Advising handbook 2014 2015

Academic Advising Handbook 2014-2015 速

ACKNOWLEDGEMENT The staff of the Goode-Pasfield Center for Learning & Teaching would like to express their deep appreciation to the advising staff and administration of the University of Southern Maine—and especially to Dr. Susan Campbell, Chief Student Affairs Officer—for permission to adapt, and borrow from, the online Advisor PASSPORT at http://www.usm.maine.edu/success/advisingnetwork.

Dr. Campbell presented the Advisor PASSPORT at the NACADA Advising Administrators’ Institute in Clearwater, FL, in February 2009.

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Inside this issue:

Acknowledgement

2

A Note from the Dean

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Introduction

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Section 1 . Why Advise?

1.1 Kuh’s “High –Impact Practices”

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Section 2. Advising at Roanoke College 2A. What is Advising at Roanoke College?

2B. Elements of Advising

9--13

Section 3. Who Does Advising: Roles and Responsibilities of Academic Advisors and Students

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Section 4. How to Advise 4A. The Advising Appointment 4B. Questions for Advisors 4C. Timeline of Academic Advising 4D. Terms to Know

15—24

Section 5. What to Know 5A. Understanding Academic Policies and Procedures 5B. INQ Check Sheet 5C. Understanding the Intellectual Inquiry (INQ) Curriculum Overview: Intellectual Inquiry What Freshmen and Sophomores Should Take INQ Substitutions for Perspective Courses FAQ about INQ INQ Check Sheet for Transfer Students INQ Requirements and Transfer Students Transfer Equivalencies INQ Perspectives and Substitution Declaration 5D. Understanding Academic Programs: Check sheets 5E. Understanding Confidentiality: FERPA

25—40

Section 6. Campus Resources 6A. Where to Find it: Important Contacts at Roanoke College 6B. Where to Refer

41—47

Section 7. Student Opportunities

48—52

Section 8. Electronic Bank Forms

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Section 9. National and College Advising Resources

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Section 10. List of Works Cited

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Campus Map

56—57

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A Note from the Dean Dear faculty colleagues: Academic advising is one of the most important educational tasks that faculty do.

At its core, good advising consists of helping students understand how to devise a course of study that make the best use their gifts, talents and interests to live productive, meaningful and satisfying lives. That means good advising requires that you get to know the students and get them to think and talk about more than the courses they want to take the next semester.

This advising manual is intended to help you do that as well as provide the “nuts and bolts� information that all advisors need to be effective. I hope you will find it helpful. And if you do not, or if you see something that should be added or changed, I hope you tell Bill Tenbrunsel. I want you to have the best support possible for being good advisors.

With best wishes,

Richard A. Smith Vice President for Academic Affairs and Dean of the College

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WELCOME: INTRODUCTION

Introduction Responsible and effective academic advising has a significant impact on the educational success of students at Roanoke College. As this handbook indicates, academic advising can encourage students to make the most of the opportunities available to them both inside and outside the classroom.

This handbook is designed to meet what one expert identifies as the basic requirements of academic advisors: 1. “conceptual—the things advisors must understand”; 2. “informational—the things advisor must know”; and 3. “relational—the skills advisor must exhibit.”

Wes Habley, ACT researcher and former director of advising at two colleges (1995), further explains that “Without understanding (conceptual elements), there is no context for the delivery of services. Without information, there is no substance to advising. And, without personal skills (relational), the quality of the advisee/advisor relationship is left to chance” (p. 76).

As an academic advisor at Roanoke College, you are well aware of these interrelated elements in the practice of effective academic advising. This handbook will provide support to help you: 1) provide accurate information; 2) create an important advising connection; and 3) encourage a partnership that will enhance your advisees’ educational experiences. It will familiarize you with the academic advising system at Roanoke College—its rationale, its procedures, and its resources.

As an online resource, this handbook is designed as a work always in progress, to be altered according to institutional requirements, academic culture, and advisors’ needs. For this reason, a link has been provided below. Please use it to let the staff of the Goode-Pasfield Center for Learning & Teaching know your thoughts about what in the handbook works, what needs improvement, and what needs to be added.

