistant Director, Resources & Services Eric R. White, The Pennsylvania State University, Past NACADA President Charlie Nutt, Kansas State University, NACADA Executive Director Jayne K. Drake, Temple University, Past NACADA President Daniel Bureau, University of Memphis, Chair, CAS AAP revision committee Nancy Vesta, NACADA copy editor

Previous Editions

Linda C. Higginson, The Pennsylvania State University

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ACADEMIC ADVISING PROGRAMS CAS STANDARDS and GUIDELINES

The mission of Academic Advising Programs (AAP) is to assist students as they define, plan, and achieve their educational goals. The AAP must advocate for student success and persistence.

AAP must develop, disseminate, implement, and regularly review their missions. The mission must be consistent with the mission of the institution and with professional standards. The mission must be appropriate for the institution's student populations and community settings. Mission statements must reference student learning and development.

The specific model used for AAP should be consistent with the mission, structure, and resources of the institution.

Part 2. PROGRAM The formal education of students, consisting of the curriculum and the cocurriculum, must promote student learning and development outcomes that are purposeful, contribute to students' realization of their potential, and prepare students for satisfying and productive lives.

Academic Advising Programs (AAP) must collaborate with colleagues and departments across the institution to promote student learning and development, persistence, and success.

Consistent with the institutional mission, AAP must identify relevant and desirable student learning and development outcomes from among the six domains and related dimensions: Domain: knowledge acquisition, integration, construction, and application  Dimensions: understanding knowledge from a range of disciplines; connecting knowledge to other knowledge, ideas, and experiences; constructing knowledge; and relating knowledge to daily life Domain: cognitive complexity  Dimensions: critical thinking, reflective thinking, effective reasoning, and creativity Domain: intrapersonal development  Dimensions: realistic self-appraisal, self-understanding, and self-respect; identity development; commitment to ethics and integrity; and spiritual awareness

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Domain: interpersonal competence  Dimensions: meaningful relationships, interdependence, collaboration, and effective leadership.

Domain: humanitarianism and civic engagement  Dimensions: understanding and appreciation of cultural and human differences, social responsibility, global perspective, and sense of civic responsibility Domain: practical competence  Dimensions: pursuing goals, communicating effectively, technical competence, managing personal affairs, managing career development, demonstrating professionalism, maintaining health and wellness, and living a purposeful and satisfying life [LD Outcomes: See The Council for the Advancement of Standards Learning and Developmental Outcomes statement for examples of outcomes related to these domains and dimensions.]

AAP must  assess relevant and desirable student learning and development  provide evidence of impact on outcomes  articulate contributions to or support of student learning and development in the domains not specifically assessed  articulate contributions to or support of student persistence and success  use evidence gathered through this process to create strategies for improvement of programs and services AAP should determine which of the CAS learning and development domains and dimensions are most relevant to the advising functions on their campus and develop appropriate outcomes.

AAP must be  intentionally designed  guided by theories and knowledge of learning and development  integrated into the life of the institution  reflective of developmental and demographic profiles of the student population  responsive to needs of individuals, populations with distinct needs, and constituencies  delivered using multiple formats, strategies, and contexts [as appropriate to meet the goals of the program] Where institutions provide distance education, AAP must assist distance learners to achieve their educational goals by providing access to information about programs

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and services, to staff members who can address questions and concerns, and to counseling, advising, or other forms of assistance.

AP must provide the same quality of academic advising and in the appropriate accessible forums to distance learners as it does to students on campus.

Advisors must engage students in the shared responsibility of academic advising.

Advisors must provide opportunities that help inform student choices and decisions about academic work and about educational, career, and life goals.

Advisors should inform students that the ultimate responsibility for making decisions about educational plans and life goals rests with the individual student.

AAP must be guided by a set of written goals and objectives that are directly related to its stated mission.

Academic advisors should offer advising sessions in a format that is private and safe. Sessions should be convenient and accessible to the student, employing the use of electronic and multimedia formats and traditional in-person or telephone interactions as appropriate. Advising information sessions may be carried out individually or in groups, depending on the needs of the student and always with the student's consent.

Programs and materials associated with the AAP must  promote student learning, development, and personal growth to encourage self-sufficiency  support students, on an ongoing basis, as they establish and evaluate their educational, career, and life goals  assist students in identifying the realistic timeframe to complete their educational goals and support their efforts  provide current and accurate advising information  raise awareness of institutional and community resources and services for students  provide advisors with training and development for making effective referrals to both on- and off-campus services and agencies  make advising available to students throughout their time at the institution  proactively identify academically at-risk students and connect those students with appropriate resources to facilitate student success  employ appropriate and accessible technology to support the delivery of advising information  clarify institutional policies and procedures for students  monitor academic progress and direct students to appropriate resources and programs  advocate for appropriate resources to facilitate student success  support learning and professional development for those involved in delivery of academic advising  collect and distribute relevant data regarding student needs, preferences, and performance for use in institutional decisions and policy

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AAP must provide adequate resources to ensure that academic advising caseloads are consistent with the institutional mission and stated goals.

When institutional policy or process interferes with students' learning and development, the AAP must advocate for change using appropriate institutional means.

Factors that affect determination of advising caseloads include mode of delivery, advising approach used, additional advisor responsibilities, student needs, and time required for this activity.

The academic status of the student being advised should be taken into consideration when determining caseloads. Specific students groups (e.g., undecided students or students on academic probation) may require more advising time than upper-division students who have declared their majors.

Workloads should reflect that advisors may work with students not officially assigned to them and that advising related responsibilities may extend beyond direct contact with students.

Part 3. ORGANIZATION AND LEADERSHIP To achieve student and program outcomes, Academic Advising Programs (AAP) must be structured purposefully and organized effectively. AAP must have  clearly stated goals  current and accessible policies and procedures  written performance expectations for employees  functional work flow graphics or organizational charts demonstrating clear channels of authority Leaders with organizational authority for the programs and services must provide strategic planning, supervision, and management; advance the organization; and maintain integrity through the following functions: Strategic Planning  articulate a vision and mission that drive short- and long-term planning  set goals and objectives based on the needs of the population served and desired student learning or development and program outcomes  facilitate continuous development, implementation, and assessment of goal attainment congruent with institutional mission and strategic plans  promote environments that provide meaningful opportunities for student learning, development, and engagement  develop and continuously improve programs and services in response to the changing needs of students served and evolving institutional priorities  intentionally include diverse perspectives to inform decision making Supervising

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

   

manage human resource processes including recruitment, selection, development, supervision, performance planning, evaluation, recognition, and reward influence others to contribute to the effectiveness and success of the unit empower professional, support, and student staff to accept leadership opportunities offer appropriate feedback to colleagues and students on skills needed to become more effective leaders encourage and support professional development, collaboration with colleagues and departments across the institution, and scholarly contribution to the profession

Managing  identify and address individual, organizational, and environmental conditions that foster or inhibit mission achievement  plan, allocate, and monitor the use of fiscal, physical, human, intellectual, and technological resources  use current and valid evidence to inform decisions  incorporate sustainability practices in the management and design of programs, services, and facilities  understand appropriate technologies and integrate them into programs and services  be knowledgeable about codes and laws relevant to programs and services and ensure that staff members understand their responsibilities through appropriate training  assess potential risks and take action to mitigate them Advancing the Organization  communicate effectively in writing, speaking, and electronic venues  advocate for programs and services  advocate for representation in strategic planning initiatives at appropriate divisional and institutional levels  initiate collaborative interactions with internal and external stakeholders who have legitimate concerns about and interests in the functional area  facilitate processes to reach consensus where wide support is needed  inform other areas within the institution about issues affecting practice Maintaining Integrity  model ethical behavior and institutional citizenship  share data used to inform key decisions in transparent and accessible ways  monitor media used for distributing information about programs and services to ensure the content is current, accurate, appropriately referenced, and accessible The campus community must be able to identify the individual or group coordinating academic advising.

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AAP may be a centralized or decentralized function with a variety of employees throughout the institution assuming responsibilities.

Specific advisor responsibilities must be clearly delineated, published, and disseminated to the campus community.

Advisors must determine and articulate the need for administrative, technological, and executive support of advising.

Part 4. HUMAN RESOURCES Academic Advising Programs (AAP) must be staffed adequately by individuals qualified to accomplish mission and goals.

Within institutional guidelines, AAP must  establish procedures for staff recruitment and selection, training, performance planning, and evaluation  set expectations for supervision and performance  assess the performance of employees individually and as a team  provide access to continuing and advanced education and appropriate professional development opportunities to improve the leadership ability, competence, and skills of all employees.

Continuing and regular professional development should address  theories of student development, student learning, career development, and other relevant theories  academic advising approaches and best practices  research, assessment, and evaluation processes  widely adopted purposes of academic advising and its relevance to student success at the institution  strategies that contribute to achievement of student learning outcomes  academic policies and procedures, including institutional transfer policies and curricular changes  ethical and legal issues including U.S. Family Education and Records Privacy Act (FERPA)/Canadian Freedom Of Information and Protection of Privacy (FOIPP) and other privacy laws and policies  technology and software training (e.g., to perform degree audits, web registrations)  comprehensive knowledge of the institution’s programs, academic requirements, policies and procedures, majors, minors, and certificate programs  institutional and community resources and services (e.g., research opportunities, career services, internship opportunities, counseling and health services, tutorial services)  non-discrimination and accommodations laws and directives (e.g., Americans with Disabilities Act (ADA)/Canadian Human Rights Act).  strategies for building strong relationships and connections with students from diverse backgrounds through a variety of advising interactions AAP must maintain position descriptions for all staff members.

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To create a diverse staff, AAP must institute recruitment and hiring strategies that encourage individuals from under-represented populations to apply for positions.

AAP must develop promotion practices that are fair, inclusive, proactive, and nondiscriminatory.

To further the recruitment and retention of staff, AAP must consider work life initiatives, such as compressed work schedules, flextime, job sharing, remote work, or telework.

AAP professional staff members must hold an earned graduate or professional degree in a field relevant to the position they hold or must possess an appropriate combination of educational credentials and related work experience.

Academic advising personnel may be full-time or part-time professionals for whom advising is a primary or secondary function; they also may be faculty members whose responsibilities include advising. Paraprofessionals (e.g., graduate students, interns, or assistants) and peer advisors may assist advisors.

Professional staff members must engage in continuing professional development activities to keep abreast of the research, theories, legislation, policies, and developments that affect their programs and services.

AAP must have technical and support staff members adequate to accomplish their mission. All members of the staff must be technologically proficient and qualified to perform their job functions, be knowledgeable about ethical and legal uses of technology, and have access to training and resources to support the performance of their assigned responsibilities.

Support personnel and technical staff may maintain student records, organize resource materials, receive students, make appointments, handle correspondence, and meet other operational needs, as well as assist with research, data collection, systems development, and special projects.

Degree- or credential-seeking interns or graduate assistants must be qualified by enrollment in an appropriate field of study and by relevant experience. These individuals must be trained and supervised adequately by professional staff members holding educational credentials and related work experience appropriate for supervision. Supervisors must be cognizant of the roles of interns and graduate assistants as both student and employee and closely adhere to all parameters of their job descriptions, work hours, and schedules. Supervisors and the interns or graduate assistants must agree to compensatory time or other appropriate compensation if circumstances necessitate additional hours.

Student employees and volunteers must be carefully selected, trained, supervised, and evaluated. They must be educated on how and when to refer those in need of additional assistance to qualified staff members and must have access to a supervisor for assistance in making these judgments. Student employees and

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volunteers must be provided clear job descriptions, pre-service training based on assessed needs, and continuing development.

All AAP staff members, including student employees and volunteers, must receive specific training on institutional policies pertaining to functions or activities they support and to privacy and confidentiality policies and laws regarding access to student records and other sensitive institutional information.

All AAP staff members must receive training on policies and procedures related to the use of technology to store or access student records and institutional data.

AAP must ensure that staff members are knowledgeable about and trained in emergency procedures, crisis response, and prevention efforts. Prevention efforts must address identification of threatening conduct or behavior of students, faculty and staff members, and others and must incorporate a system for responding and reporting.

AAP must ensure that staff members are knowledgeable of and trained in safety and emergency procedures for securing and vacating facilities.

Part 5. ETHICS Academic Advising Programs (AAP) must review relevant professional ethical standards and must adopt or develop and implement appropriate statements of ethical practice.

Advisors must uphold policies, procedures, and priorities of their departments and institutions.

AAP must publish and adhere to statements of ethical practice and ensure their periodic review by relevant constituencies.

AAP must orient new staff members to relevant ethical standards and statements of ethical practice and related institutional policies.

Statements of ethical standards must specify that staff members respect privacy and maintain confidentiality in all communications and records to the extent that such communications and records are protected under relevant privacy laws.

Statements of ethical standards must specify limits on disclosure of information contained in students' educational records as well as requirements to disclose to appropriate authorities.

Statements of ethical standards must address personal and economic conflicts of interest, or appearance thereof, by staff members in the performance of their work.

Statements of ethical standards must reflect the responsibility of staff members to be fair, objective, and impartial in their interactions with others.

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Statements of ethical standards must reference management of institutional funds.

Statements of ethical standards must reference appropriate behavior regarding research and assessment with human participants, confidentiality of research and assessment data, and students’ rights and responsibilities.

Statements of ethical standards must include the expectation that AAP staff members confront and hold accountable other staff members who exhibit unethical behavior.

Statements of ethical standards must address issues surrounding scholarly integrity.

As appropriate, AAP staff members must inform users of programs and services of ethical obligations and limitations emanating from codes and laws or from licensure requirements.

AAP staff members must recognize and avoid conflicts of interest that could adversely influence their judgment or objectivity and, when unavoidable, recuse themselves from the situation.

AAP staff members must perform their duties within the limits of their position, training, expertise, and competence.

When these limits are exceeded, individuals in need of further assistance must be referred to persons possessing appropriate qualifications.

Promotional and descriptive information must be accurate and free of deception.

AAP must adhere to institutional policies regarding ethical and legal use of software and technology.

AAP personnel must recognize their responsibility to ensure the privileged, private, or confidential nature of advisors' interactions with students is not sacrificed.

Part 6. LAW, POLICY, AND GOVERNANCE Academic Advising Programs (AAP) must be in compliance with laws, regulations, and policies that relate to their respective responsibilities and that pose legal obligations, limitations, risks, and liabilities for the institution as a whole. Examples include constitutional, statutory, regulatory, and case law; relevant law and orders emanating from codes and laws; and the institution's policies.

AAP must inform staff members, appropriate officials, and users of programs and services about existing and changing legal obligations, risks and liabilities, and limitations.

AAP must have written policies on all relevant operations, transactions, or tasks that have legal implications.

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AAP must regularly review policies. The revision and creation of policies must be informed by best practices, available evidence, and policy issues in higher education.

Advisors must be knowledgeable about and sensitive to laws, regulations, policies, and procedures, particularly those governing harassment, use of technology, personal relationships with students, privacy of student information, nondiscrimination, and equal opportunity policies.

The institution must provide access to legal advice for staff members as needed to carry out assigned responsibilities. AAP staff members must use reasonable and informed practices to limit the liability exposure of the institution and its officers, employees, and agents. AAP staff members must be informed about institutional policies regarding risk management, personal liability, and related insurance coverage options and must be referred to external sources if the institution does not provide coverage.

AAP must have procedures and guidelines consistent with institutional policy for responding to threats, emergencies, and crisis situations. Systems and procedures must be in place to disseminate timely and accurate information to students, other members of the institutional community, and appropriate external organizations during emergency situations.

AAP staff members must neither participate in nor condone any form of harassment or activity that demeans persons or creates an intimidating, hostile, or offensive environment.

AAP must obtain permission to use copyrighted materials and instruments. AAP must purchase the materials and instruments from legally compliant sources or seek alternative permission from the publisher or owner. References to copyrighted materials and instruments must include appropriate citations.

AAP staff members must be knowledgeable about internal and external governance systems that affect programs and services.

Part 7. DIVERSITY, EQUITY, AND ACCESS Within the context of each institution's unique mission and in accordance with institutional polices and all applicable codes and laws, Academic Advising Programs (AAP) must create and maintain educational and work environments that are  welcoming, accessible, and inclusive to persons of diverse backgrounds  equitable and non-discriminatory  free from harassment AAP must not discriminate on the basis of ability; age; cultural identity; ethnicity; family educational history (e.g., first generation to attend college); gender identity and expression; nationality; political affiliation; race; religious affiliation; sex;

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sexual orientation; economic, marital, social, or veteran status; or any other basis included in institutional policies and codes and laws.

AAP must      

 

 

advocate for greater sensitivity to multicultural and social justice concerns by the institution and its personnel modify or remove policies, practices, facilities, structures, systems, and technologies that limit access, discriminate, or produce inequities include diversity, equity, and access initiatives within their strategic plans foster communication that deepens understanding of identity, culture, selfexpression, and heritage promote respect about commonalities and differences among people within their historical and cultural contexts address the characteristics and needs of a diverse population when establishing and implementing culturally relevant and inclusive programs, services, policies, procedures, and practices provide staff members with access to multicultural training and hold staff members accountable for integrating the training into their work respond to the needs of all students and other populations served when establishing hours of operation and developing methods of delivering programs, services, and resources ensure physical, program, and resource access for persons with disabilities recognize the needs of distance learning students by providing appropriate and accessible services and resources or by assisting them in gaining access to other appropriate services and resources in their geographic region

Part 8. INSTITUTIONAL AND EXTERNAL RELATIONS Academic Advising Programs (AAP) must reach out to relevant individuals, groups, communities, and organizations internal and external to the institution to  establish, maintain, and promote understanding and effective relations with those that have a significant interest in or potential effect on the students or other constituents served by the programs and services  garner support and resources for programs and services as defined by the mission statement  disseminate information about the programs and services  collaborate, where appropriate, to assist in offering or improving programs and services to meet the needs of students and other constituents and to achieve program and student outcomes  engage diverse individuals, groups, communities, and organizations to enrich the educational environment and experiences of students and other constituents AAP must have procedures and guidelines consistent with institutional policy for  communicating with the media  contracting with external organizations for delivery of programs and services  cultivating, soliciting, and managing gifts

© Council for the Advancement of Standards in Higher Education 15

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applying to and managing funds from grants

For referral purposes, AAP should maintain strong working relationships with relevant external agencies and campus offices. AAP should then provide comprehensive referral information to all who advise.

Part 9. FINANCIAL RESOURCES Academic Advising Programs (AAP) must have funding to accomplish the mission and goals. In establishing funding priorities and making significant changes, a comprehensive analysis must be conducted to determine the following elements: unmet needs of the unit, relevant expenditures, external and internal resources, and impact on students and the institution.

AAP must demonstrate efficient and effective use and responsible stewardship of fiscal resources consistent with institutional protocols.

Financial resources should be used to raise awareness of the academic advising program and its value to a range of stakeholders.

Sufficient institutional and financial resources must be provided to assist professional development of academic advisors.

Part 10. TECHNOLOGY Academic Advising Programs (AAP) must have adequate technology to support the achievement of their mission and goals. The technology and its use must comply with institutional policies and procedures and be evaluated for compliance with relevant codes and laws.

AAP must use current technology to provide updated information regarding mission, location, staffing, programs, services, and official contacts to students and designated clients.

AAP must explore the use of technology to enhance delivery of programs and services, especially for students at a distance or external constituencies.

AAP must employ technologies that facilitate interaction with students in the advising process.

When technology is used to facilitate student learning and development, AAP must select technology that reflects intended outcomes.

AAP must  maintain policies and procedures that address the security, confidentiality, and backup of data, as well as compliance with privacy laws  have clearly articulated plans in place for protecting confidentiality and security of information when using Internet-based technologies

© Council for the Advancement of Standards in Higher Education 16

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develop plans for replacing and updating existing hardware and software as well as plans for integrating new technically-based or supported programs, including systems developed internally by the institution, systems available through professional associations, or private vendor-based systems

Technology, as well as workstations or computer labs maintained by programs and services for student use, must be accessible to all designated clients and must meet established technology standards for delivery to persons with disabilities.

When AAP provide student access to technology, they must:  have policies on the use of technology that are clear, easy to understand, and available to all students  provide assistance, information, or referral to appropriate support services to those needing help accessing or using technology  provide instruction or training on how to use the technology  inform students on the legal and ethical implications of misuse as it pertains to intellectual property, harassment, privacy, and social networks Student violations of technology policies must follow established institutional student disciplinary procedures.

Students who experience negative emotional or psychological consequences from the use of technology must be referred to support services provided by the institution.

AAP must ensure that online and technology-assisted advising includes appropriate processes for obtaining approvals, consultations, and referrals.

Part 11. FACILITIES AND EQUIPMENT Academic Advising Programs (AAP) must have adequate, accessible, and suitably located facilities and equipment to support the mission and goals. If acquiring capital equipment as defined by the institution, AAP must take into account expenses related to regular maintenance and life cycle costs. Facilities and equipment must be evaluated on an established cycle, including consideration of sustainability, and be in compliance with codes and laws to provide for access, health, safety, and security.

AAP staff members must have workspace that is well equipped, adequate in size, and designed to support their work and responsibilities. For conversations requiring privacy, staff members must have access to a private space.

AAP staff members who share workspace must be able to secure their own work.

The design of the facilities must guarantee the security and privacy of records and ensure the confidentiality of sensitive information.

© Council for the Advancement of Standards in Higher Education 17

The location and layout of the facilities must be sensitive to the needs of persons with disabilities as well as the needs of other constituencies.

Approaches to managing facilities and equipment should emphasize sustainable practices.

AAP must be hosted in accessible facilities and emphasize universal design.

AAP must provide work space that is private and free from visual and auditory distractions.

Part 12. ASSESSMENT and EVALUATION Academic Advising Programs (AAP) must have a clearly articulated assessment plan to document achievement of stated goals and learning outcomes, demonstrate accountability, provide evidence of improvement, and describe resulting changes in programs and services.

AAP must have adequate fiscal, human, professional development, and technological resources to develop and implement assessment plans.

Assessments must include direct and indirect evaluation and use qualitative and quantitative methodologies and existing evidence, as appropriate, to determine whether and to what degree the stated mission, goals, and intended outcomes are being met as effectively and efficiently as possible. The process must employ sufficient and sound measures to ensure comprehensiveness. Data collected must include responses from students and other constituencies, and aggregated results must be shared with those groups. Results of assessments must be shared appropriately with multiple constituents.

Results of assessments and evaluations must be used to identify needs and interests in revising and improving programs and services, recognizing staff performance, maximizing resource efficiency and effectiveness, improving student achievement of learning and development outcomes, and improving student persistence and success. Changes resulting from the use of assessments and evaluation must be shared with stakeholders.

General Standards revised in 2011 AAP content developed/revised in 1986, 1997, 2005, and 2013

Š Council for the Advancement of Standards in Higher Education 18

INTRODUCTION The NACADA Board of Directors endorses three documents that champion the educational role of academic advising in a diverse world.

The three "Pillar" documents of academic advising are: • • •

Concept of Academic Advising Statement of Core Values Council for the Advancement of Standards in Higher Education: Standards and Guidelines for Academic Advising

These sets of guiding principles affirm the role of academic advising in higher education, thereby supporting institutional mission, while at the same time, anticipating the needs of 21st century students, academic advisors, and institutions.

They can be used for a variety of purposes including professional development of academic advisors and program assessment. They also can be used when implementing a new advising program or revising a current one.

Academic advising is carried out by a vast array of individuals, including faculty and staff members. These guiding principles are intended for use by all who advise.

These documents support all categories of institutions with every type of advising delivery system. Intentionally, they do not address every detail and nuance of academic advising. Rather they should be used as starting points and references for a discussion of academic advising, providing the framework for a coherent approach to implementing a well-functioning academic advising program that would meet any specified institutional goals.

PREAMBLE Academic advising is integral to fulfilling the teaching and learning mission of higher education.

Through academic advising, students learn to become members of their higher education community, to think critically about their roles and responsibilities as students, and to prepare to be educated citizens of a democratic society and a global community. Academic advising

engages students beyond their own world views, while acknowledging their individual characteristics, values, and motivations as they enter, move through, and exit the institution.

Regardless of the diversity of our institutions, our students, our advisors, and our organizational structures, academic advising has three components: curriculum (what advising deals with), pedagogy (how advising does what it does), and student learning outcomes (the result of academic advising).

THE CURRICULUM OF ACADEMIC ADVISING Academic advising draws primarily from theories in the social sciences, humanities, and education. The curriculum of academic advising ranges from the ideals of higher education to the pragmatics of enrollment. This curriculum includes, but is not limited to, the institution’s mission, culture and expectations; the meaning, value, and interrelationship of the institution’s curriculum and co-curriculum; modes of thinking, learning, and decision-making; the selection of academic programs and courses; the development of life and career goals; campus/community resources, policies, and procedures; and the transferability of skills and knowledge.

THE PEDAGOGY OF ACADEMIC ADVISING Academic advising, as a teaching and learning process, requires a pedagogy that incorporates the preparation, facilitation, documentation, and assessment of advising interactions. Although the specific methods, strategies, and techniques may vary, the relationship between advisors and students is fundamental and is characterized by mutual respect, trust, and ethical behavior.

STUDENT LEARNING OUTCOMES OF ACADEMIC ADVISING The student learning outcomes of academic advising are guided by an institution’s mission, goals, curriculum and co-curriculum. These outcomes, defined in an advising curriculum, articulate what students will demonstrate, know, value, and do as a result of participating in academic advising. Each institution must develop its own set of student learning outcomes and the methods to assess them. The following is a representative sample. Students will: • • • • • •

craft a coherent educational plan based on assessment of abilities, aspirations, interests, and values use complex information from various sources to set goals, reach decisions, and achieve those goals assume responsibility for meeting academic program requirements articulate the meaning of higher education and the intent of the institution’s curriculum cultivate the intellectual habits that lead to a lifetime of learning behave as citizens who engage in the wider world around them

SUMMARY Academic advising, based in the teaching and learning mission of higher education, is a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes.

Academic advising synthesizes and contextualizes students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes.

- See more at: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Concept-ofAcademic-Advising-a598.aspx#sthash.JqPAV5wn.dpuf

UNG Academic Advising Syllabus Mission Statement The mission of academic advising is to assist students in constructing meaningful educational plans based on their interests and abilities and consistent with each student’s academic, professional, and personal goals. Academic advising fosters the development of students who are self-directed, responsible decision-makers and supports the successful completion of degree requirements.

Learning Outcomes 1. Students will understand the value of the Core Curriculum and display the ability to select courses that satisfy Core requirements.

2. Students will demonstrate knowledge of degree program requirements and the ability to select courses each semester to progress towards fulfillment of their educational plans.

3. Students will demonstrate understanding of University of North Georgia academic policies and procedures and how these policies and procedures impact their educational progress.

4. Students will effectively utilize technological resources to assist in educational planning and course registration.

5. Students will select majors based on their interests, abilities, and career goals.

6. Students will be able to identify campus resources and services that can be used to assist them in achieving their academic, personal, and career goals.

7. Students will understand the importance of co-curricular programs for supporting and promoting their educational and life goals.

8. Students will understand and navigate the processes that lead to successful transfer, if applicable.

Expectations of Advisor/Advisee An advisor is expected to: 1. Be available, approachable, and respectful of students 2. Encourage and support students as they develop realistic goals and attainable educational plans 3. Have a thorough understanding of UNG’s core curriculum, institutional requirements, and degree requirements 4. Be efficient and accurate when discussing degree requirements with advisees 5. Assist students in developing decision-making skills and encourage them to accept responsibility for their choices 6. Maintain confidentiality 7. Be knowledgeable about campus resources, support services, and opportunities; referring students as needed An advisee is expected to: 1. Be respectful of their advisor 2. Schedule appointments with their advisor and be on time 3. Come prepared for appointments by becoming familiar with the UNG Undergraduate Bulletin, core curriculum, and program of study for their major 4. Check UNG email regularly and become familiar with Banner 5. Ask questions 6. Familiarize themselves with the academic calendar and be aware of important deadlines, such as advisement and withdrawal 7. Accept responsibility for their decisions

What We Do: The Academic Advising Center Professional academic advisors at UNG assist students in constructing meaningful educational plans based on their interests and abilities and consistent with each student’s academic, professional, and personal goals.

•

Program planning and career exploration for Open Option (undecided) and General Studies AA/AS majors o Exception: Students with 2+ Learning Support requirements and General Studies AA students with no LS requirements

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Intervention services for students with the following academic standings: Academic Warning (AW) and Probation 1 (P1) through the Academic Success Plan (ASP) program

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Financial Aid Academic Review Plan for students appealing the loss of financial aid.

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Academic resources and referral information for students to improve their academic skills

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Information regarding academic policies and procedures, such as withdrawal policies

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Special advisement services to Move on When Ready (MOWR) students

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Faculty trainings and workshops

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Liaison services to all academic colleges

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Student workshops

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Instruct UNIV 1000 and UNIV 1101 courses

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Academic information presentation, advisement, and registration assistance for New Student Orientations and Transfer Student Orientations.

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Major change processing

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Special events: UNG Day, Weeks of Welcome

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Peer Advisor training and management of program responsibilities

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Website information, forms, videos, and Facebook page

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Advanced Scheduling for new freshmen: Varies by campus

“Policy changes to academic advising are being proposed through the Quality Enhancement Plan, which must be submitted to SACSCOC in March 2016 as part of UNG’s reaccreditation process. Proposed changes will increase the number and responsibilities of professional advisors and restructure mandatory advising policies.”

Academic Peer Advisor Program The Advising Center’s Peer Advisor (PA) program supplements faculty and professional Academic Advising at the University of North Georgia’s. The program plays an important role in the Academic Advising program and is an additional source of support and guidance for the UNG student body. The Advising Center’s PAs assist with New Student Orientation, provide general academic information, promote academic advising, generally seek to enhance the first year experience of UNG students, and provide support to at-risk students. PAs undergo intensive training the semester before participation, and ongoing training throughout the course of their tenure to enhance leadership skills and to learn UNG policies and procedures. In return for their services, PAs receive a scholarship for each semester served. We currently offer the Peer Advisor Program on the Gainesville and Dahlonega campus.

Recruitment and Application Process • In order to become a PA, interested students must complete a Peer Advisor Application Packet. Applicants must meet the following qualifications in order to be eligible for the program: o Must be enrolled as a current student in good academic standing o Maintain a minimum 2.75 GPA o Complete and submit the PA Application Packet o Participate in an interview with the PA Coordinator and current Peer Advisors • Applications for new PAs are accepted on an as-needed basis: o If a current PA graduates o If a PA does not meet the eligibility requirements stated above o If a PA, for any reason, no longer desires to commit to the program Duties • Contract o PAs are required to sign a contract prior to participation in the program o The contract details the scholarship amount and duties to be completed during the course of the year • Participation in the PA program requires that the student: o Maintain professionalism, ethics, and integrity of the Academic Advising Center as well as the University of North Georgia’s Student Code of Conduct o Attend training session(s) on student leadership skills which may include effective listening skills, group facilitation skills, policies and procedures, the value of faculty-student interaction, learning styles, diversity, campus resources, team building, coping skills, and/or the academic requirements of the University o Participate in Weeks of Welcome (WoW) o Engage in FERPA training o Participate in a minimum of two-thirds of all New Student Orientations, including the Resource Fair and/or the academic portion of NSO o Develop and present student “information stations” and/or workshops o Promote existing Advising Services through outreach and marketing o Attend on-going training throughout the semester, as necessary, to stay informed and up-to-date of the most recent curricular and/or advising changes o Attend monthly Peer Advisor meetings o Record activities in the designated Time Logs 1

o Assist the Academic Advising Center with work and projects on an as-needed basis Peer Advisor Coordinator Duties One of the advisors on staff, in the Academic Advising Center, provides leadership for the PAs as the Coordinator. Duties of the coordinator include, but are not limited to: • Recruitment • Submitting scholarship paperwork • Scheduling meeting times and places for monthly meetings • Assisting PAs in formulating and submitting budget paperwork • Scheduling PA activities including NSO participation, training, workshops, Information Stations, helping with Advising Center tasks, etc.

• Informing PAs of upcoming events • Monitoring PA activities • Creating and updating PA Handbooks

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Academic Advising Center

Peer Advisor Application Packet This packet includes the following: Peer Advisor Position Description Peer Advisor Application Peer Advisor Recommendation Form

***Please Read All Materials Carefully***

PLEASE RETURN COMPLETED APPLICATIONS TO: Gainesville Campus Karen Atkinson Academic Advising Center | Student Center | Gainesville Campus karen.atkinson@ung.edu | 678-717-3435 Dahlonega Campus Melea Marler Academic Advising Center | Stewart Center 239| Dahlonega Campus melea.marler@ung.edu 3

PEER ADVISOR POSITION DESCRIPTION Mission Statement The Peer Advisors serve as student liaisons between faculty and staff to ensure academic success upon scheduling, registering, and meeting CORE curriculum requirements and to promote an enriching and prosperous college experience.

About the Position Peer Advisors (PAs) are recruited on an as-needed basis during each calendar year on the Gainesville and Dahlonega campus. Following acceptance into the program, PAs must undergo training to prepare for the upcoming academic year. The PAs must be able to commit at least 1 2 hours per week to PA responsibilities. Peer Advisors are eligible to earn up to a $750 scholarship for each year served. The scholarship is awarded via BannerWeb and is divided into three semesters.

Responsibilities • •

• • • • • • • • •

Maintain professionalism, ethics, and integrity of the Academic Advising Center as well as the University of North Georgia’s Student Code of Conduct Attend training session(s) on student leadership skills which may include effective listening skills, group facilitation skills, policies and procedures, the value of faculty-student interaction, learning styles, diversity, campus resources, team building, coping skills, and/or the academic requirements of the University Participate in Weeks of Welcome (WoW) Engage in FERPA Training Participate in two-thirds of New Student Orientations, including the Resource Fair and/or the academic portion of NSO Develop and present student “information stations” and/or workshops Promote existing Advising Services through outreach and marketing Attend on-going training throughout the semester, as necessary, to stay informed and up-todate of the most recent curricular and/or advising changes Attend monthly Peer Advisor meetings Record activities in the designated Time Logs Assist the Academic Advising Center with work and projects on an as-needed basis

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Qualifications Required: • • • •

Must be enrolled as a current student in good standing Maintain a minimum 2.75 GPA Complete and submit the PA Application Packet Participate in an interview with the PA Coordinator and current Peer Advisors

Benefits • • • • • • • •

Receive a scholarship for each semester served Gain leadership & service learning experience Receive co-curricular credit Enhance your résumé Network and connect with students, faculty, staff, and other professionals Priority Registration for courses, during early advising and registration weeks Acquire competency in University policies and procedures Develop professional, leadership, and build communication skill

Warranties: The Peer Advisor Organization and Academic Advising Center does not illegally discriminate in membership practices on the basis of sex and that its membership is open to all regardless of race, creed, color, national origin, marital status, age, or handicap. Each organization must also state that it understands and agrees to abide by the College’s Policy on Hazing (See page 3)

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PEER ADVISOR APPLICATION PERSONAL INFORMATION Name:

Student ID #:

Address: City:

State:

Phone:

Alternate Phone:

Birthdate:

Zip Code:

Language(s) Spoken:

EDUCATION & WORK INFORMATION Diploma(s) / Degree(s) Earned: Education Institution Attended: Current GPA:

Year of Graduation:

Major/Minor: Anticipated graduation/transfer date: Currently Employed (Y/N): Employer Name: Employer Location: Hours per week:

REFERENCE: Name: Position:

Employer:

Contact Information (E-mail/Phone): Appropriate references include a professor, staff person, club advisor, academic advisor, current employer, and the like. Family members and peers are not considered appropriate references.

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PRE-INTERVIEW QUESTIONAIRE

Please answer the following questions. Attach additional sheets if necessary.

1. What strengths, attributes/talents do you possess that would make you an effective Peer Advisor?

2. Please list current campus involvement, including leadership and community service and estimated time commitment per involvement per week.

3. Why do you want to be a Peer Advisor? What do you hope to gain?

4. Please include any additional information which you believe is relevant and would assist us in the selection process.

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Consent for Verification of Student Records: I hereby certify that all statements made on this application are true and correct to the best of my knowledge and authorize investigation of all statements herein recorded. I release from all liability persons and organizations reporting information required by this application. I grant permission to an authorized representative of University of North Georgia to verify my student records for purposes of this application.

Signature:

Date:

University of North Georgia is committed to providing equal education and employment opportunities to all persons regardless of, but not limited to, race, color, religion, national origin, gender, marital or parental status, disability, age, sexual orientation or veteran status.

DO NOT WRITE BELOW THIS LINE Interviewed on:

By:

Approved (Y/N): Comments:

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University of North Georgia Peer Advisor Recommendation You are being asked to provide a reference for _______________________________________ who is applying for a position as a Peer Advisor at the University of North Georgia.