We welcome feedback on this handbook. Let us know what works well, what needs improvement, and what new information you’d like to see included.

Please contact: Bill Tenbrunsel, Goode-Pasfield Center for Learning & Teaching tenbruns@roanoke.edu or 375-2247

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WHY ADVISE? SECTION 1 Kuh’s “High-Impact Practices” First-Year Seminars and Experiences Many schools now build into the curriculum first-year seminars or other programs that bring small groups of students together with faculty or staff on a regular basis. The highest-quality firstyear experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical competencies. First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members’ own research.

Common Intellectual Experiences The older idea of a “core” curriculum has evolved into a variety of modern forms, such as a set of required common courses or a vertically organized general education program that includes advanced integrative studies and/or required participation in a learning community. These programs often combine broad themes—e.g., technology and society, global interdependence— with a variety of curricular and co-curricular options for students.

Learning Communities The key goals for learning communities are to encourage integration of learning across courses and to involve students with “big questions” that matter beyond the classroom. Students take two or more linked courses as a group and work closely with one another and with their professors. Many learning communities explore a common topic and/or common readings through the lenses of different disciplines. Some deliberately link “liberal arts” and “professional courses”; others feature service learning.

“Roanoke College develops students as whole persons and prepares them for responsible lives of learning, service, and leadership by promoting their intellectual, ethical, personal, and spiritual growth.” --The Roanoke College Mission Statement The academic advising system at Roanoke supports the College mission statement. At its most fundamental level, academic advising at Roanoke College is designed to encourage and facilitate one-on-one educational conversations between advisors and students. For beginning freshmen especially, the frequency of these conversations can be as important as their substance. For all students, freshmen and upperclassmen alike, regularly occurring advising conversations can be important and influential.

They clarify students’ thinking about the details, the development, and the direction of their education. These meetings also strengthen the bond between the participants, helping to form a sustaining connection to the institution. Emphasizing the importance of academic advising in colleges throughout the U.S., one educator has observed that “Academic advising is the only structured activity on the campus in which all students have the opportunity for one-on-one interaction with a concerned representative of the institution” (Habley, 1994). At Roanoke, the centrality of these substantive interactions between advisors and students is embedded in the mission of the College itself.

Freshman advising at Roanoke is structured to emphasize to new students the importance of the advisor/student relationship. Freshman advisors conduct 4 groups meeting and 4-6 individual meetings with their advisees during the year.

By its method of assigning academic advisors to freshmen, the advising system attempts to maximize the quality of this productive interaction.

Approximately 80% of new freshmen are assigned to advisors who also teach one of their first-semester classes. There are several reasons for this practice: 1.

2.

3.

Students see their instructors in class two or three times a week.

These meetings provide regular opportunities for talking informally about academic progress and ambitions—and for setting up important appointments outside of class.

Instructor/advisors become familiar with their advisees’ academic habits (e.g., attendance, preparation, etc.) and, to some extent, with the way their advisees think. Drawing on this information, advisor/ instructors have a stronger basis for interpreting advisees’ overall academic performance and identifying their advisees’ talents and interests without having to rely solely on other faculty members’ reports or students’ explanations.

The value of these contacts is increased, of course, when advisor/ instructors and students share an intellectual interest in an academic endeavor, whether in the materials for a single course or for a professional field.

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Maintaining a productive advisor/student relationship may require more initiative from the advisor and/or advisee after the freshman year. But the benefits of doing so are undeniable. Like most students in the U.S., many Roanoke College students are not familiar with the concept or goals of a liberal education. Philosophy professor Marc Lowenstein (2005) writes that “the excellent advisor plays a role with respect to a student’s entire curriculum that is analogous to the role that the excellent teacher plays with respect to the content of a single course.” Advisors have an enhanced teaching opportunity in helping students see the overall design of their education and its purposes. They can direct students to classes that best match their interests or that are especially important in addressing their weaknesses. With the greatly increased variety of course choices available to students in the Intellectual Inquiry (INQ) Curriculum, these advising consultations have become vital to students’ intellectual and personal growth.