Name: Position & Employer: Phone Number / E-mail Address: Relationship with Applicant:

The Peer Advisors serve as student liaisons between faculty and staff to ensure academic success upon scheduling, registering, and meeting CORE curriculum requirements and to promote an enriching and prosperous college experience.

We would appreciate your completion of this form by providing your personal reactions concerning the applicant, or attach a separate letter of reference.

Please answer as candidly and completely as possible. Please print or type.

1. Describe the applicant’s level of maturity and sense of responsibility.

2. Please comment on the applicant’s communication skills (one-on-one, small groups).

3. How well does the applicant accept direction and/or feedback? Do you have any examples?

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4. Please comment on the applicant’s leadership potential.

5. Describe the applicant’s strengths and areas requiring improvement.

6. Please provide any additional information regarding the applicant, relating to his/her ability to listen, advise, encourage and support.

7. Do you have any other comments about this candidate that would help in the decision to hire?

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8. Please mark the appropriate response: I highly recommend this applicant I recommend this applicant I recommend this applicant with reservations I do not recommend this applicant

Thank you for your contribution to the selection of qualified candidates for the UNG Peer Advisor Organization at the University of North Georgia.

Signature:

Date:

Please submit this recommendation form to the PA Coordinator listed below.

Gainesville campus – Karen Atkinson- Karen.atkkinson@ung.edu Dahlonega campus – Melea Marler – melea.marler@ung.edu

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Peer Advisor Program Contract 2015-2016 Name: __________________________________________ Student ID: ______________________________________ As a Peer Advisor, you will train throughout the first semester of service. For your service as a Peer Advisor, you will receive up to a $750 stipend per year, distributed over each semester of commitment.

Your participation in the Peer Advisor program requires that you: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

Are enrolled as a current student Maintain a minimum 2.75 GPA Maintain the professionalism, ethics, and integrity of the Academic Advising Center Attend a training session on student leadership skills which may include: a. effective listening skills b. group facilitation skills c. policies and procedures d. the values of faculty-student interaction e. learning styles f. diversity g. campus resources h. team building i. coping skills j. the academic requirements of the University Participate in Weeks of Welcome (WoW) events for the Center Engage in FERPA training Participate in New Student Orientation and the Resource Fair, held prior to Orientation Participate in Open House in the Fall and Spring semesters Develop and present student “information stations�

Promote existing Advising Services through outreach and marketing (i.e. Advising Weeks activities) Attend on-going training throughout the semester, as necessary, to stay abreast of the most recent curricular changes Attend monthly Peer Advisor meetings Record activities in the designated Time Logs in OrgSync Perform additional duties for the Academic Advising Center as needed

If you fail to engage consistently in these requirements, your participation in the Peer Advisor program will terminate pending review by the Director of the Academic Advising Center and the Peer Advisor Coordinator.

My signature below indicates that I understand the above contract and agree to abide by the conditions set forth.

Peer Advisor Signature: _______________________________________________

Date: _____________________

Original, signed sheet to be kept in PA Coordinator file in the Academic Advising Center.

Copy will be sent to Peer Advisor.

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Withdrawing from Classes Withdrawing from a Course: •

Students who wish to withdraw from a course without academic penalty and receive a “W” for the course must do so prior to the midpoint of the session.

•

If a student withdraws from a course after the midpoint, the student is assigned a grade of “WF” for the course in question. o For a student’s GPA, a “WF” holds the same weight as an “F”. o In some circumstances, a “W” may be granted, if the student receives approval from the Vice President for Academic Affairs or from the Dean of Students.

•

Points to keep in mind when withdrawing from a class: o There is no refund for course withdrawal. o Students who stop attending class may be administratively withdrawn (with or without academic penalty); a grade of W may be assigned when students fail to attend 10% of any class meetings prior to the midpoint of the term; a grade of WF will be assigned when students stop attending after the midpoint. Individual instructors or departments may have attendance policies stricter than that of the university, as long as the policies are stated in the class syllabus. o Students must maintain Satisfactory Academic Progress (SAP)* to continue to receive Financial Aid. Satisfactory Academic Progress will be determined at the completion of each semester. SAP standards include: 

Grade Point Average – 2.0 GPA; Academic Renewal Grades and repeated course grades will be included. Learning Support and English as a Second Language courses will not be included.  Pace of Progression Requirements – Students must complete 67% of all college level course work, including courses attempted at UNG and accepted Transfer Credit. *Always check with Financial Aid for updated, individual information on Satisfactory Academic Progress. o Students must also meet the Maximum Length of Study Requirements, which can be affected by withdrawing from a class.  

Students may receive financial aid for up to 150% of the college level course hours for a degree or certificate. 90 hours for an associate degree and 180 hours for a bachelor’s degree.

Hours for repeated courses and hours from Academic Renewal are counted in the maximum length of study.

 

Transfer credits accepted as earned hours will be counted into the length of study.

Learning Support, English as a Second Language and “K” credited classes are not included.

Withdrawing from the University: •

Students who are registered for courses and need to withdraw from all of their classes login to Banner Web and complete a “Request to Withdraw After Drop/Add has Ended” electronically or students must submit a written withdrawal request to the Registrar’s office via his/her UNG e-mail account.

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Based on the University System of Georgia’s withdrawal policy, a student who withdraws during the first half of term may be eligible for a refund for a portion of tuition and student activity fees.

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Any course withdrawals after the established midpoint date will be graded as a “WF”, unless otherwise approved by the Vice President of Academic Affairs.

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Withdrawal from the institution after the last day of classes is not permitted.

New Student Orientation (NSO) Campus Advising Centers are responsible for the academic presentation at new student orientations. Academic Advising also oversees the advising/registration portion of NSO’s.

Advising Centers are directly responsible for advising/registration of Open Option and General Studies AA and AS students. Departmental faculty advisors are directly responsible for students in their programs of study.

1. Advising Center staff is given a copy of the New Student Orientation schedule and Peer Advisor presentation outline one to two days prior to orientation.

2. Orientation Advising Center Liaison gives a presentation at the New Student Orientation.

The Advising Center also sends representatives to present to both transfer students and open option/general studies students.

3. Topics discussed in presentations are: • Overview of TRANGUID • Overview of BannerWeb • Overview of NIGHTHAWK Registration • Overview of CORE Curriculum 4. Advising Center Liaisons dismiss orientation students to faculty advising and registration sites.

5. Advising Center registers all open option and general study students. Academic advisors assist in orientation general registration as directed by Advising Center Director.

Transfer Student Orientation (TSO) The purpose of TSO is to introduce transfer students to UNG through programs that are specific to their needs. These sessions are much smaller than traditional NSO, due to the personalized nature of the program. During TSO, the students will hear from the Dean of Students, Associate Dean of Student Involvement, a transfer student panel, and the Academic Advising Center, among others. Students receive individual advising appointments with departmental advisors to review their incoming credits and receive a brief overview of their department/major. Advising appointments last for 20 minutes and are located in the advisor’s individual office. Registration holds are placed on each student and must be removed during the assisted registration portion of TSO. Each student must have a signed plan of study from their advisor in order to remove the hold.

Students are broken up into groups (determined by number of registered students). Each group will also attend break-out sessions led by representatives from Financial Aid, Business Office, Career Services, and Disability Services.

Two weeks prior to TSO, Student Involvement sends out a request for advisors to all department heads (example of request is attached). Department heads then send the names of advisors for their department. The Advising Center TSO liaison then assigns each student to a group and advisor. During the week leading up to TSO, the Advising Center TSO liaison communicates with each advisor, providing all relevant information, such as advisee list, advising tips, and overall TSO schedule (example of advisee list email is attached).

During TSO, representatives from Advising and the Registrar present to the new transfer students. Topics discussed in presentation are: • • • • • •

Overview of Advising at UNG Overview of TRANGUID Presentation from Registrar Transcript Credit Evaluator Overview of CORE Curriculum Overview of BannerWeb Overview of Nighthawk Registration

Assisted registration is conducted by representatives from the Advising Center. Holds are removed by a representative from the Registrar’s Office.

Gatekeeper Procedures (NSO) 1. One to two weeks prior to a New Student Orientation the academic advising orientation liaison contacts department heads for a list of faculty/staff gatekeepers for the ensuing orientation.

2. One day prior to the orientation the academic liaison sends an email to the selected gatekeepers with the following information: • Gatekeeper Checklist • Orientation Schedule of Events Example of Gatekeeper letter: Hello Everyone, You have been selected by the Dean or Chair of your area to serve as a January 3rd NSO (New Student Orientation) Gatekeeper. Attached is the schedule for the NSO as well as a Gatekeeper checklist. Your area will be receiving students around 12:15 for the advising/core curriculum overview. Registration will soon follow. Please be in your locations no later than 12:20. Feel free to contact me at 678-717-3540 with any questions. Also my cell number is 770-654-5665 for any issues that may arise on January 3rd. As noted in the checklist, please make sure that every student’s schedule is checked by a Gatekeeper before they leave your area. This is especially needed with all of the recent changes. Thanks in advance for all of your hard work and assistance.

Students who have an “A” on their TRANGUID cannot self-register and will need assistance.

If any Learning Support or ESL questions arise, you may contact Gail Barksdale at 678-717-3765.

Take care, Charles Bell Academic Advisor Dual Enrollment Coordinator University of North Georgia 3820 Mundy Mill Road, Oakwood, GA Charles.Bell@ung.edu /678-717-3540 Book an Appointment Online: Click Here Like us on Facebook

TSO Emails Example of Call for Advisors email Hi everyone, Our next Transfer Student Orientation is July 24 at 8:00am. The advising portion will last from approximately 10:00am until 12:30pm (Sarah will send out individual appointment times in a following email). This session will operate similarly to the June 19th session, with 20-minute individual advising appointments in each advisor’s own office. The session is now full at 52 students.

Attached is a breakdown of students by department. These numbers may change slightly, but we’re not expecting much movement here. Please send me the list of advisors in your department that will be available for appointments according to these numbers, with special consideration for individual majors. If you have any questions about these numbers, please contact Sarah Dean.

Advising at TSO is meant to be abbreviated; however, advisors may also schedule another appointment with student at a later date, if they feel it is necessary. We will also send out a complete schedule so that each advisor will know where to send students after their appointments.

Please let us know if you have questions or concerns.

Thank you, Stacie Rowley

Example of Advisee List email Hi John, Thank you for participating in our first season of Transfer Student Orientation!

Your advising location is Student Center 134. Your advisees are listed below: 900# 900 900 900

Name John Garnett Ethan

Major & Hours AA Media Studies (44) BA Communication (36) BA Communication (30)

Appointment Time 11:10am 11:40am 12:00pm

Advising appointments should last approximately 20 minutes. The purpose of these appointments is to review the student’s transfer credits, give them a brief overview of their program, and suggest possible course options for Fall semester. We suggest reviewing your advisees transcripts prior to TSO to maximize your time spent with your advisees. Becca Spearman, our transfer credit evaluator from the Registrar’s office, will also be on campus throughout the day if the student has questions about how a course(s) transferred. Additionally, Orientation Leaders will be available to ensure that our new students are able to navigate campus (the master schedule is also attached to this email should you need it).

Advising tips/notes: • Students will have advising holds on their accounts – you should not remove these holds.

• Please give each student a personalized signed Plan of Study (they will need this to remove the advising hold, which will be removed by the Advising Center during registration).

• If a student needs an override into a course in your department, please either perform the override within your department or email Becca. Please do not suggest that students be granted overrides for departments or campuses other than your own.

• When the students attend the registration portion of NSO, it will be their responsibility to find the CRNs for the courses that you have suggested.

• Core substitutions may be required, so please send those requests to Dr. Bill Gash. Also, COMM 1100 no longer needs permission to be used in AREA B, as long as the course was taken prior to Fall 2013.

Please let us know if you have any questions or concerns. Thank you again for your continued support of our incoming transfer students!

All the best, Sarah Dean

MOWR Student Processing 1. Student meets with high school counselor to determine eligibility and “fit” for the MOWR program.

2. Student completes the MOWR Program Application through their GACollege411 account. A paper application is used if the student attends an unaccredited home or high school.

3. Student applies for admission to UNG. 4. Student meets with high school counselor to discuss needed/desired courses.

Please note: It is not always possible for high school counselors to make definitive course recommendations due to college prerequisites, class availability, and desired major program requirements. The UNG MOWR advisor will review high school recommendations and make appropriate decisions regarding college courses.

5. Student schedules an appointment with UNG MOWR advisor (as directed by acceptance letter). In this meeting, the advisor registers the student, discusses the Core Curriculum, talks about college expectations, etc., and instructs the student about steps necessary to successful MOWR enrollment: MOWR • Completion of MOWR application through GACollege411, if appropriate • Navigation of the UNG website, including functions appropriate to MOWR • Delivery of the printed UNG schedule to the high school counselor and request for counselor to complete STARS documentation 6. High school counselor enters the student’s schedule into STARS, based on copy of registration from UNG. The courses entered must correspond to the courses listed by the high school.

7. If a student shows on the nonpaid list but has a course schedule, financial aid will follow up with the student and/or high school.

8. UNG MOWR advisor “Approves” or “Rejects” the courses entered in SURFER (GA 411).

9. UNG Financial Aid counselor reviews the approved or rejected application status on SURFER. 10. UNG Financial Aid Counselor awards the MOWR Scholarship to student accounts that are “Approved.”

11. Business Affairs places the institutional waiver on the MOWR student’s account.

12. MOWR students are notified through their UNG Email of when to pick up their books from the UNG bookstores.

 All approved MOWR books are provided to the students without charge but must be returned at the end of each semester.  MOWR students have priority registration and are notified to visit the Advising Center prior to early registration. o Students will have a registration restriction and any schedule adjustments will be made by the MOWR advisor  MOWR class schedules should be held past the normal UNG payment deadline.  UNG provides a list of all currently enrolled MOWR students to the Financial Aid department after the second week of ADD/DROP for processing.  Official transcript will be sent to each MOWR student’s high school from the Registrar’s Office.

Faculty Advising Training Fall 2015

Agenda • • • • • • • •

QEP Introduction Advising as Teaching Advising Syllabus Website Resources Banner/Tranguid Core Curriculum Advising Center Populations Advising Weeks and Appointments

On Time and On Target UNG Quality Enhancement Plan (QEP) • Focus Statement: To develop student responsibility and problem solving skills that support achievement of educational goals through intentional advising and faculty mentoring. More specifically, the QEP will implement a blended advising model in which professional and faculty advisors collaborate to promote retention and progression for UNG students.

• UNG will support students to: – Define academic goals and take personal responsibility for developing educational plans.

– Utilize appropriate resources to support educational goals.

– Engage in appropriate learning experiences to achieve educational goals.

Advising as Teaching • Curriculum, Pedagogy, Learning Outcomes • Prescriptive vs. Developmental Advising ADVISING

TEACHING

Engage the student

Engage the student

Stimulate and support student academic and career planning

Stimulate and support student academic and career planning

Promote intellectual and personal growth

Promote intellectual and personal growth

Foster the development of problem solving and decision‐making skills

Foster the development of problem solving and decision‐making skills

Assess, evaluate, or track student progress

Assess, evaluate, or track student progress

Advising Syllabus • Mission Statement: The mission of academic advising is to assist students in constructing meaningful educational plans based on their interests and abilities and consistent with each student’s academic, professional, and personal goals. Academic advising fosters the development of students who are self‐directed, responsible decision‐ makers and supports the successful completion of degree requirements.

Advising Syllabus An advisor is expected to: • • • • • • •

Be available, approachable, and respectful of students Encourage and support students as they develop realistic goals and attainable educational plans Have a thorough understanding of UNG’s core curriculum, institutional requirements, and degree requirements Be efficient and accurate when discussing degree requirements with advisees Assist students in developing decision‐ making skills and encourage them to accept responsibility for their choices Maintain confidentiality Be knowledgeable about campus resources, support services, and opportunities; referring students as needed

An advisee is expected to: • • •

• • •

•

Be respectful of their advisor Schedule appointments with their advisor and be on time Come prepared for appointments by becoming familiar with the UNG undergraduate catalog, core curriculum, and program of study for their major Check UNG email regularly and become familiar with Banner Ask questions Familiarize themselves with the academic calendar and be aware of important deadlines, such as advisement and withdrawal Accept responsibility for their decisions

Website Resources • Academic Advising Website • Advising Forms • Core Plans of Study • Signed Scheduling Worksheet • Transition Request Form • Learning Support Scheduling Worksheet

• Important Links • Banner Web • Faculty Advisor Resources • Transfer and Transition • GPA Calculators • Drop/Add/Withdraw dates • Links to Academic Policies: Course Repeat, Academic Standing, etc.

Banner and Tranguid •

•

What can you use in Banner Web to advise?

• Tranguid • Holds/Registration time tickets • Course schedules • Look up classes • List of Advisees Tranguid: • Course Schedule • Learning Support • RHSC deficiencies (must be complete by 30 credit hours) • Regents’ and Legislative Requirements • Academic Information: Advisor, GPA, Current Standing • Academic History • Ex: 900698918

Core Curriculum • Area A: • Must be completed by 30 hours.

• English 1101 and 1102 must have a “C” or better and fulfills Regents’ requirements • Area B: • Modern Language • Global Course • Area C: • 2000 level Literature or Language course • Fine Arts or Philosophy

Core Curriculum •

Area D: • Science and Mathematics/computer science • For biology, chemistry, computer science, engineering, mathematics, physics and nursing majors: Two lab‐based science sequence courses are required.

• All other majors need two lab‐based science courses, not necessarily a sequence.

• Area E: • US and GA History and Government – fulfills the legislative requirement • Behavioral Science • Social Science • Area F: • Area of Concentration

Advising Center Populations • Academic Warning

• General Studies

• Academic Probation

• MOWR (Dual Enrollment)

• Returning from Suspension • Area A Incomplete Holds • Open Option Students

• RHSC Holds

• Transition Students

• Transfer Students (under 30 hours

Advising Weeks and Appointments • Advising weeks are offered for a month during the fall and spring semester, prior to Registration.

• However, it is very important to be available to students throughout each semester.

• Making Appointments – You (and your department) can decide how a student will make the appointment.