In addition to helping students make a successful academic transition to college, advisors assist students in beginning to develop and realize important personal and professional goals, reinforcing the commitment to the education of “whole persons” expressed in the Roanoke College mission statement. On some occasions, advisors’ and advisees’ goals, interests, and talents may overlap. Offering assistance in these instances can be immediately engaging and fulfilling. More often, such mutual interaction does not so spontaneously occur. On these occasions, the advisor still has a very important role to play as an interested, attentive listener, and knowledgeable facilitator. Often an advisor’s role in such circumstances is to make a thoughtful, effective referral to an administrative office on campus — and, when appropriate, to establish a follow-up advising appointment at which the student can share what he/ she has learned.

In his work as the founding director of the Center for Postsecondary Study and the National Survey of Student Engagement (NSSE) and in related research for the American Association of Colleges & Universities (AAC&U), George Kuh has identified those kinds of activities that most engage college students. He has named them High-Impact Practices. They appear as follows on the AAC&U Web site (and on the sidebars for pages 1.1—1.3 of this handbook):

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Writing-Intensive Courses These courses emphasize writing at all levels of instruction and across the curriculum, including final-year projects.

Students are encouraged to produce and revise various forms of writing for different audiences in different disciplines. The effectiveness of this repeated practice “across the curriculum” has led to parallel efforts in such areas as quantitative reasoning, oral communication, information literacy, and, on some campuses, ethical inquiry.

Collaborative Assignments and Projects Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences.

Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.

Undergraduate Research Many colleges and universities are now providing research experiences for students in all disciplines. Undergraduate research, however, has been most prominently used in science disciplines.

With strong support from the National Science Foundation and the research community, scientists are reshaping their courses to connect key concepts and questions with students’ early and active involvement in systematic investigation and research. The goal is to involve students with actively contested questions, empirical observation, cutting-edge technologies, and the sense of excitement that comes from working to answer important questions.

First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community-Based Learning Internships Capstone Courses and Projects The Intellectual Inquiry (INQ) Curriculum already includes a number of these High-Impact Practices. As an advisor, you can promote others from this list, as appropriate, that will enhance students’ educational experiences. Kuh and his associates note the benefits of highly attentive advising, consistent with the Roanoke College commitment to educate “whole students,” when they observe that Academic Advising is framed by a holistic philosophy of student development. That is, advising is about being available to students, being responsive to their educational needs and career interests, and helping them develop as independent thinkers and problem solvers. (207) The final reason for effective academic advising has to do with “persistence”—the keeping of students at the college until graduation.

Vincent Tinto, the foremost expert on retention, writes that “clearly the most important condition that fosters student retention is learning.

Students who learn are students who stay” (Tinto, 1999). Just as clearly, students who “develop as independent thinkers and problem solvers,” as referred to by Kuh et al., are Tinto’s “students who learn.”

All members of the college community can contribute to retention, but academic advisors who make the most of their opportunities to teach are essential components in building vital and productive educational relationships.

Diversity/Global Learning Many colleges and universities now emphasize courses and programs that help students explore cultures, life experiences, and worldviews different from their own. These studies—which may address U.S. diversity, world cultures, or both— often explore “difficult differences” such as racial, ethnic, and gender inequality, or continuing struggles around the globe for human rights, freedom, and power. Frequently, intercultural studies are augmented by experiential learning in the community and/or by study abroad.

Service Learning, Community-Based Learning In these programs, field-based “experiential learning” with community partners is an instructional strategy—and often a required part of the course. The idea is to give students direct experience with issues they are studying in the curriculum and with ongoing efforts to analyze and solve problems in the community. A key element in these programs is the opportunity students have to both apply what they are learning in realworld settings and reflect in a classroom setting on their service experiences. These programs model the idea that giving something back to the community is an important college outcome, and that working with community partners is good preparation for citizenship, work, and life.