Contact Information E‐Mail: advising‐gvl@ung.edu Phone: 678‐717‐3791 Location: Student Center, Room 134

GENERAL ADVISING STRATEGIES SETTING THE STAGE FOR A GOOD ADVISING SESSION                 

Establish rapport by preparing for the session – know something about the student Establish expectations of advising relationship – your role and the advisee’s role Encourage advisees to talk by asking open-ended questions – a few moments of silence is okay Categorize advisee questions – are they seeking information, action, or understanding Appreciate the emotion behind the advisee’s words (look for non-verbal cues; listen for verbal cues) Ask clarifying questions Constantly check your understanding of what you hear (feedback) Show empathy, understanding and respect Establish warm, open and genuine relationship Evidence interest, intent and involvement Be a good listener – silence in a session is appropriate Don’t be too quick to give “advice” – listen to the whole story Don’t be too quick to judge – either the student or the university Eliminate external distractions Avoid nervous or bored gestures Maintain eye contact when appropriate Remain as neutral as possible while supporting the student

MAKING REFERRALS     

Know how and when to make referrals Follow up on referrals Don’t refer too hastily – on the other hand, do NOT take on more than you can handle or more than you are qualified to handle Have students contact important referrals in your presence Don’t make decisions for students – provide students support to make decisions

ACADEMIC PROGRESS     

Focus on strengths and potential rather than limitations Monitor progress Help students determine reasons for poor academic performance Be realistic with advisees – but don’t disregard their goals Help students discover factors to contribute to success/failure

 

Encourage advisees to consider and develop career alternatives when appropriate Encourage advisees to be realistic and evaluate skills and abilities

        

Provide accurate information, don’t be afraid to admit you don’t know – NEVER guess When in doubt, refer to the catalog, directory, etc.

Follow up on commitments made to advisees Keep a record of significant conversations Don’t be critical of other faculty, staff or academic departments with students Provide a rationale for completing CORE classes Learn to explain the same concept in several different ways Serve as an advocate when necessary Protect your credibility – don’t let yourself be seen as always trying to help students avoid the usual standards or circumvent the system Teach students to navigate the current system – not avoid it

CAREER/MAJOR EXPLORATION GOOD ADVISING PRACTICES



Advising as Teaching Advising as teaching is yet another approach to advisement. Advising as teaching shares many virtues with developmental advising and yet takes developmental advisement one step farther. While developmental advising has the broad goal of personal growth, teaching as advising specifically focuses on enhancing student learning (Lowenstein, 2005).

Effective teachers and effective advisors exhibit many of the same characteristics, knowledge and skills. The table below taken from the works of C.C. Ryan (1992) and Drew Appleby (2001) compares the two.

Effective Teachers

Effective Advisors

Master their subject matter

Possess accurate information about policies, resources and programs

Plan, organize and prepare materials for the classroom

Prepare well for advising sessions

Engage students actively in the learning process

Engage advisees in the advising process through challenges involving alternative choices and encouragement to question and explore

Provide regular feedback, reinforcement and encouragement

Provide timely feedback, reinforce learning that has taken place and applaud student successes

Help students learn independently

Encourage advisees to be self-directed learners

Teach students how to evaluate information

Help advisees evaluate their progress toward personal, educational and career goals

Serve as a resource to students

Provide materials to advisees and make referrals when appropriate

Provide problem-solving tasks to students

Provide tasks to be completed before the next advising meeting that will require the advisee to use information-gathering, decision-making and problem-solving skills

Deliver information clearly and understandably

Communicate in a clear and unambiguous manner with advisees

Exhibit good questioning skills

Ask questions and initiate discussions

Exhibit positive regard, concern and respect for students

Provide a caring, personal relationship by exhibiting a positive attitude toward students, their goals and their ability to learn

Promote a climate of learning that supports diversity

Respect diverse points of view by demonstrating sensitively to differences in culture and gender

Stimulate higher level thinking

Help student learn concepts, test validity, and confront attitudes and beliefs

Prescriptive Advising Prescriptive Advising leans toward telling the student what to do and how to act. The best way to describe prescriptive advising is to compare it to developmental advising. Prescriptive advising has an important place in advising; however, it should always be used in conjunction with other models.

Prescriptive Advising

Developmental Advising

Advisor tells student what he/she needs to know about programs and courses.

Advisor helps student learn about courses and programs for self.

Advisor knows college policies and tells student what to do.

Advisor tells student where to learn about policies and helps in understanding how they apply to him/her

Advisor informs about deadlines and follows up behind student.

Advisor informs about deadlines, then lets student follow up.

Advisor tells student which classes to take.

Advisor presents class options; student makes own selections.

Advisor keeps informed about academic progress through files and records.

Advisor keeps informed about academic progress through records and talking to student about academic experiences.

Advisor tells student what to do in order to get advised.

Advisor and student reach agreement about nature of advising relationship.

Advisor uses grades and test results to determine courses most appropriate for student.

Advisor and student use grades, test results and selfdetermined interests and abilities to determine most appropriate courses.

Advisor specifies alternatives and indicates best choice when student faces difficult decisions.

Advisor assists student in identifying alternatives and weighing consequences when facing difficult decisions.

Advisor suggests what student should major in.

Advisor suggests steps students can take to help decide on major.

Advisor identifies realistic academic goals based on grades and test results.

Advisor assists student in identifying realistic academic goals based on grades, test results and selfunderstanding.

Advisor is concerned mainly about academic life of student.

Advisor is concerned about personal, social and academic life of student.

Advisor provides information mainly about courses and class schedules.

Advisor provides information about workshops and seminars in areas such as career planning and study skills, in addition to courses and class schedules.

Developmental Advising

Developmental Advising is a student-centered approach toward developing a relationship among students, faculty and other college professionals. This alliance develops through mutual trust, shared responsibilities, and commitment to helping students identify, clarify, and realize their personal, academic, career, and life goals. Developmental Advising is an ongoing growth process which assists students in the exploration, clarification, communication, and implementation of realistic choices based on self-awareness of abilities, interests, and values.

Criteria for Implementation Implementation of the developmental advising model involves the commitment, the personnel and resources of the entire institution. In the interest of accomplishing the purposes of developmental advising, programming and interventions will reflect the following criteria: •Students' developmental needs are assessed and targeted.

•Interventions may be prescriptive initially, and should work towards student selfsufficiency incrementally.

•Goals and outcomes are clearly stated.

•Advising curriculum is in partnership with academic curriculum.

•Prescriptive assessment points are determined for student evaluation.

•Technology is fully utilized in concert with the advising relationship.

•Advising research, in-house data, and student input are creatively incorporated to provide holistic advising services to all students and evolutionary revision of the model. * This concept is key to implementing O'Banion's model starts with life goals and ends in decisions about course selection. The concept recognizes that while students enter the institution with "course selection" questions that need immediate answers from Advisors, the developmental advising system will move students into life and career planning, with assistance from Advisors, and that this process will become increasingly self-directed so that the student "learns to fish" on his/her own.

Appreciative Advising Appreciative Advising is the intentional collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials. It is perhaps the best example of a fully student-centered approach to student development.

There are six phases that make up the core of Appreciative Advising: Disarm The Disarm phase involves making a positive first impression with students and allaying any fear or suspicion they might have of meeting with the advisor.

Discover The Discover phase is spent continuing to build rapport with students and learning about the students’ strengths, skills, and abilities through utilizing effective and positive open-ended questions that encourages narratives.

Dream The Dream phase involves uncovering students’ hopes and dreams for their futures.

Design The Design phase is spent co-creating a plan to make their hopes and dreams come true.

Deliver The Deliver phase is the implementation phase where students carry out their plan and the advisor’s role is to support them as they encounter roadblocks.

Don't Settle The Don’t Settle phase, involves challenging students to achieve their full potential and supporting them along their journey.

Advisor Communication Skills Effective communication is a consistent task for academic advisors, and the style and language used by advisors to communicate to students can make the difference between successful and unsuccessful advisor/student interactions.

Language Use and Communication Skills During advising sessions, advisors should use language that demonstrates the following communication skills: • Clarify what the student is saying “Let me see if I understand your question . . .”

“What I hear you saying is . . .”

• Acknowledge what the student is saying “It’s clear you’re struggling with this.”

“Sounds like you have a lot of questions. Let’s start with the one you’re most concerned about.”

• Empathize with student concerns “I’m sorry you’re having a difficult time . . .”

“I’m concerned about you because . . .”

• Let the student know you will help but reinforce student responsibility “I can’t fix this problem for you, but I can give you some ideas/options.”

“I don’t know – Let me contact XX so we can find out and you can consider the answer.”

“I can suggest advantages and disadvantages, but the decision is yours.”

Advisor Talk for Suggesting Counseling to a Student: • “Counseling involves the concerns and problems of normal students.”

• “Counseling is confidential. Your counselor won’t talk with me (your professor, your parent) without your written permission.”

• “If you’re not sure about counseling, you can make an initial appointment to talk to a counselor about your reservations.”

Powerful Questions During advising sessions, questions can be as important as answers. Asking students to answer open-ended, self-reflective questions supports them in becoming independent problem solvers.

• What things are going well for you? What issues have emerged?

• Do you have any concerns about any of your classes? If so, what are they?

• What about the rest of your life – how are you managing your time?

• What have you learned about yourself this term that surprised you? Or confirmed your ideas about your gifts and talents? Or upset you?

• How are you doing on improving the academic skills you targeted at the beginning of the term?

• What advice would you give yourself right now? Why? • What are your goals for this term?

• What kind of support will you need to accomplish these goals?

• What signals will tell you it is time to make a change?

• What would be a good result of the change? What are the reasons for not changing?

• Can I tell you some of my concerns about your plan?

• How will you hold yourself accountable for the decisions you are making now?

• What are the most important reasons for your academic difficulties? Why are they important?

• When you’ve faced difficulties in the past, how have you overcome them?

• What are your long-term goals? Where do you see yourself in five years?

• How can I help you reach your goals?

• Is there anything else it would be good for me to know?

30 Minute Major Change The Advisor’s job is not to decide the course of a student’s life in 30 minutes. It is to help the student learn how to seek and analyze options.

1. Ask open-ended, general questions: a. How much education are you willing to complete? b. How much time do you want to spend on career vs. family? c. What type of working environment do you want? d. What do you feel are your strengths, weaknesses? e. Do you have any special talents or interests that you want to put to use in your future?

2. Ask questions about the current major, if applicable: a. How did you choose this major? b. What about your current major works, and what doesn’t? c. Academically, do you feel you are a good fit for this major? d. On a scale of 1-10, how committed are you to this major? What makes you more or less committed?

3. Ask questions about the intended major: a. How did you choose this major? b. Academically, do you feel you are a good fit for this major? c. What do you need to know before you feel comfortable deciding upon this major?

4. Make sure the student understands that the major is not necessarily a career path for the rest of his/her life; most often, it is a skill set.

5. Make students analyze on their own by providing resources: a. Career Center b. UNIV 2001: 2-credit career planning course c. Career Resources: Onet.org, Indeed.com, Holland Code d. Speak to someone in the profession

Reference Guide for Faculty and Staff* What is the Family Educational Rights and Privacy Act of 1974 (FERPA)?

FERPA sets forth requirements regarding the privacy of student records by governing (1) the release of education records maintained by the educational institution and (2) the limitation of access to these records by third parties.

What are students’ rights under FERPA? 1.

2.

3.

the right to inspect and review their education records the right to request to amend their education records the right to limit disclosure of some “personally identifiable information” known as directory information

What are education records under FERPA? Records that are: 1.

2.

directly related to a student maintained by the university or by a party acting for the university (including but not limited to handwriting, print, tapes, any form of electronic data storage)

What student information has UNG defined as directory information?

1.

2.

3.

name, address, phone number, e-mail degree and major participation in sports and activities

4.

5.

enrollment status (full- or part-time) degrees and/or awards received

When can education records be released?

1.

2.

3.

4.

5.

to anyone if the university has obtained the prior written consent of the student to university officials with a legitimate educational interest including advisors, instructors, staff, and administrators who must manage student record information in order to fulfill their job duties to third parties acting on behalf of the institution to appropriate officials in a health/safety emergency in response to a judicial order, subpoena, or affidavit (Refer requests to the Registrar’s Office)

FERPA Dos and Don’ts 1.

2.

3.

4.

5.

6.

7.

8.

9.

DO refer requests to the Registrar’s Office when you are uncertain how to respond.

DO release a student’s information to him or her when you can positively identify the student. (Be cautious! Positive IDs cannot generally be made via telephone or e-mail.)

DO post grades on Banner Web; Don’t e-mail grades.

DO refer parental requests for student record information to the Registrar’s Office.

DO shred unneeded confidential documents.

DO hide confidential information on computer screens from unauthorized individuals.

DON’T provide non-directory information including grades, GPA, and class schedules with any unauthorized third party, including parents, without written consent from the student.

DON’T post grades, names, social security numbers, or any combination thereof on walls, doors, or unauthorized websites.

DON’T view education records for personal reasons.

Georgia Open Records Act and FERPA FERPA protects student education records from disclosure under the Georgia Open Records Act.

What happens if UNG does not comply with FERPA? The Department of Education may issue a notice to cease the practice complained of and ultimately could withhold funds administered by the Secretary of Education. * The FERPA annual notification statement for UNG is available at http://ung.edu/registrar/ferpa.php.

Key Legal Issues for Academic Advising Law of agency – An advisor’s actions, as an agent of the university, can bind the university legally. Advisors should ensure their knowledge of their field is current and complete and that the advice they give agrees with University policies and procedures.

Due process – As employees of a state institution advisors are state officers and must provide due process to students. All processes and procedures must be fair, not arbitrary, and applied in an equitable manner.

FERPA and the privacy of student records – Understand what FERPA require of all university employees, including advisors, and do not share information from a student’s records or pertaining to a student without that student’s express permission.

NOTE: Do not send email to students via personal email accounts. Let students know you will communicate with them via their official UNG email accounts only.

If parents call with questions, tell them you will send information to their student’s UNG email account only.

Privileged communication – An advisor must exercise good judgment when sharing communications she or he has with a student. Wider sharing of private conversations with a student should only occur with consideration of the student’s best interest.

For further information, please use the following url’s: http://nacadajournal.org/doi/pdf/10.12930/0271-9517-2.2.41 http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Legal-issuesprimer.aspx

Key Ethical Issues for Academic Advising Please note that some of this information is adapted from an article entitled “What is Ethical Behavior for an Academic Advisor?” by Buck, Moore, Schwartz, and Supon (2001) of Penn State University, published in The Penn State Adviser.

1. Legal obligations. As advisors we represent the University, so our actions are essentially the University’s actions. The University is bound by a set of State and Federal laws and advisors must obviously act in accordance with these. Advisors should also take care not to make claims or assertions that cannot be substantiated or of which they have no certain knowledge (e.g., concerning course, degree or job requirements).

2. Protecting the student’s reputation. Advisors should be mindful of the issue of character defamation. When discussing students with academic colleagues, advisors should only make claims supported by evidence and must avoid making potentially damaging personal accusations about students that cannot be substantiated. Advisors should also avoid the embellishment and exaggeration of claims made to colleagues about advisees. As advisors, we are not able to ask a student if they have a disability or to tell them they have one. The student must self-report the disability to the advisor and then be advised to seek out disability services.

3. Student independence and advisor impartiality. An important role of the advisor is to assist students in the development of independent decision making skills, and to encourage them to take full responsibility for their decisions. To accomplish this, advisors should present students with all options available to them, and avoid leading students toward only those options that the advisor wishes the student to follow.

4. Misadvising. To err is human and even the most experienced advisors make mistakes. These include lapses in judgment, decisions made under pressure, emotional bias, and the misinterpretation of institutional policy or administrative errors. Whatever the nature of the error, upon recognition of their mistake the morally responsible advisor should act as swiftly as possible to claim responsibility for it, apologize and correct it.

5. Bias and harassment behavior. Faculty must constantly strive for self-awareness and self-criticism, particularly in recognizing their own biases, prejudices and limitations of knowledge. This is particularly important in the context of advising, where it is vital that the students are not influenced, persuaded or harassed into pursuing a path that is not in their best interests. One example might be that of dissuading a student from pursuing a particular career path on the basis of age, gender, race, culture, creed, religion, sexual orientation, intellectual or physical ability.

6. The imbalance of power. All forms of harassment stem from the issue of power.

Morally responsible advisors should respect their power, regard advisees as equals and view the advisor-advisee relationship as one marked by mutual respect and cooperation. They should only use the additional power they wield to serve the student’s best interests.

7. Conflict of interest. Morally responsible advisors recognize the tensions and conflicts that inevitably emerge among their role as a University representative, as a student advocate and mentor and as a private citizen. In situations where the advisor’s legal, moral, and personal obligations conflict they must decide carefully which role should gain ascendancy. Ideally this complex decision process should be fully informed by law, policy, and precedent, and in consultation with the advisee, experienced peers and institutional management. In situations where the advisor’s emotional or personal situation is unduly influencing the student then the advisor should take steps to withdraw from the relationship and defer the problem to a higher authority. In these situations, consultation with colleagues and line managers is vital, even if only to determine how these persons might act in the same situation.

8. Advisee confidentiality and its limitations: Title IX. The relationship between advisor and student often involves the sharing of personal, and sometimes sensitive, information. Academic advisors should not release specific information (e.g., grades, class attendance, academic progress) about a student to anyone, including family members, without the student's written permission. However, under Title IX of the Educational Amendments Act of 1972, the federal law prohibiting sex discrimination in educational institutions, faculty are mandated to report concerns or allegations by students regarding possible sexual assault, danger to self, and/or danger to others to University officials. It is important that advisees are fully informed of this important obligation, should they be tempted to disclose such information to an advisor in confidence. Advisees should be made fully aware that academic advisors are not permitted to maintain student confidentiality regarding such matters and advise students to discuss these personal issues with someone who is not legally required to report sexual assault.

Examples include: on-campus mental health counselors, medical staff in Student Health Services, an Ombudsperson, or appropriate off-campus resources such as Rape Response.

Ethics in Academic Advising Marc Lowenstein and Thomas J . Gn'tes, Stockton State College Academic advisors confront many ethical problems and benefit from being able to draw on a system of ethical principles. Such principles, to be credible, should be philosophically defensible and not merely reflective of individual tastes. This article proposes such a set of principles, shows how they can be used to cope with ethical dilemmas, and explains why such dilemmas cannot be prevented. These principles are intended to be useful in training academic advisors but are not intended to create a code of ethics for advising.

Your advisee Sally O'Mally has just come to see you. She has learned that she is deficient in a specific graduation requirement and is asking for help. She claims that her previous advisor failed to inform her of this requirement, though she also acknowledges that she has not been conscientious in taking responsibility for knowing and meeting her requirements.

In this case you are aware that Sally has the right to appeal to the dean who has jurisdiction.

You also know that this dean has in the past granted appeals when they were based on allegations of procedural error-even when those allegations were dubiously documented. Another student, Robby Robinson, was successful in such an appeal just recently. Thus you estimate that, were Sally to appeal, she would have a good chance of being excused from the requirement.