Internships Internships are another increasingly common form of experiential learning. The idea is to provide students with direct experience in a work setting—usually related to their career interests— and to give them the benefit of supervision and coaching from professionals in the field. If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member.

Capstone Courses and Projects Whether they’re called “senior capstones” or some other name, these culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they’ve learned. The project might be a research paper, a performance, a portfolio of “best work,” or an exhibit of artwork. Capstones are offered both in departmental programs and, increasingly, in general education as well. http://www.aacu.org/leap/hip.cfm

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ADVISING AT ROANOKE COLLEGE SECTION 2 As a critical part of fulfilling its mission, Roanoke College is committed to providing students with high-quality academic advising for several reasons:

 Advising builds a partnership of teaching and learning.

 Advising is a recursive process that refines skills.

 Advising is a changing relationship that promotes growth.

 Advising helps to create community.

2A. WHAT IS ADVISING AT ROANOKE COLLEGE? 1. Advising builds a partnership of teaching and learning.

Successful academic advising creates a working partnership within which both student and advisor can learn and grow.

Both students and advisors:  learn more about themselves;  increase and deepen their knowledge of Roanoke College;  Have an opportunity to see themselves, their courses, their discipline, and their institution from each other’s perspective;  establish meaningful partnerships with others who have or are developing expertise in the same field of study, and clarify and work toward achievement of academic and professional goals.

2. Advising is a recursive process that refines skills.

Both advisor and advisee experience a continuous developmental process.

Over time, each advisor develops his or her own advising style and finds the most effective ways to guide students as they fulfill their educational goals.

Both first-time and experienced

advisors should find it possible to refine their advising skills by using this handbook. This handbook is designed to:  introduce basic advising philosophy and processes;  present basic College academic policies and procedures;  describe resources and services available for students; and  organize advising tasks in a yearly academic timeline that suggests ways to prepare for and anticipate the critical events that may affect a student's academic life.

3. Advising is a changing relationship that promotes growth.

In classroom instruction, one goal is that students make progress toward becoming autonomous, self-directed, lifelong learners and scholars. In parallel, academic advising seeks to provide students with the information they need to move competently through processes and procedures required by their departments and Roanoke College.

As students’ familiarity with academic 9

culture grows and they become more self-directed, the advising relationship changes to reflect the changing needs of students. First-year advisees will generally need and benefit from more frequent, concerned contact than is required by upper-level students.

Initial meetings with first-semester students often involve allaying their anxiety at the changes confronting them during the transition from dependent high school learners to independent, post-secondary scholars.

At this early stage, advisors can use their growing awareness of the individual advisee’s academic performance and educational goals to prompt that student toward growth in autonomy inside and outside the classroom, and by emphasizing benefits gained from academic selfassessment.

In contrast, the advising relationship with third- and fourth-year students becomes more focused on mentoring.

Ideally, these students have developed intellectual interest in a discipline, have a specific career goal already in mind, and have generated

Advising is a changing relationship that promotes growth

The Teaching-Advising Connection

(cont. from page 2.1) their own plan to carry them from this moment to graduation and beyond. The reference section of this handbook has additional readings in this area. See Section 10.

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4. Advising helps to create community.

During the time an advising relationship develops, a web of community relationships also grows for both advisor and advisee.  Advisor referral of students to the range of available support services can help students connect with College personnel who staff resource offices like the Goode-Pasfield Center for Learning & Teaching, the Office of Experiential Learning, the Office of





Career Services, and the Office of International Education.

Professional development opportunities shared by academic advisors create community as those involved share their experience and expertise.

Awareness of the shared goals of these groups and a sense of common purpose in their work with students can strengthen professional relationships across campus.

Growing acquaintance of both groups with administrative and professional staff builds more bridges and strengthens awareness that the work of every group is student-centered.

“A Comparison of the Knowledge, Skills, and Characteristics of Effective Teachers and Advisors” presents a clear comparison of the integral connections between the teaching and advising functions of any advisor’s work.