On the other hand your professional judgment is that Sally would benefit from taking the course that she is trying to avoid. You feel obliged to advise her of her right to appeal, though you know that if she appeals she will likely escape the requirement, which you don't want to see happen. What should you do?

This situation resembles many ethical dilemmas in academic advising. Features will be familiar to most readers. Currently advisors are feeling both a n increased awareness of these dilemmas and a heightened interest in finding a way to deal with them. Despite this interest, published work that brings a systematic method to bear on these dilemmas is hard to find. This article proposes at least the beginnings of such a method. Some may find here a foundation they

T h e article explains why ethical dilemmas in academic advising a r e so difficult. I t then proposes a way of coping with them. The method presented has three advantages: I. It is rooted in a philosophical account of what makes actions ethically right o r wrong.

Thus someone using this method has an objective foundation for defending decisions as intellectually responsible.

2. It moves from philosophical foundations to the resolution of real-life ethical problems.

3. It acknowledges that n o algorithm for finding a correct ethical solution exists. Solutions will never be perfect, and the anxiety inherent in decision making cannot be banished by formula.

Foundations What does being ethical amount to? Conceptually, ethics begins with taking the "ethical point of view." T h a t means resolving to a p proach situations from a disinterested rather than a selfish perspective, holding others' interests to be as meritorious as one's own. T o ask "What should I (ethically) do in this situation?" is to p u t one's own stake in the situation o n hold, trying instead to view it as an impartial observer.

A person acting out of self-interest may sometimes do the right thing but not for ethical reasons. T h e disinterested point of view is the key to asking the right ethical questions. T h e next step is to devise a method of finding ethical answers.

For centuries philosophers have studied the question "What makes actions ethically right?"

Many have proposed ethical theories as answers to this question. There is not enough space here to d o justice to the strengths and weaknesses of these theories. Instead, this article is based on four fundamental ethical ideals, drawn from diverse sources, that figure prominently in current ethical thinking. These ideals d o not constitute a definitive ethical theory, but they are at least plausible. T h e reader can judge whether these ideals provide a practical foundation.

T h e four fundamental ethical ideals are (a)

can build on; others may find their disagree-

utility, (b) justice, (c) respect for persons, and (d)

ment will help lay a foundation of their own.

fidelity. From these, eight ethical principles for

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Marc Lowenstein &? Thomas J . Grites academic advising follow and can be applied to specific problems with the goal of finding solutions. They will be applied to the case of Sally O'Mally and to other cases as well.

Four Ethical Ideals Utility The ideal of utility tells us always to act so as to bring about the most favorable possible balance o f b e n e f i t o v e r h a r m f o r the largest number of individuals (counting all affected individuals as equally important) for the long run as well as the immediate future. This is the notion t h a t has b e e n s u m m a r i z e d a bit simplistically in the slogan "the greatest good for the greatest number." Philosophers call utility a consequentialist principle because it judges actions according to their consequences. (The significance of this concept will be clearer in light of contrasting principles below.)

Utilitarians believe that a person facing an ethical decision must calculate the likely results of alternative courses of action and choose the one that appears likely to bring about the most benefit o r least harm. Such calculations are complicated, utilitarians hold, because (a) we are ethically obligated to think through possible consequences of our actions, (b) we are responsible for any results that could be foreseen, and (c) the lines of cause and effect leading to these results can be hard to trace. Nonetheless, it is on this basis that o u r actions should be ethically evaluated.

T h e principle of justice holds that we must treat all individuals equally, granting no one rights o r privileges that are not granted to all.

This idea of fairness strikes a responsive chord in most of us. Contemporary philosopher John Rawls (1971) has suggested that it is fair to attach differential privileges to particular roles o r positions only if those roles are open to all and the special treatment indirectly benefits everyone, even the least advantaged (e.g., special privileges that might be accorded the President of the United States).

T h e contrast between justice and utility is apparent in the economic sphere. Utility might favor maximizing production to bring about the most goods but not focus on who gets to enjoy those goods, whereas justice might place more emphasis on equalizing individuals' rights within

the system even if that results in lower output.

An excellent example lies in the debate over reducing the capital gains tax.

Justice is not a consequentialist ideal. Fairness is desirable in itself, irrespective of any benefit that may accrue as a result of it. Justice demanded freeing the slaves, not because they would be better off but because they had the same right to freedom as everyone else.

It is not always obvious how to implement the ideal of justice. T h e controversy over affirmative action programs, for example, hinges on what justice requires of us to equalize opportunities for previously disadvantaged groups.

Respect for Persons This ideal received its most famous statement from Immanuel Kant (178511959) in the 18th century but remains important in contemporary applied ethics. Respect for persons commands us to treat individuals as ends in themselves, never solely as means to our own ends, and to treat them as rational, autonomous agents, not merely as things that can be manipulated. Some rules that follow from these abstractions are (a) to tell people the truth, which they need if they are to make decisions; (b) to respect their privacy; and (c) to support their autonomy.

This ideal, too, is distinct from the consequentialist approach. People are entitled to make their own decisions and to know the truth while doing so, whether o r not the resulting decisions will be the best for all concerned o r even for themselves. We are forbidden from manipulating others even to bring about worthy goals.

Fidelity Fidelity commands us to live u p to commitments that we have made, both explicitly and implicitly. For example, it requires us to keep our promises. A little less obviously, it states that our choices often commit us to responsibilities we may not be aware of. For instance, to become a parent is to shoulder a wide range of responsibilities, some of which can be most difficult, even though one may not be thinking of these while deciding to take on the role.

As with justice a n d respect f o r p e r s o n s , fidelity is not based on consequentialism. T h e obligation to keep promises is not contingent on whether we like the consequences of doing so.

An important fact- alread y noted- about these four ethical ideals is that they can conflict.

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Ethics in Academic Advising For example, it is not difficult to envision circumstances in which one can keep a promise only by telling a lie o r in which one can treat everyone equally only at the cost of accomplishing less total good than otherwise. Ethical dilemmas arise in just such circumstances. Two plausible ethical ideals can provide prima facie plausible reasons for adopting opposite courses of action. Our anxiety when confronting an ethical dilemma stems from the knowledge that whichever course we choose, we will be turning o u r backs o n good reasons for choosing the other. This phenomenon is the source of such agonizing ethical problems confronting modern medicine as (a) allocating scarce medical resources, (b) deciding when it is permissible to cease heroic measures to keep a person alive, or (c) deciding whether to require HIV testing for medical personnel.

Ethical Principles for Advising From these philosophical foundations we can derive eight ethical principles for academic advising. Attention should be paid not only to the explanation of each principle but also to the ideals from which it is derived.

1. Seek the best possible education for the advisee.

This is a utilitarian principle. In an educational setting, the good that we hope to maximize is education and its attendant benefits. It is not always easy to judge what will be the best education; our obligation is to d o our best with the information available. This will benefit students, people with whom they will later have contact, and society as a whole.

2. Treat students equitably; don't play favorites or create special privileges. Treating students equitably does not mean treating them all the same (e.g., advising them all to have the same major).

Differences in students' needs require us to spend more time with one than with another and to advise one more intrusively than another. But the fact that we might like one student more o r that we might share another's values would not justify differential treatment.

This principle clearly follows from the ideal of justice.

3. Enhance the advisee's ability to make decisions.

This is a key principle of developmental academic advising, so its presence here is welcome.

As we all know, we cannot accomplish this goal without permitting the advisee to make deci-

long run and from respect for persons because it supports and develops individual autonomy.

4 . Advocate for the advisee with other offices. Students will not get all the services they might from the college without a little help. This principle comes from fidelity because it is an implicit part of the commitment one makes by becoming an advisor. There are limitations on this principle, imposed by utility, for advocating too hard can reduce one's future effectiveness.

5. Tell the advisee the truth about college policies and procedures, and tell others (e.g., faculty, staff, and administrators) the truth as well, but respect the confidentiality of interactions with the advisee. As a case of truth-telling this is derived from respect for persons, which also includes privacy. Additionally it comes from fidelity, for confidentiality is part of the implicit commitment one makes to an advisee.

6. Support the institution's educational philosophy and its policies. We need to make special note of this principle because it may not come naturally to advisors who think for themselves and have their own educational philosophies, but it comes from fidelity because it is another commitment that is built into the moral contract one makes when accepting an advising position. Note that this principle does not preclude arguing against policies in appropriate forums.

7. Maintain the credibility of the advising program. All concerned must perceive the program as giving advice that (a) is coherent, (b) is consistent with college policy, and (c) holds u p when questioned. This is derived both from utility because the program's effectiveness depends partly on its credibility and from fidelity because the advisor makes this commitment upon taking the position.

8. Accord colleagues appropriate professional courtesy and respect. This is not only about being polite to people; it is also a prohibition against encouraging students to believe negative things about the competence o r character of colleagues. Opportunities to observe or violate this duty arise when a student asks which instructor to take a course from o r asks for confirmation of something that "they" are saying against a particular individual. This principle is based on utility because an institution where such a rule is not followed loses effectiveness and because a student's inclination to gossip and jump to hasty conclusions is unduly reinforced, with long-term consequences.

sions. This principle is derived both from utility

You may already have thought of a situation

because it benefits the student and others in the

in which you would disagree with one of these

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Marc Lowenstein C3 Thomas J . Grites principles, believing that to obey it would not be ethical. It is not surprising that such situations arise. The principles are inferred from ethical ideals, which create only prima facie duties that can conflict with each other. A fortiori the same will be true of the ethical principles. How the dilemma of Sally O'Mally arises from this fact is shown below.

First, note this argument o n behalf of the proposed principles. They provide useful guidance to academic advisors who wish to act ethically. Moreover, they inherit philosophical legitimacy from t h e ideals f r o m which they a r e derived. Accordingly, advisors who adopt these principles a n d apply them thoughtfully a n d honestly will generally be acting ethically.

It is worth noting that the ideals and principles help to explain what is wrong with some practices that are clearly unethical in academic advising. The advisor who fails to keep appointments with students is failing (a) in fidelity, (b) in striving f-or the best possible education for advisees, and (c) in maintaining the program's credibility. T h e advisor who doesn't keep well informed about rules and requirements will not be able to give advisees the truth they need to make decisions. T h e advisor who spends more time with female students he finds attractive is failing to treat students equitably, as is the advisor who gives more encouragement to students who share her political philosophy. And even though students often prefer it, the advisor who provides a quick signature without discussing course selections is failing to enhance the advisee's decision-making ability.

We mention these examples not because there is a need to prove that such advisors are unethical but because readers may find that congruence between the proposed principles and their own ethical judgments adds credibility to the principles. That credibility may then carry over to cases where the ethical verdict is not so obvious. This is analogous to the way a scientific hypothesis gains acceptance by its ability to explain known facts and may then be used to predict phenomena not yet observed.

Applying the Principles A review of the Sally O'Mally case will show what light the principles shed on the problem she poses for her advisor. T h e r e a r e ethical grounds for informing Sally of her right to appeal. T o begin with, if an avenue of appeal is

open to one student, such as Robby, it should be open to all students similarly situated (Principle 2). Although differences among students may justify different treatment, this case did not indicate that such difference~are present. Different levels of assertiveness o r street smarts, for example, would not be ethically relevant, nor should Sally suffer for having a more scrupulous advisor than another student has. Moreover, to withhold from Sally the information that an appeal is possible would be dishonest (Principle 5) and would detract from her ability to decide whether to seek the appeal, a decision she has a right to make (Principle 3).

But there are arguments on the other side as well. The advisor might believe that the decision Sally would be disposed to make is educationally wrong and will be marginally harmful to her and her future associates, so there is reason to try to preclude Sally's making it (Principle 1).

Further, given the student grapevine, Sally's using this loophole will increase the probability that others will, too. This would be bad in light of the advisor's commitment to the quality of education (Principle l), the obligation to uphold the institution's philosophy and policies (Principle 6), and the obligation to maintain the credibility of the advising program (Principle 7). On top of that, Sally's decision would also increase the likelihood that students at large would seek other loopholes, and this is problematic for the same reasons. (The seriousness of these objections depends partly on the nature of the requirement Sally seeks to avoid but not entirely, for any waiver has some effect on the firmness of all requirements.)

Next, the fairness principle that seemed to be a reason for informing Sally may actually backfire. She should indeed have the same opportunity that Robby had. But her case must also be compared with those of the numerous students who have met the requirement, either because they never thought to question i t o r because they were convinced of its wisdom. Is it fair for Sally to avoid the requirement if they did not?

What difference between Sally and these students is ethically relevant (Principle 2)?

Finally, another consideration may cut either way. Circumventing the rules to compensate for earlier irresponsibility may encourage Sally to see this as a desirable way to reach other goals.

This could lead her to seek other unwarranted advantages (Principle 2) or to engage in anti-

social behavior (Principle 1, and utility in general). On the other hand, one might argue that

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Ethics in Academic Advising this is desirable, as it will better equip Sally to succeed in a highly competitive world.

What, then, should the advisor do? The decision should not be made by simply counting the number of principles cited on each side and going with the greater-though that may be a starting point. Neither is it possible to rank the principles in order of importance so that one argument will neatly trump another. It would be better, because all the arguments have at least some legitimacy, to find a way to live up to all of the duties. In this case that may be possible.

The advisor can inform Sally of the appeal procedure (thus telling the truth and giving her an opportunity to decide on a course of action).

But the advisor need not recommend the appeal, engaging Sally instead in a serious discussion in which the reasons for not appealing are made clear. By walking her through this process, the advisor may do more to enhance her decision-making ability than by leaving her on her own and, at the same time, may avoid the potential bad consequences of an appeal.

One might object that this solution will not work if Sally is an incorrigible who will be out the door on the way to the dean's office before the advisor has finished a sentence. Granted.

But if that is what Sally is like, many of the undesirable consequences have already occurred, so having told her is not such a disaster after all.

The resolution proposed for Sally's case is a compromise, a middle ground. Not all dilemmas will be resolvable by splitting the difference. But what recommends this resolution is that it tries to obey all of the principles that bear on the case to the extent possible. The ethical advisor may not always be able to achieve this type of compromise; in some cases a valid principle will have to be disobeyed. Shortly, some help will be offered for situations of that sort as well.

Additional Case Studies Louis Lane Louis Lane is one of your new advisees. He describes his new, positive attitude toward school, indicating that he has never really taken education seriously at his previous colleges. As you have only one transcript for him, you inquire about these other experience~.He informs you that he never bothered to indicate his first school because he failed or withdrew from all his classes and wouldn't get credit anyway.

You realize that your institution's application requires information about and transcripts from

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all previously attended colleges and that students sign a pledge that the application is complete and accurate. You also are aware that Louis would probably have been denied admission if his previous record had been known.

The campus conduct code permits dismissal for falsifying an admissions application. What should you do?

The immediate question is whether you are ethically obligated to report Louis's history to the admissions office. Doing so is dictated by Principle 6 (supporting the institution's policies).

It is also supported by Principle 2 (equity) for if Louis gets away with his actions, he gains an unwarranted advantage over those students who applied with similar or even better records and were turned down. If you don't report Louis, you may become complicit in an act of dishonesty, violating Principle 5, but this argument is mitigated by the fact that you may be obligated to treat your conversation as confidential.

Yet here is Louis before you, brimming with enthusiasm. Principle 1 tells you to try to get him a good education, and he seems bright and motivated enough to take advantage of the education your institution offers. If you report him, he may be dismissed and an opportunity lost.

And he'll have still another transcript that shows failure.

Interestingly, Principle 7 (credibility) seems to cut both ways. Reporting Louis's case to admissions supports your credibility with them and perhaps with other campus offices, but that action may diminish the trust students place in your program.

It appears that Louis did not intentionally falsify his application to gain unfair advantage but did so out of a naive supposition that his previous experience didn't matter. This fact, supposing that i t is one, helps to tilt us toward a course of action that will keep Louis in school.

Though the relevance of Principle 2 (equity) is unquestionable, it would weigh more heavily with us if Louis had been trying to get away with something.

After explaining the problem to Louis (which is required in any case), we would try to nudge him toward a decision to confess voluntarily to admissions (Principle 3). At the same time we would promise to support vigorously his appeal to be kept in school and to get his professors behind this effort as well (Principle 4). This approach also preserves advising program cred-

ibility.

In this approach it was not possible (as it was

Marc Lowenstein U Thomas J . Grites in Sally's case) to honor all the principles involved. In particular, if I.ouis stays in school it seems that Principle 2 has to be violated. It appears that any solution to this dilemma will violate some ethical principle. T h i s is a characteristic of many dilemmas. Note, now, a strategy that was implicit in deciding what to do: to improve perspective the present case was compared to another (i.e., one involving intentional falsification). Doing so made it easier to judge the relative weight of the principles at stake-in this case it seemed best to deemphasize the principle of justice.

So far two strategies have been employed in dealing with dilemmas. T h e first is to honor all the principles at stake to the extent possible.

T h e second is to compare the case at hand with others that differ in small but potentially important ways. These cases might be actual ones, if we happen to know of any, o r hypothetical, as happened here. It doesn't matter, f o r either type can serve as well in a thought experiment.

Both strategies have in common that the first step toward employing them is to clarify what principles are involved in a particular case.

Phil Phorge You have just received the registrar's copy of a course withdrawal for Phil Phorge, your advisee. You notice that the signature on the form is not yours, and indeed you don't recall discussing this situation with Phil. This is not his first such incident, and the grapevine says that students d o it all the time. In fact you disagree with the required-signature policy because you think it distorts the purpose of advising.

You have to decide what to d o with the information in your hands. You can ask the registrar to void the withdrawal, thereby almost insuring an F in the course, as Phil likely could not make u p the missed work. You can also refer his case to the Campus Hearing B o a r d , which could choose from a variety of sanctions, including expulsion and an academic dishonesty notation on Phil's permanent record. You can choose both or neither of these options. You may feel (especially because you disagree with the signature policy) that the consequences of turning Phil in are more harsh than his offense warrants, even though it is unquestionably an offense.

This resembles Louis's case not only because the student's failure to be truthful created the situation but also because many of t h e same principles are involved. A full analysis of the

case might be redundant, but note some of its features.

Because it is your signature that has been copied, you may feel some personal pique for which you would like to retaliate. This is a natural human reaction, but you need to remember that from the ethical point of view Phil's offense is no more, or less, serious than if the signature he used were someone else's. Feelings stemming from your direct involvement don't bear o n whether you should turn Phil in. They d o affect your relationship with Phil, t h o u g h , a n d it would certainly be appropriate to tell him that you question whether you should remain his advisor u n d e r the circumstances. He may learn something useful from that confrontation.

Two features of the case provide footholds for the strategy of comparison. T h e fact that Phil has done similar things in the past makes his case less like Louis's, for there is no question of naive intent. T h a t may lead you to place more weight on Principle 6; because his intent was not innocent, Phil's case is more the type that the policy was intended to affect.

T h e notion that students d o it all the time raises the question of justice and Principle 2. As in Sally's case, you have a choice. If Phil is punished, he (unfairly?) loses out to all those students who get away with the same offense, whereas if he is not punished, he gains (unfair?) advantage over the more numerous students who abide by the rules. Here again your knowledge that he has sinned before may incline you to i n t e r p r e t Principle 2 as pointing toward seeing Phil punished, whereas if this were his first offense you might judge differently.

Mindy Martin and Willie Williams Mindy Martin and Willie Williams have separately come for your signature to drop a course, and you have asked each to explain the reasons.

Mindy, who was raised in a fundamentalist and creationist environment, is uncomfortable with the discussion of evolution that is dominating her required general education science course. There simply is no way to avoid the concept of evolution in the work for this course. In addition to the discomfort she feels, she is afraid that she will fail the course. You are aware that Mindy could meet t h e science r e q u i r e m e n t through other courses that would not confront her with evolution so forcefully, if they did so at all.

Willie is also uncomfortable with a class. His

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Ethics in Academic Advising political science teacher is an avowed Marxist who, Willie says, not only puts a Marxist slant on all the course material but is also constantly making gratuitous r e m a r k s that disparage American society and values and America's role in world history. You know from your own contact that this instructor often overdoes his rhetoric and carries his political statements beyond what the evidence at hand will support. As in Mindy's case, this course is not an absolute requirement. As Willie is an economics major, it satisfies a requirement that he study subjects related to his field, but there are other courses that would d o so as well.

You have urged both students to stick with their courses on the grounds that involvement with ideas they don't like will benefit them.

Willie, at least, has agreed with this proposition in general, but both students insist that their situations are unbearable. You must now decide whether to sign the drop forms.

Mindy's and Willie's cases present some common features. For both students Principle 3 (autonomy) argues for letting them make the decision as they wish. O n the other hand, you feel that it is educationally unsound to let students avoid confronting ideas they happen to find unpleasant; thus Principle 1 argues for encouraging them not to drop. In applying Principle 6, you note that institutional policy does not require keeping them in the classes, but many institutions emphasize the value of broadening one's horizons and wrestling with unfamiliar ideas.

Ultimately, if you a r e unable to talk Mindy and Willie out of dropping their classes, you probably will decide to sign the drop forms. Refusing to do so is an outright violation of autonomy that is hard to justify if you have had a full discussion of the issues. And the alternative courses that the students will take are presumably not bad ones.

There is some more general advice about ethical reasoning in the thinking behind this conclusion. In this situation it seemed necessary to violate either Principle 1 or the students' autonomy. T h e violation of Principle 1 would be serious but not a disaster: In taking an alternative course Willie will lose little; Mindy will lose an opportunity to learn about evolution, but given h e r dogmatism it is unlikely she would have learned much anyway. On the other hand, the violation of autonomy would have been absolute

identify differences in the extent o r degree of the violations of conflicting principles that make one violation less problematic than another.

Recapitulation T o summarize, in addressing an ethical problem in academic advising: 1. Adopt the ethical point of view. Distance yourself from whatever personal stake you have and look at the situation disinterestedly.

2. Apply the ethical ideals and ethical principles for academic advising to determine what action they indicate.

3. If a conflict arises, with different principles dictating incompatible solutions: a. seek a way of honoring each of the conflicting principles to some extent, b. compare the case at hand with other (real o r imaginary) cases that differ in small ways to identify salient features and determine which principles seem more acceptable to disobey, and c. in comparing prospective solutions, each of which will violate an ethical principle, try to identify differences in the extent or degree of violation such that one seems less problematic.

Ethics and Law "What should I d o in this situation?" may sometimes be ambiguous, for it does not specify whether it is asking about legal obligations o r ethical duties. Fortunately, the two types of obligations often coincide. This is no accident, for laws often mandate what is deemed morally right. But law and ethics are not guaranteed to coincide. There are unjust laws; hence there are circumstances in which the law dictates a course of action that is ethically wrong.

Even without identifying such conflicts, legal and ethical d o not mean the same thing. Actions are legal or illegal because of the actions of legislators, public officials, a n d judges: they are ethical or unethical independent of any such actions. Often the law has nothing to do with ethics (e.g., setting the date when a legislative term begins). Conversely, ethical dilemmas often have nothing to d o with the law because the alternatives are all legal. Still another difference lies in the fact that in law we want only to avoid doing what is prohibited, whereas in ethics we

and unmitigated. This difference suggests an-

want to choose the best from among all the pos-

other strategy for resolving dilemmas: T r y to

sible alternatives.

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It is important to be aware of these differences. One's thinking about an ethical problem can easily become confused if one slips unconsciously into legal reasoning. A legally permissible action may not be the best ethical choice.

Conversely it is possible, though rare, for the best ethical solution to be illegal. This is not to say that the law is unimportant but rather that advisors need to (a) be clear on the type of question they are addressing, (b) use appropriate methods for dealing with questions of that type, and (c) upon reaching a conclusion, know which type has been answered and which may remain unresolved.

Law certainly is relevant to ethics. Obedience to and respect for the law makes our behavior predictable and orderly in a way that is beneficial to most people most of the time. But, as with other utilitarian considerations, these can be outweighed in situations where other principles apply. Life raises ethical dilemmas in which the ethical worth of obeying the law conflicts with other ethical values.

Few such occasions will arise in the practice of academic advising, but advisors need to recognize the distinction between law and ethics because they must be aware that to have answered a question in one arena is not necessarily to have avoided a problem in the other. Often (though not always) it is easier to determine what the law dictates than to determine one's ethical duty. In such cases it is tempting to substitute the easier mental exercise for the harder one, and this temptation must be resisted if we are not to deceive ourselves. I n particular, if discussion of ethical issues is included in advisor training, trainers need to help advisors avoid falling into this trap.

A Code of Ethics for Academic Advising?

Recently discussion has increased regarding the desirability of a code of ethics for academic advisors. T h e set of ethical principles proposed in this article has not been labeled a code of ethics. This omission is deliberate and warrants explanation.

T o begin with, such a designation would be premature. There has not yet been time or opportunity for others to suggest revisions o r additions. A code of ethics should represent the consensus of a substantial number of people.

Moreover, as a code of ethics becomes official through adoption by a professional association, it carries the authority of that association. It may

seem binding to members just because they must agree to it as a condition of membership, but to practitioners not affiliated with the association it may have no significance at all. T h e principles proposed h e r e , by c o n t r a s t , a r e intended to apply to all advisors.

(NACADA has taken a step toward a code of ethics in adopting t h e 1988 " Standards a n d Guidelines" developed by t h e Council for the Advancement of Standards for Student Services/Development Programs. Although these standards address some issues discussed above, they d o not purport to be a comprehensive code of ethics.)

T h e r e is a more important reason, though, for not offering a code of ethics. T h e model presented here of how ethics works differs from the way ethics would work were it based on a code. A code would sdggest that advisors were in possession of a mechanical formula for doing right: "Follow these rules, and you're being an ethical advisor." Actually obeying t h e code would sometimes require a n effort, but discovering one's ethical duty when a code is available seems pretty straightforward.

As pictured in this article, ethics works rather differently from a code-based model. Ethical ideals and principles are important, indeed they are essential to making decisions that will stand intellectual scrutiny. But they are, as emphasized, prima facie r a t h e r than absolute rules.

They a r e just the starting point for a process that (a) can demand much more creativity and wisdom than are needed merely to follow a formula and (b) tends to produce less certainty of its results. It is possible that with a code of ethics advisors might fail to see this process as an integral part of being ethical.

However this consequence may not be inevitable. Aware of the pitfalls, those who write and publicize a code perhaps can avoid falling into them. T h e act of writing the code will heighten the ethical sensitivities of its authors. T h e code could also be useful in calling advisors' attention to the importance of ethics, an accomplishment that shouldn't be belittled at this stage. It might also help lead them to take the ethical point of view or at least to act as if they did.

We a r e writing, t h o u g h , with a m o r e ambitious goal in mind: for all academic advisors to be (a) engaged in thinking through the ethical problems they face and (b) equipped with the tools they need for that process. This will take training and practice. Presenting advisors early in their training with a written code of ethics NACADA Journal

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may serve a useful interim function, but it will leave the principal work undone.

The ethics of advising appears to be a relatively new field, even though there is nothing new about the idea that advising presents ethical challenges. When others have had a chance to examine the principles proposed here, they may find them in need of substantial deletions or additions or may prefer some other set entirely.

They will likely be able to supplement the brief account of strategies for resolving dilemmas occasioned by conflicting principles. We will be pleased if others are stimulated to improve upon our efforts and look forward to taking part in continuing efforts to find the soundest possible set of ethical principles for academic advising.

Ideally, all who take part in such efforts will continue trying to back their principles for advising in philosophically sound ethical ideals.

Ideally, too, the project will be without dog-

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matism and will be characterized by a wise appreciation of the inherent difficulty of ethics, especially in such a n increasingly complicated profession.

References Council for the Advancement of Standards for Student ServiceslDevelopment Programs. (1988).

Standards and guidelines. College Park, MD: Author. (Reprinted in NACADA Journal, 10(1),52-60) Kant, I. (1959).Foundations of the metaphysics of morals ( L . Beck, Trans.). Indianapolis: Bobbs-Merrill.

(Original work published 1785) Rawls, J. (1971). A theory of jwtice. Cambridge, MA: Harvard University Press.

Marc Lowenstein is Assistant to the Vice President for Academic Affairs. T h o r n J . Grites is Director of Academic Advising. Address correspondence concerning this article to Marc Lowenstein, Assistant to the Vice President for Acah i c Affairs, Stockton State College, Pomona, NJ 08240.

Ethical Aspects of Academic Advising

NACADA Executive Office Kansas State University 2323 Anderson Ave, Suite 225 Manhattan, KS 66502-2912 Phone: (785) 532-5717 Fax: (785) 532-7732 e-mail: nacada@ksu.edu

What is Ethics?

© 2015 NACADA The Global Community for Academic Advising

The contents of all material in this presentation are copyrighted by the National Academic Advising Association, unless otherwise indicated. Copyright is not claimed as to any part of an original work prepared by a U.S. or state government officer or employee as part of that person's official duties.

All rights are reserved by NACADA, and content may not be reproduced, downloaded, disseminated, published, or transferred in any form or by any means, except with the prior written permission of NACADA, or as indicated below. Members of NACADA may download pages or other content for their own use, consistent with the mission and purpose of NACADA. However, no part of such content may be otherwise or subsequently be reproduced, downloaded, disseminated, published, or transferred, in any form or by any means, except with the prior written permission of, and with express attribution to NACADA. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association.

Julie Givans Voller, Ed.D Phoenix College

(Lowenstein, 2008)

Thank you to J. Damminger, J. Drake, K. Boston, R. Soto, K. Stockwell, and Marc Lowenstein who contributed to the content of this presentation.

Five Ethical Principles • • • • •

…the attempt to think critically about what is right and what is wrong, what is good and what is bad, in human conduct.

Simply stated, “How people should act”

Beneficence Non‐Maleficence Justice Respect for Persons Fidelity

Non-Maleficence • Always avoid or minimize the harm caused by your actions to all of the people who will be affected by them, both directly and indirectly and in the short term and long term.

Beneficence • Always bring about as much well‐ being as you can among all people who will be affected by your actions, both directly and indirectly and in the short term and the long term.

Justice • Treat all individuals fairly or equitably, granting no one any special rights or privileges that are not open to all.

Respect for Persons • Treat individuals as ends in themselves, never solely as means to your own end. Treat them as rational, autonomous agents, not as things that can be manipulated.

Fidelity • Live up to your commitments, whether explicit or implicit.

– Explicit commitment: a commitment stated as a promise.

– Implicit commitment: built into a role one has taken on.

Applied Ethics for Academic Advising

CAS Standards

“An Occupation Becomes a Profession... ‐When group of individuals sharing the same occupation organize to work in a morally permissible way, or to work to support a moral ideal. ‐Members set and follow special standards for carrying on their occupational work.”

Academic advising programs (AAP) must: • Review professional ethical standards • Publish and adhere to statements of ethical practice • Orient new personnel to the above

(Center for the Study of Ethics in the Professions at IIT, 2015)

CAS Standards AAP personnel must: • Recognize and avoid conflicts of interest • Perform duties within the limits of their training, expertise, and competence • Make referrals when issues presented exceed the scope of their position • Ensure confidentiality is not sacrificed

NACADA Core Values

Lowenstein’s Ethical Principles • Seek to enhance the student’s learning whenever possible • Treat students equitably • Enhance student’s ability to make autonomous decisions • Advocate for the student • Respect the confidentiality of communication with the student

Ethical Dilemmas in Advising

“Ethics is always an issue for advisors as they have a dichotomous role at the university: they are advocates for the student as well as the institutional representative.”

(Landon, 2007)

Potential Ethical Dilemmas • • • •

Referrals Confidentiality Duty to warn Disparity between institutional values and rules and the student's set of values and expectations

Lowenstein’s Ethical Principles • Tell the truth (advisees and others) • Support the institution’s educational philosophy and policies • Maintain the credibility of the advising program • Accord colleagues appropriate professional courtesy and respect

Potential Ethical Dilemmas • Inconsistency • Not treating students equitably • Dishonesty/Not giving complete information to the student • Competency of self or colleagues • Making an inaccurate or ill‐informed assumption

Potential Ethical Dilemmas • Boundaries and definition of roles • Poor professional respect for colleagues or institution • Difference between an advisor's personal values and the moral belief system and goals of the institution

Resolving Ethical Dilemmas Follow all principles to the extent possible… compare the situation to similar situations.

What elements are crucial to evaluating it?

Identify the resolution that leads to a less substantial violation of the ethical principles.

Adapted from Lowenstein, 2008

Steps to Resolving Ethical Dilemmas • Assess the situation and define the problem • Check the rules—any rules or procedures in place for this?

• Consult with colleagues and the prevailing literature

Steps to Resolving Ethical Dilemmas

Steps to Resolving Ethical Dilemmas

• Be honest and immediate. If you don’t know, refer.

• Consider all possible solutions • Consider the consequences of various decisions • Document all situations

• Be timely • Follow up • Continue to assess your own personal ethics and their fit with the environment

Case Studies

Ideas to Take Home

What would you do?

Let’s practice.

• Identify and share steps to resolving ethical dilemmas • Keep an ethics journal • Practice and provide professional development – Case studies at staff meetings – Foundational documents at brown bags

Academic Success Plan Program

Participation in the Academic Success Plan (ASP) program is mandatory for students who have academic standings of Academic Warning and Probation 1. Although students on Academic Warning are technically still in good academic standing, the program serves as a type of “early alert” to ward off potential academic problems in light of current overall grade point averages below 2.0.

The ASP program was originally implemented at Gainesville State College in 2009 as a voluntary commitment for students, and program outcomes were very promising. Data shows that students who participated in the ASP Program had, on average, more than twice the semester GPA gains than those who did not participate. One-year retention rates for students who participated in the program were 10% higher than for students who did not participate.

The ASP program is based on the theory of metacognition, or, as it is frequently referred to, “learning how to learn.” Advisors avoid prescriptive advising in favor of helping students to selfassess, self-regulate, and self-direct through discussion about specific, measurable goals and shorter-term action steps. Referrals to campus resources play a large part in the program, as do discussions regarding time management, goal setting, learning styles, and the differences between high school and college. Interactive, online student success modules authored by the Academic Advising Center are one of the program’s centerpieces. Students can access and complete the modules from any computer and an email of module quiz completion by the student is automatically sent to a database that can be accessed by advisors through a hyperlink.

ASP Success Circle

SelfAssesment

SelfRegulation

Academic Success Plan

Goals

Action Steps

1. Self-Assessment: Enhancing Self-Knowledge Learning Style Time Management Study Habits 2. Goals: Desired Objectives That Are Planned For and Committed To SMART Goals Specific Measurable Attainable Relevant Time-bound 3. Action Steps: The Next Level of Detail to Fulfill Specific Outcomes Simple, specific short-term actions that are measurable 4. Self-Regulation: Controlling One’s Own Behavior to Achieve a Desired Outcome Success/Failure of Self-Assessment and Action Steps Adjustments

Example: Metacognitive Intervention vs. Non-Metacognitive Intervention A client visits Nutritionist 1 because he has not been able to lose weight on his own. He asks for help, because he does not know what to do differently. The client tells the nutritionist that he is trying to eat healthy. He also complains that he doesn’t have time to exercise.

Self-Assessment: When do you eat?

What do you eat?

Do you eat breakfast?

What type of exercise do you do? How often?

The nutritionist probes until he finds out some details: The client eats more food than he should at certain times, such as before bedtime. He also tells the nutritionist that he eats out for lunch and dinner several times per week. The client does not exercise at all.

Goal: To lose 2 lbs. per week for 3 months Action Steps: Follow nutritionist’s food choice plan.

Eat dinner out only once per week, and bring your lunch to work.

Do not eat for two hours before bedtime.

Walk outside during lunch for 30 minutes 4 times per week.

Weekly weigh-in Self-Regulation: Client realizes he is only losing 1 lb. per week. He is asked to self-assess by the nutritionist.

Is he cheating on diet? Client doesn’t like some of the foods on the diet, so he cheats or goes out to ear.

Is he walking outside for 30 minutes 4 times per week? It’s been raining a lot, so he has skipped several days.

Adjustments are made, such as changing some foods in the diet, providing a food choice plan for when dining out, and joining a gym nearby his office so that he can still walk when it is raining.

The same client visits Nutritionist 2.

Self-Assessment When do you eat?

What do you eat?

Do you eat breakfast?

What type of exercise do you do? How often?

The client says he eats at normal meal times and has a snack before bed. He says he hates to exercise. The nutritionist bases his recommendations on the answers to these questions. He does not probe.

Goal: To lose weight.

Action Steps: Try not to eat high-calorie foods.

Exercise.

Self-Regulation: Client realizes he is not losing weight.

Is he still eating high-calorie foods?

Is he exercising?

The nutritionist tells the client that he must try harder not to eat fattening foods and exercise more.

Publications and Forms Academic Advising Flipbook The Academic Advising Flipbook is a publication for faculty and staff advisors developed to provide important advising information in a condensed, tabbed format that is easy to reference.

The Flipbook is updated each year and is available online as well as in print.

Advising Matters Newsletter The Advising Matters newsletter is a publication for faculty/staff and students that is distributed throughout campus and academic departments. The newsletter is published twice a semester highlighting new policies or changes and providing pertinent information in regards to advising.