This is excerpted from the complete article “The Teaching-Advising Connection” written by Andrew Appleby and published in The Mentor: An

Academic Advising Journal. http://www.psu.edu/dus/ mentor/

A Comparison of the Knowledge, Skills, and Characteristics of Effective Teachers and Advisors

Effective Teachers

Effective Advisors

Master their subject matter.

Possess accurate information about the policies, procedures, resources, and programs of their departments and institutions.

Plan, organize, and prepare materials for classroom presentation.

Engage students actively in the learning process.

Provide regular feedback, reinforcement, and encouragement to students.

Are well prepared for advising sessions.

Enable advisees to actively participate in the advising process by challenging them with new, more demanding learning tasks involving alternative ideas or choices and encouraging them to ask questions to clarify these ideas and explore these choices.

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

“A Comparison” continues on pages 2.3—2.5

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2B. ELEMENTS OF ADVISING

Effective Teachers

There are three intertwined elements of academic advising: Informational, Conceptual, and Relational.

Informational: What Advisors Should KNOW  Academic and co-curricular programs  Institutional policies and procedures  Student demographic information  Institutional and major requirements  Referral resources  Student information systems  Support tools/Advisor resources  Catalog/course schedule  Advising handbook  Computer degree audits  Academic planning worksheets  Advising conference records/documentation/ advising notes Conceptual: What Advisors Should UNDERSTAND  Institutional mission and advising mission  College’s definition of advising  Role of advising and student development  Developmental versus prescriptive advising, Teaching & Learning  Relationship of advising to persistence (retention and attrition)  Legal and ethical issues  Connections: advising and support services  Expectations of advising (faculty and student)  Roles/responsibilities: advisors and advisees  Career issues in advising Relational: What Advisors Should DO  Interview skills  Verbal and non-verbal communication skills  Rapport building  Referral skills  Advocacy and intervention skills  Skills in challenging/confronting  Decision-making process/goal setting, goal monitoring, and problem solving skills  Multicultural advising skills  Validation strategies

Effective Advisors

Create an environment conductive to learning.

Create a good learning climate within advising sessions.

Stimulate student interest in their subject by teaching it enthusiastically.

Project enthusiasm for their area of academic expertise and their advisory duties.

Help students learn independently.

Encourage advisees to become self-directed learners.

Teach students how to evaluate information.

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

Act as co-learners during the learning process.

Set performance goals for themselves and their advisees.

Serve as a resource to students.

Provide materials to advisees and refer them to others when referral is an appropriate response.

Relate course content to students’ experiences.

Assist students in the consideration of their life goals by helping them relate their experiences, interests, skills, and values to career paths and the nature and purpose of higher education.

This information comes directly from National Academic Advising Association (NACADA) faculty Victoria McGillan and Tim Champarde, and printed information disseminated by them at a workshop at the NACADA Academic Advising Summer Institute, Summer 2004.

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Effective Teachers

Effective Advisors

Present themselves to students in an open and genuine manner.

Provide a climate of trust in which advisees feel free to ask questions, express concerns, revise ideas, make decisions, and share personal experiences and knowledge.

Serve as role models who can help students understand the mission, values, and expectations of the institution.

Model the tenets of the college, and demonstrate enthusiasm and knowledge about the goals and purpose of higher education.

“Promote effective learning climates that are supportive of diversity” (Puente, 1993, p.82).

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

Use outcomes assessment to “make data-based suggestions for improving teaching and learning” (Halpern, 1993, p. 44).

Make changes or add to advising knowledge and skills by assessing the advising process.

“Stimulate learning at higher cognitive levels” (Mathie, 1993, p.185).

Help students move beyond rote memorization or recall (Grites, 1994), help advisees test the validity of their ideas (Hagen, 1994), and “challenge students to confront their attitudes, beliefs, and assumptions” (Laff, 1994, p. 47).

Help students “choose careers that best suit their aptitudes and interests” (Brewer, 1993, p. 171).