Mapping Your Course to Graduation (not currently available) Mapping Your Course to Graduation is a comprehensive guide to advising policies and procedures provided to all students who attend New Student Orientation. The publication is designed to appear colorful, professional, and important so that students will assume it is worth keeping as a reference guide. The tabbed format enables quick and easy searches for topics such as BannerWeb, Academic Standing policies, the Core Curriculum, and Frequently Asked Questions. Mapping Your Course to Graduation is updated when appropriate.

Core Plan of Study (Core POS) The Core POS is a fillable PDF for faculty, staff and students to use for Areas A-F of the Core Curriculum. The POS enables students and advisors to keep track of student progression. It is housed on the Advising Center’s website and also available in office. The Core POS is placed in each student’s orientation folder for course enrolment tracking during registration.

Scheduling Worksheet Advisors use the scheduling worksheet mainly for students who cannot self-register. Students take the sheet to the Registrar’s Office, where they are enrolled. Advisors may also use the sheet for students who can self-register, because it documents appropriate classes and also provides alternatives in case original choices are closed. When used for student who can self-register, advisors should fill out course names/numbers only- students are responsible for choosing CRN numbers that correspond to specific course days/times.

Banner FAQ’s This handout helps students navigate Banner Web for registration and course search. A Banner FAQ’s sheet is placed in each student’s orientation folder and is also available in office.

Academic Success Plan 1 & 2 Students who are placed on Academic Probation or Warning have holds placed on their accounts for mandatory advising appointments. The ASP 1 is used for the student’s first appointment and the ASP 2 is reviewed during the follow-up appointment. These forms are scanned and indexed to the student’s Banner record.

Contact Cards Available in office, contact cards provide students with their Advising Center advisor’s contact information. Also provided are the academic calendar and directions for booking appointments online.

Advisor Assignment System, Online Appointment Booking, & Check-In System Advisor Assignment System The Advisor Assignment System is an automated, Banner-based system for assigning advisors to students and monitoring the advising caseloads of faculty and staff advisors. The system lists both the number of eligible-to-be-enrolled students and the number of currently enrolled students assigned to each advisor. Eligible-to-be-enrolled students are those who may not be currently attending, but who are eligible to register. Students are eligible to register, without reapplying to UNG, for one calendar year. The number of eligible-to-be-enrolled students will always be great than the number of currently enrolled students.

The Advisor Assignment System is designed to equalize the number of eligible-to-be-enrolled students per advisor. Advisors are assigned according to majors, with a few exceptions: students with two or more Learning Support requirements or any English-as-a-second-language requirements are assigned to advisors designated for those populations; Move on When Ready (MOWR) students are assigned to professional advisors in campus Advising Centers designated for that population, and presidentially accepted students (did not meet regular admissions standards) are assigned to the Director and Assistant Director of Learning Support. The system updates automatically every evening to incorporate new students or respond to changes of major, in which case the student’s advisor is reassigned according to his/her new major. The system is managed by the Director of Academic Advising, and at various times and for various purposes, the Director will manipulate the system manually. For example, when new faculty are ready to be assigned caseloads or current faculty advisors retire, they are added to or deleted from the system as appropriate. Not infrequently, department heads may also request that advising caseloads be shifted in order to equalize the number of currently enrolled students assigned to each advisor.

Online Appointment Booking System The online appointment booking system used by all the advising centers for UNG and some faculty on Gainesville and Oconee campuses. Students make their appointment via their Tranguid or the Advising Center’s website.

Check-In System Students can use a computer kiosk to check in for their appointment or as walk-ins. Advisors also check-in students at their computers. Depending upon campus, the kiosks allow students to check-in, schedule appointments or lookup their UNG ID’s. The steps for check-in are as follows: 1. Enter the student’s network ID (ex. CMSAND7561) then hit Next. The student’s network ID consists of the first initial of the student’s first name, middle initial (leave out if students has none), first 4 letters of the student’s last name, and the last 4 numbers of the students’ 900 number.

2. Select the Advisor with whom you are meeting.

3. Select the service for the visit from the screen options (examples below):* a. Open Option Advising

b. Open Option Learning Support Advising c. Open Option 40 hour Program of Study d. Academic Warning/Probation Advising e. ACCEL/MOWR f. Financial Aid Appeals g. Major Advising (Faculty Advisor not Available) h. Advising Center Hold i. Transfer Advising Under 30 Hours j. Transition Advising * Often, students may not be certain of the service they are seeking, and advisors may ask students to check-in after their appointment, when the appropriate service becomes clear. Also, service designations may be revised from time to time, depending upon the responsibilities of the Advising Center.

Online Advising Online advising is a feature of the Academic Advising website. Students can ask general questions via the system and receive a real-time answers from a professional advisor. The system is open only during office hours.

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Student ID:__________________________ Student Name:_______________________ Adviser Name:_______________________

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Catalog: 2015-2016 Undergraduate Catalog Program: Semester Core Curriculum Areas A-E Minimum Credits Required:__________________

Semester Core Curriculum Areas A-E Associates and baccalaureate programs at the University of North Georgia have as a requirement the satisfactory completion of 60 semester credit hours comprising the six areas of the core curriculum as outlined below. Individual degree programs may specify particular courses which must be taken within each area of the core curriculum. Those requirements are shown in the course of study for each major.

Students who complete the core curriculum (Areas A-F) at a USG institution are guaranteed full credit in transfer if they do not change majors or program of study. Students successfully completing a course in one USG institution’s Areas A-E will receive full credit in Areas A-E for the course upon transfer to another USG institution as long as the following conditions are met: the course is within the Area hours limitations of either the sending institution or the receiving institution and the student does not change from a non-science major to a science major. Students switching from a non-math/science to a math/science track must meet the minimum essential skills of pre-calculus or calculus as appropriate. A student who changes his/her major may have to complete additional hours of course work beyond those required for completion of the program.

The core curriculum is divided into six basic areas. Please note that certain courses may appear in multiple areas in the core curriculum, but students must not be applied to more than one area (with the exception of mathematics courses that may be split between areas A and F and areas D and F).

Equivalent Honors courses may be substituted (e.g., ENGL 1101H for ENGL 1101).

Core courses listed may have prerequisites or enrollment restrictions. Students should check the course descriptions for information on prerequisite and enrollment requirements before registering for any course.

Area A1 Communication Skills (6 hours) Students will demonstrate effective reading comprehension and writing, exploring the implications of ideas.

Course Name ENGL 1101 - English Composition I ENGL 1102 - English Composition II

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Area A2 Quantitative Skills (3 hours) Students will demonstrate the problem-solving ability to apply mathematical methods to comprehend, interpret, and communicate quantitative information.

MATH 1111 is recommended for Business majors because this course is a prerequisite for other courses required in the business curriculum.

MATH 1113 or MATH 1450 is required for biology, chemistry, computer science, engineering, mathematics and physics majors.

Select one: Course Name MATH 1001 - Quantitative Skills and Reasoning MATH 1101 - Mathematical Models MATH 1111 - College Algebra MATH 1113 - Precalculus MATH 1450 - Calculus I (1 hour can be counted in area F or as an elective.)

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Area B Institutional Options (7 hours) Students will analyze political, cultural, or socioeconomic interactions among people or organizations of the world.

Modern Language: 3-4 hours Select one: Any non-English Language course numbered 1001, 1002, 2001 or 2002

Global Courses: 3-4 hours Select 1-2 courses to complete a total of 7 hours in Area B Course Name ANTH 1102 - Introduction to Anthropology CGLO 1503 - Contemporary Global Topics COMM 1503 - Communicating in Diverse Cultures

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DVRS 1503 - Studies in Diversity Issues ENGL 2111 - World Literature I ENGL 2112 - World Literature II ENGL 2160 - Multicultural American Literature ENST 2030 - Environmental Studies GEOG 1101 - Introduction to Human Geography GEOG 1102 - World Regional Geography HIST 1111 - World History I HIST 1112 - World History II HIST 2860 - History of World Religions INED 2902 - Special Topics in International Perspectives INED 2903 - Special Topics in International Perspectives PHIL 2200 - Ethics from a Global Perspective POLS 1153 - Global Citizenship POLS 2301 - Introduction to Comparative Politics POLS 2401 - Global Issues RELG 2860 - History of World Religions SOCI 1160 - Introduction to Social Problems

Area C Humanities, Fine Arts, and Ethics (6 hours) Students will analyze forms of expression that reflect individual, social, and cultural values.

Literature: 3 hours NOTE: A “C” or better in ENGL 1102 is a prerequisite for all ENGL 21XX courses.

Select one: Course Name Any 2001 to 2002 non-English Language course ENGL 2111 - World Literature I ENGL 2112 - World Literature II ENGL 2121 - British Literature I ENGL 2122 - British Literature II ENGL 2131 - American Literature I ENGL 2132 - American Literature II ENGL 2135 - African American Literature ENGL 2140 - Gender and Literature ENGL 2150 - Literature and Film ENGL 2160 - Multicultural American Literature

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Fine Arts or Philosophy: 3 hours Select one: Course Name ART 1100 - Art Appreciation ART 2510 - Introduction to Art History I ART 2520 - Introduction to Art History II COMM 2050 - Media, Culture, and Society COMM 1110 - Public Speaking MDST 1110 - Film Appreciation MUSC 1100 - Music Appreciation PHIL 2010 - Introduction to Philosophy PHIL 2200 - Ethics from a Global Perspective THEA 1100 - Theatre Appreciation

Area D Natural Sciences, Mathematics and Technology (11 hours) Students will apply principles of scientific method and mathematical techniques to the analysis of the natural or physical world.

NOTE: Some science courses have prerequisite requirements. Students should consult their degree plans of study for recommendations regarding which science courses to select.

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Biology, Chemistry, Computer Science, Engineering, Mathematics, Physics, and Nursing majors: Two course lab-based science sequence - 8 hours Mathematics or computer science - 3 hours NOTE: If a student with a major in the listed categories elects to enroll in a calculus course (4 hours) 1 hour can be counted in Area F or as an elective.

For all other majors: Two lab-based science courses (Not necessarily a sequence) - 8 hours Mathematics or computer science - 3 hours NOTE: If a student with a major in the above-listed category elects to enroll in a calculus course (4 hours) 1 hour can be counted as elective credit or as an elective.

Lab-based Science Sequence: 8 hours Select two: Course Name ASTR 1010 - Astronomy of the Solar System ASTR 1010L - Solar System Laboratory ASTR 1020 - Stellar & Galactic Astronomy ASTR 1020L - Stellar Astronomy Laboratory BIOL 1101 - Biology-A Human Perspective BIOL 1101L - Biology-A Human Perspective Lab BIOL 1102 - Introduction to Ecology BIOL 1102L - Introduction to Ecology Lab BIOL 1107K - Principles of Biology I BIOL 1108K - Principles of Biology II BIOL 1260 - Environmental Science BIOL 1260L - Environmental Science Lab BIOL 2210 - Plant Biology I BIOL 2210L - Plant Biology I Lab BIOL 2220 - Plant Biology II BIOL 2220L - Plant Biology II Lab CHEM 1151 - Survey of Chemistry I CHEM 1151L - Survey of Chemistry I Laboratory CHEM 1152 - Survey of Chemistry II CHEM 1152L - Survey of Chemistry II Laboratory CHEM 1211 - Principles of Chemistry I CHEM 1211L - Principles of Chemistry I Laboratory CHEM 1212 - Principles of Chemistry II CHEM 1212L - Principles of Chemistry II Laboratory GEOG 1111K - Introduction to Physical Geography GEOG 1112 - Introduction to Weather and Climate GEOG 1112L - Introduction to Weather and Climate Lab GEOL 1101K - Survey of Geology GEOL 1121K - Physical Geology GEOL 1122K - Historical Geology PHYS 1111 - Introductory Physics I PHYS 1111L - Intro Physics I Lab PHYS 1112 - Introductory Physics II PHYS 1112L - Intro Physics II Lab PHYS 2211 - Principles of Physics I PHYS 2211L - Principles of Physics I Lab PHYS 2212 - Principles of Physics II PHYS 2212L - Principles of Physics II Lab

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Mathematics and Technology: 3 hours Select one:

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Course Name MATH 1113 - Precalculus MATH 1450 - Calculus I MATH 2040 - Brief Calculus MATH 2400 - Elementary Statistics MATH 2460 - Calculus II MATH 2510 - Introduction to Discrete Mathematics CSCI 1250 - Information Technologies *CSCI 1250 is designed primarily for non-science majors.

CSCI 1301 - Computer Science I CSCI 1371 - Computing for Scientists and Engineers *CSCI 1371 is designed specifically for students in the dual degree engineering programs and in the physics major.

GISC 2011 - Geographic Information Science AND GISC 2011L - Geographic Information Science Lab

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Area E Social Science (9 hours) Students will analyze the complexity of human behavior as a function of the commonality and diversity within or between groups.

NOTE: Students should consult their degree plans of study for recommendations regarding which courses to select.

US and GA History and Government: 3 hours Select one: Course Name HIST 2111 - U.S. History I HIST 2112 - U.S. History II POLS 1101 - American Government

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Behavioral Science: 3 hours Select one: Course Name ANTH 1102 - Introduction to Anthropology ECON 2105 - Principles of Macroeconomics PSYC 1101 - Introduction to Psychology SOCI 1101 - Introduction to Sociology

Social Science: 3 hours Select one: Course Name ENST 2030 - Environmental Studies GEOG 1101 - Introduction to Human Geography GEOG 1102 - World Regional Geography HIST 1111 - World History I HIST 1112 - World History II HIST 2111 - U.S. History I HIST 2112 - U.S. History II POLS 1101 - American Government POLS 2301 - Introduction to Comparative Politics POLS 2401 - Global Issues

Learning Goals All USG institutions must identify Area A-E courses that will meet three additional USG learning goals: US Perspective, Global Perspective, and Critical Thinking. These three learning goals, referred to as “overlay requirements� can be met by successfully completing designated courses within the core curriculum. North Georgia has designated the following as courses meeting the USG overlay requirements:

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Learning Goal I: US Perspectives Students will analyze the interaction between culture and history or politics in the United States.

Course Name HIST 2111 - U.S. History I HIST 2112 - U.S. History II POLS 1101 - American Government

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Learning Goal II: Global Perspectives Students will analyze political, cultural, or socioeconomic interactions among people or organizations of the world.

Course Name ANTH 1102 - Introduction to Anthropology COMM 1503 - Communicating in Diverse Cultures ENGL 2111 - World Literature I ENGL 2112 - World Literature II ENST 2030 - Environmental Studies GEOG 1101 - Introduction to Human Geography GEOG 1102 - World Regional Geography HIST 1111 - World History I HIST 1112 - World History II HIST 2860 - History of World Religions INED 2902 - Special Topics in International Perspectives INED 2903 - Special Topics in International Perspectives PHIL 2200 - Ethics from a Global Perspective POLS 2301 - Introduction to Comparative Politics POLS 2401 - Global Issues RELG 2860 - History of World Religions SOCI 1160 - Introduction to Social Problems

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Learning Goal III: Critical Thinking Students will identify, analyze, evaluate and synthesize information to make inferences, support ideas, or solve problems.

Course Name ASTR 1010L - Solar System Laboratory ASTR 1020L - Stellar Astronomy Laboratory BIOL 1101L - Biology-A Human Perspective Lab BIOL 1102L - Introduction to Ecology Lab BIOL 1107K - Principles of Biology I BIOL 1108K - Principles of Biology II BIOL 1260L - Environmental Science Lab BIOL 2210L - Plant Biology I Lab BIOL 2220L - Plant Biology II Lab CHEM 1151L - Survey of Chemistry I Laboratory CHEM 1152L - Survey of Chemistry II Laboratory CHEM 1211L - Principles of Chemistry I Laboratory CHEM 1212L - Principles of Chemistry II Laboratory GEOG 1111K - Introduction to Physical Geography GEOG 1112L - Introduction to Weather and Climate Lab GEOL 1101K - Survey of Geology GEOL 1121K - Physical Geology GEOL 1122K - Historical Geology PHYS 1111L - Intro Physics I Lab PHYS 1112L - Intro Physics II Lab PHYS 2211L - Principles of Physics I Lab PHYS 2212L - Principles of Physics II Lab

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How to use Banner Banner Two types of Banner are used by Advising Center staff – BANNER INB and BANNER WEB. Banner INB houses more secure student information such as semester grades. BannerWeb houses easily accessible information such as Student Tranguids, Course Search, and Reports.

Banner INB Banner INB is accessed by a desktop shortcut or by clicking Windows Start button, UNG Menu, Administrative Apps, Banner INB. Entrance into the site is not available to all faculty and staff, rather it is limited to certain administrative personnel, faculty, and staff. Please refer to the Banner Forms document for a list of commonly used screens.

Banner Web Banner Web is a more user-friendly version of Banner. Banner Web is used by students as well as faculty and staff. Students are able to view their Tranguid, change their major, and search for courses via Banner Web. Faculty and staff are able to view students’ Tranguid through Banner Web. Advisors have access to reports in Banner Web under two different tabs: Reporting Services and GC Report Library.

Reporting Services Click on Common Programs for All Users Common reports to utilize: Com170= Students Attending a UNG Orientation Session Com1590= GPA Calculator (Unofficial) Crs071= Core Course Availability Fall 2007 Forward GC Report Library Click on GC Report Menu Common reports to utilize: REP055- Student Tranguid REP120- First Contact (able to release holds and check registration time tickets) REP056- Course Search (Detailed) (look up courses)

Explanation of the TRANGUID The TRANGUID is a UNG unofficial transcript, and can be accessed via Banner Web by clicking GC Report Library, then GC Report Menu and then REP055 Student Tranguid. The Tranguid contains such information as the student’s course history, current schedule, current major/program of study as well as other information about the student.

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Personal Information o Personal Information lists a student’s official mailing address, phone number, and UNG e-mail address. o Student’s may update personal information by visiting the Registrar’s office.

Placement Test Scores (SAT, ACT, COMPASS) o Standardized Test Scores (SAT’s & ACT’s) lists official test scores submitted by students to UNG. o Standardized test scores may exempt students from taking the COMPASS placement exam discussed further in the next section of the presentation.

Learning Support o Learning Support lists the following:  Placement test requirements  Learning support status  Test type  Placement score  Exit score  Date  Term count (i.e. the number of times the student has attempted the course) o Students showing Red in LS, means they are required to take a LS course. For advising purposes, Math0097 is considered 2 LS requirements and will be advised by a LS advisor.

Required High School Curriculum (RHSC) o Required High School Curriculum (RHSC) lists the status of a student’s completion of the current University System of Georgia (USG) RHSC requirements. There are 16 required credits for students who graduated prior to 2012 or 17 required credits for students who graduated 2012 or later. o RHSC deficiencies  MUST be completed before a student earns 30 credit hours.  Students must earn a “C” or better in any course taken to fulfill CPC deficiencies.  If Required appears in the STATUS box, a student must take the appropriate class or classes listed below.  These courses can be used to satisfy the Core Curriculum or program requirements as of Fall 2014 forward.

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USG and Georgia Legislative Requirements o List requirements of the University System of Georgia and the Georgia Legislature. o The Georgia Legislative Requirements in US/GA History and Constitution are satisfied by one of the following courses:  HIST 2111  HIST 2112  POLS 1101 o Regents’ Reading & Regents’ Writing requirements are satisfied when the student passes ENGL 1101 and ENGL 1102 with a “C” or better.

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Academic/Course History o Academic Information details a student’s faculty advisor, including contact information, as well as current major, GPA, academic standing, and other information. o Academic History  Lists all college-level credit recognized by UNG including all classes attempted at UNG, all classes transferred in from other colleges, and credit earned through AP and CLEP examinations.  All classes listed are accompanied by one the following grades: A, B, C, D, F, I, IP, S, U, W, WF, V, K, NR, CR, and P. For explanations of these grades, please see the Uniform Grading Section section of the UNG Catalog.

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Holds o Student holds indicate areas that need to be addressed by students. Typically, holds prevent students from registering until the holds are lifted. o Holds can be viewed in BannerWeb. After accessing Banner Web, GC Report Library, click REP120 –First Contact. This option allows advisors to view holds and registration times. o Holds that appear typically involve library fines, parking tickets, immunization records, tuition balances, and Advising Center holds. The only hold that may be released by an Academic Advisor is an Advising Center hold which is denoted by verbiage stating that probation requires Academic Advising. This hold is released by an Academic Advisor following completion of an Academic Success Plan.

Banner XTENDER After completing an Academic Success Plans (ASP) with a student, the academic advisor submits the ASP to the Office Administrator. The Office Administrator then sends the ASP to the Registrar’s office to be scanned into Banner INB. After scanning, the original is returned to the Advising Center and is filed by the originating academic advisor. The scanned (electronic) version of the document can be viewed and appended in Banner INB via a feature named Xtender. Note: Tech Support must give specific permission for an advisor to view Extender files To view and/or append the scanned ASP: 1.

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Log onto Banner INB Go To. . . SFAREGS OR SGASTDN Input the student’s ID Click the BDMS-Display Document icon

5. When the ApplicationXtender screen opens, click the Open Document icon

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6. The electronic version of the document will appear (example below).

7. If additional notes need to be added to this electronic version: a. Click the Text icon

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b. In the Annotation Text Editor window that displays, click in the Annotation Text: box and type the information to be added.

c. If desired, format features by clicking Advanced d. Then choose formatting such as Bold, Italic, Color, etc. to add to the text and click OK.

(Text example with Bold and Blue formatting specified)

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8. To Save the added comments, click the Save Changes icon.

9. Then, Close the Xtender window.

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Banner Forms SFAREGS

student registration eligibility and change of major

SGASTDN

change of major for future terms and enter comments for ASP’s

SGAADVR

lists the student’s advisor and manually assign an advisor

SFARGRP

check registration time ticket

SFASTCA

who registered student

ZOASAPR

check a student’s financial aid status

SHATRNS

look up transfer credits from institutions

SAAADMS

admissions application

SHATERM GPA and attempted hours SOAHSCH

high school information (GPA)

SOAPCOL

prior college attended

SOAHOLD check for holds SOATEST

test scores (ACT, SAT, COMPASS)

SPACMNT

enter comments

SPAPERS

general person form (gender, marital status, birthday, religion)

ZOAGARP Georgia requirements (CPC/RHSC, COMPASS) SGASADD

student information (cohort-catalog, attribute-dorm, commuter, ROTC)

SFAREGQ

registration query (student schedule)

Change of Major •

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Go to the student’s UNG Tranguid to review “beginning” information, including current major, degree level, and term of enrollment. Advising changes majors within the same degree level (associates to associates or bachelors to bachelors). Any change of major must be requested in writing via the student’s official UNG email.

Program, Department, and Field of Study changes are made from the Student Record form SGASTDN or SFAREGS. o If the student is registered for the current term or a future term then changes are done in SFAREGS. o This will be the case with the majority of students doing a change-of-major through the Academic Advising Center.

If the student is enrolled (current or future term) go to SFAREGS, then to the Curricula tab. If the student is not enrolled go directly to SGASTDN, then to the Curricula tab.

Select the Curriculum sub-tab to change the Program and Degree codes. If the record is not on the first (1 of x) record, go to the most recent (1 of x) record. As a safeguard, the yellow left arrow will move you all the way back to record 1. o Click on Update on the Curriculum tab o Click on the drop down menu for the Program o On the Option List (pop-up window), instead of clicking All Program Codes, click on Change Curriculum. o Click Ok, then from the Change Curriculum menu select the new curriculum.  If programs codes do not show for all campuses, change Catalog Term (above the Program list) to most current catalog.

You can “Save” at this point.* Return to the student’s UNG Tranguid to review that the major changed. The student’s faculty advisor will populate overnight.

*If a change of major through the “Change Curriculum” method does not automatically populate Field of Study and/or Department codes, please follow the directions below: • • • •

After choosing the appropriate program and campus, click the Field of Study sub-tab Click on the drop down menu for the Type and choose “MAJOR” Click on the drop down menu for the Field of Study > Attached Majors/Departments > select the desired concentration Save

Example: A B.S. in Biology requires this step because it has a variety of concentrations from which to choose.

The process to change this major would be: • • • •

Choose BS_BIOLGY_GA from the Change Curriculum menu Go to Field of Study sub-tab Type: MAJOR Field of Study > Attached Majors/Departments > Biology

For B.A. Communications major, a concentration is required in Film & Digital Media Production (FDMP), Multimedia Journalism (MMJO) or Organizational Leadership (ORGL).

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Choose BA_CMMU_GA from the Change Curriculum menu Go to Field of Study sub-tab o In the second location under the Major, enter the concentration o Type: Concentration o Field of Study > Attached Major/Departments > FDMP/MMJO/ORGL Save (There should be 2 current tabs checked)

BannerWeb Frequently Asked Questions Q1. How do I access Banner Web? 

On the UNG homepage (www.ung.edu), Select Resources for > Current Students > Select Banner

Q2. What is my Banner Web login ID and password? 

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UNG Username ID: Your username was created for you from the following First initial of your first name, middle initial (leave out if you have none), first 4 letters of your last name and the last 4 numbers of your student ID (900#) Your 900# is listed on your acceptance letter.

Example: JPSMIT1234 = John Paul Smith 900551234 Initial Password for new UNG students – Last 4 digits of your social security number and the 2 digit day of your birthday If you were born between the 1st and 9th use a 0 as the first digit of your day of birth Enter 4 zeroes if you did not provide your social security number to the university (If this does not work > Select Reset Password > Select Forgot Password > Follow Steps)

Q3. How do I view my registration time and holds? 

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In Banner, Select Student Menu > Select Nighthawk Registration > Select Check for Registration Time & Holds > Select a Term from the drop down menu > Select Submit to view. *NOTE: You must resolve any holds (parking tickets, library fines, etc.) on your account prior to registration.

Q4. How do I find my Tranguid and the name and location of my advisor? 

In Banner, Select Student Menu > Select Students Records > Then, Select Student Tranguid. You will find the name and contact information for your advisor under Academic Information.

Q5. How do I drop classes during the drop/add period? 

Drop/add is the short period at the beginning of each new semester during which students are permitted to drop and/or add classes without penalty. For the specific dates, please refer to the Academic Calendar which can be found on the UNG main webpage under Calendars.

In Banner, Select Student menu > Select Nighthawk Registration > Select Register for a Course Add, Drop, or Withdrawal > Read All Directions and Terms, then Click Submit > Select Drop from the drop down menu box, for the course you wish to drop > Select Submit Changes

Q6. How do I withdraw from a class after the drop/add period? 

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If you can self-register and have no holds on your account, go to Banner > Select Student Menu > Select Nighthawk Registration > Select Register for a Course Add, Drop, or Withdrawal > Read All Directions and Terms, then Click Submit > Select appropriate option from drop down box > Select Submit Changes. If you need assisted registration or you have a hold on your account, complete a Course Withdrawal Request Form and submit it to the Registrar’s Office in person, via FAX or U.S. Mail.

Note: Withdrawing from a class after the midpoint of the semester will result in a grade of “WF”, which is calculated in your GPA as a grade of “F”. Always check with the Financial Aid Office before you withdraw from a class.

Q7. How do I change my major/minor? 

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In Banner, Select Student Menu > Select Request Major/Minor Change tab > Follow the instructions you find listed on that page To add a minor, email the Registrar’s office

Q8. How do I check my financial aid status, eligibility, and award? 

In Banner, Select the Financial Aid Menu and then choose the appropriate tab.

Q9. How do I schedule my classes?      

In Banner > Student Menu > NIGHTHAWK REGISTRATION > NEW: SCHEDULE MY CLASSES Select Term Select Campus > Save and Continue Select Parts of Term > Save and Continue Add Breaks – Optional - To Block off times to not have class. Use if your work hours are not flexible (Name your break) Add Course – Select Subject Code and Course Number - Add each course individually * Note the Prerequisite requirements, when selecting a course.

Features: View/Edit –Uncheck options based on times or professor, Also see how many seats are open Info - Gives course description and prerequisite requirements Trash Can – Delete the course as a schedule option Lock/Unlock – Click to keep that specific course section Help Videos – Top right   

Make sure all Courses and Breaks are checked Click: Generate Schedules Start Viewing Schedule Options

View – Shows list view and calendar view. View and close, to explore schedule options or check boxes for up to four schedules to compare in a calendar view.  When you have chosen the schedule option you would like > Click Send to Cart  Next > Click Either SAVE CART or REGISTER depending on your time ticket Note 1: Scheduler does not register you in the courses. It just plans a schedule for you to register!

You must still click “Register” to finish the process during your registration time ticket period.

Note 2: If you build your schedule in advance, it goes to your cart. When your Time Ticket is open, you must go into Banner to register and finish the process.

Student menu > Nighthawk Registration > Register for a course/Add Drop >Click Yes > Schedule Planner Cart > Register

Q10. Are there additional options to search for classes to add to my schedule? 

In Banner, Select Student > Select Nighthawk Registration >Select Term > Select Available Course Quickcheck > Select Campus and Term from drop down menu > Enter the Course Subject and Code into the boxes To find all of the classes for a specific subject, leave the code box blank. Placing a % sign in both columns will show you all of the classes on the campus(s) for the term(s) selected. > Select Open Only or All Sections to view courses.

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From the UNG Homepage (no login required) ung.edu Select RESOURCES FOR > Current Students> Under Register & Pay - Select Class Schedules > Select Term > Select Part of Term > Filter by Subject Code, Course Number, Campus etc.

For students with Learning Support requirements, you must adhere to the following steps:  See your advisor prior to your registration date/time during Advising Weeks  Complete a registration (scheduling worksheet) signed by your advisor  Once your registration time arrives, follow the requirements based on your campus: Dahlonega – Submit the completed form to the Registrar’s Office Gainesville – Submit the completed form to the Registrar’s Office Cumming – Go to Room 146 for assistance Oconee – Speak with the Learning Support Director

Supplemental Instruction What is Supplemental Instruction?

Supplemental Instruction (SI) is an internationally recognized program designed to help students get the grades they need and want in historically difficult courses. SI provides multiple weekly review sessions led by an SI facilitator – a student who has previously succeeded in the course at UNG. The SI facilitator attends class with the students, takes notes with them, and even asks questions. Because of their previous success in the course, the SI facilitator knows exactly what the instructors want to see in papers and on tests, as well as what it will take to get a good grade in the course. Traditionally students who have utilized SI have typically earned half a letter grade higher than those who didn’t use the program. All sessions are free and completely voluntary, and the sessions provide an avenue for students to work together to compare and organize notes, discuss class lectures, predict exam questions, and in general have constant exposure to the material.

More information about SI can be found on the Supplemental Instruction page on the UNG website (ung.edu > Resources For > Current Students > Academic Support > Supplemental Instruction).

Where is SI offered? What subjects are covered?

SI was first implemented on the Gainesville and Oconee campuses in 2007 and has since expanded to both the Dahlonega and Cumming campuses. SI includes subjects such as English, History, Biology, Chemistry, and Math. A full schedule can be found on the Supplemental Instruction page on the UNG website.

Contact Information Emily Cook Director of Supplemental Instruction Emily.cook@ung.edu Gainesville Campus 678-717-3476 Nesbitt 2128 Dahlonega Campus 706-867-2511 Stewart 272

Tutoring Services The University of North Georgia provides currently enrolled UNG students with complimentary and comprehensive tutoring in a variety of subjects. Tutoring is available on all four campuses and is provided by professional and peer tutors. Tutoring conferences are available in either oneon-one or group sessions with no appointment necessary. Below is a list of tutoring services offered on the Gainesville campus. For additional tutoring information on the Cumming, Dahlonega, and Oconee campuses, refer to the Tutoring Services page on the UNG website (ung.edu > Academics > Academic Services > Tutoring Services).

ACTT (Academic, Computing, Tutoring, and Testing) Center The ACTT Center, located in the Watkins Academic Building, is a place where students can study and check out study materials. There are study tables for individual or group work, as well as the largest number of computers for student use. If a student needs to make up a test, the professor will leave the test at the front desk of the ACTT Center. The following are tutoring labs located in the ACTT Center: Math/Learning Support Math/Physics/Chemistry In the Math Labs, students can get help with all levels of mathematics courses, as well as statistics and the mathematical content of physics and chemistry.

Hours of Operation: - Monday-Thursday 7:30am-10pm - Friday 7:30am-3pm Accounting The Accounting tutor is available to help students by explaining the theory, principles, and different methods of accounting. Accounting homework can be checked for accuracy and further explanation of the problems being worked.

Hours of Operation: Fall/Spring Semesters - Monday & Wednesday 12pm-5pm - Tuesday 2pm-7pm - Thursday 3pm-7pm Summer Semester - Tuesday & Wednesday 10am-5pm - Thursday 12pm-5pm

Nesbitt Tutoring Foreign Language Lab The Foreign Language Lab provides resources to current students to aid students in their language courses. There are full-time professional tutors and part-time peer tutors available for conversation and pronunciation practice, questions, and for help with study techniques. Students in 1001-1002 modern language courses are required to use the Foreign Language Lab and must check-in before entry.

Location/Hours of Operation: Nesbitt 4201 Monday-Thursday 8am-8pm Friday 8am-3pm Writing Center The Writing Center assists students in any writing project they may have, whether it is an English paper, a research paper for sociology, or something the writer is working on outside of classes. Tutors will answer questions the students have about writing, English grammar, MLA, or formatting, and guide students in improving their writing. The goal is the student writer becoming independent, insightful, and knowledgeable about the possibilities in writing.

Location/Hours of Operation: Monday-Thursday 8am-8:30pm Friday 8am-3pm

Contact Information Hieu Huyhn Director of Tutoring Services hieu.huynh@ung.edu 678-717-3880 Watkins 165

Financial Aid Tips for Advisors Federal Financial Aid Grade Point Average Requirements: Undergraduate students must maintain an overall GPA of at least 2.0. Graduate students must maintain an overall GPA of at least 3.0.

Pace of Progression Requirements: Student must successfully complete at least 67% of all college-level classes attempted.

Completion Rate = Cumulative Completed Hours/Cumulative Attempted Hours *100% * Semester hours completed will be those college level courses in which a grade of A, B, C, or D was received. Hours attempted will include all college level courses in which a grade of A, B, C, D, F, I, NR, W, or WF was received. Hours for repeated courses and hours for which a student has been granted Academic Renewal will be included in the completed hours and/or attempted hours totals. Hours for coursework receiving a grade of CR or K, along with any Learning Support and English as a Second Language courses will not be included, but may be used to measure progress during the terms when the student is enrolled in only these courses.

An undergraduate student must be enrolled half-time (6 credit hours) to receive a loan.

• 12 hours or more = full-time student; the student will receive 100% of Pell and full loans, if eligible • 9-11 hours = 3/4 time, and the student will receive 75% of Pell and full loans, if eligible • 6-8 hours = 1/2 time, and the student will receive 50% of Pell and full loans, if eligible • 5 hours or less = 1/4 time, and the student will receive 25% of Pell, if eligible and NO loans HOPE Scholarship • HOPE scholars must maintain a 3.0 HOPE GPA. • Students must complete at least 67% of all college-level classes attempted.

• HOPE GPA checked at the end of every spring semester and at the end of 30, 60, and 90 hours.

• If HOPE GPA is less than 3.0 at any checkpoint, the student will lose the scholarship.

• Students may gain HOPE eligibility if they have a 3.0 HOPE GPA at a 30-, 60-, or 90-hour checkpoint and graduated high school within the last 7 years.

• Students may regain HOPE eligibility after a loss if they have a 3.0 HOPE GPA at a 60- or 90hour checkpoint and graduated high school within the last 7 years. Eligibility may only be regained one time.

Zell Miller Scholarship • Zell Miller Scholars must maintain a 3.3 HOPE GPA. • Students must complete at least 67% of all college-level classes attempted.

• If HOPE GPA is between 3.0 and 3.3, the student may be awarded the HOPE Scholarship.

• Students may regain Zell Miller eligibility after a loss if they have a 3.3 HOPE GPA at a 60- or 90-hour checkpoint and graduated high school within the last 7 years.

Dropping or Withdrawing from Courses • If a student does not complete at least 67% of all college level classes attempted, the student will not be maintaining Standards of Satisfactory Academic Progress, and the student will lose financial aid (W’s, WF’s, F’s, IP’s, I’s & U’s do not count toward completion).

• If a student with financial aid wants to drop a class during the drop/add period or withdraw from the college, his/her financial aid may be adjusted.

• If a student is on a FINANCIAL AID ACADEMIC PLAN, withdrawing from a class any time after the drop/add period may affect future financial aid eligibility.

Please send students to the Office of Financial Aid prior to any schedule adjustment to discuss possible financial aid consequences.

A FAFSA may be completed throughout the year. Deadlines ensure aid is ready before the term begins. .

Priority FAFSA Deadline FAFSA Processing Deadlines Campus-based Aid: March 17th Summer Semester: April 1st Fall Semester: May 1st (Documents: June 1) Spring Semester: November 1st