Help students explore career goals and choose programs, courses, and co-curricular activities that support these goals.

Utilize interactive computer software that promotes active learning (Mathie et al, 1993).

Utilize institutional technology (e.g., degree audit reports) to augment advising, recommend interactive software (e.g., Strong Interest Inventory) that can help advisees clarify goals and identify career options (Rooney, 1994), and communicate with advisees by e-mail.

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NACADA Core Values The statement of Core Values provides a framework to guide professional practice and reminds advisors of their responsibilities to students, colleagues, institutions, society, and themselves.

Those charged with advising responsibilities are expected to reflect the values of the advising profession in their daily interactions at their institutions.  Advisors are responsible to the individuals they advise.  Advisors are responsible for involving others, when appropriate, in the advising process.

 Advisors are responsible to their institutions.  Advisors are responsible to higher education.  Advisors are responsible to their educational community.  Advisors are responsible for their professional practices and for themselves personally. http://www.nacada.ksu.edu/Resources/ Clearinghouse/View-Articles/Core-valuesof-academic-advising.aspx NACADA.(2005). NACADA statement of core values of academic advising.

Retrieved from the NACADA Clearinghouse of Academic Advising Resources website.

Effective Teachers

Effective Advisors

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.

Personalize the learning process.

Help students gain self-understanding and self-acceptance.

Deliver information clearly and understandably.

Communicate in a clear and unambiguous manner with advisees.

Exhibit good questioning skills.

Serve as catalysts by asking questions and initiating discussions.

Exhibit good listening skills.

Listen carefully and constructively to advisees’ messages.

Exhibit positive regard, concern, and respect for students.

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

Are approachable outside the classroom.

Provide accessible and responsive advising services.

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WHO DOES ADVISING? SECTION 3 ROLES AND RESPONSIBILITIES OF ACADEMIC ADVISORS AND STUDENTS

Delivery Outcomes for Academic Advising ~ Faculty and Staff Academic Advisors

Learning Outcomes for Academic Advising ~ Students › To know, understand, and fulfill their responsibilities in the academic advising process. › To know how to complete the various forms related to enrollment. › To understand how to develop a balanced academic schedule and graduation plan. › To understand the impact of internal and external commitments on college success. › To understand program requirements (college and departmental). › To understand the range of college resources available to them. › To work toward the development of an understanding of how their choices of courses and majors fit into larger life plans. › To identify experiences that will enhance their career objectives and/or post-graduate options. › To take responsibility for their roles in the academic advising process. › To develop a balanced schedule and graduation plan. › To understand that academic advising is a collaborative process. › To understand the difference between the role of faculty within the classroom and the role of faculty as academic advisors and mentors. › To understand where they are in their educational/career development.

› Academic advisors are appropriately accessible and available to students. › Academic advisors understand strategies that promote engaged learning and issues that may inhibit effective learning. › Academic advisors understand the demographics of Roanoke College students. › Academic advisors have the tools they need to be effective in their roles as listeners, questioners, and referral agents for students. › Academic advisors are familiar with:  Strengths and needs of students from diverse groups  Policies and procedures  General education (INQ) requirements  Degree requirements  Boundaries of ethical actions › Academic advisors make appropriate, effective referrals. › Academic advisors are aware of and practice appropriate boundaries and limitations in the advising relationship, working within the parameters of professional ethics. > Academic advisors help advisees understand their past educational achievements and interests and how these are related to educational goals and high-impact programs offered by the College (e.g., study abroad, internships, research with a professor).

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HOW TO ADVISE SECTION 4 4A. THE ADVISING APPOINTMENT The following is a checklist of suggested advising topics to help you have effective advising appointments. This checklist lends itself best to a series of appointments over an extended period of time.

Set Climate

 Introduce yourself. Make the student feel welcome.  Ask the student about him/herself (employment, goals, etc.). See page 4.2 for questions that might be helpful to you.  Have a positive and caring attitude.  Use active listening skills.  Help students make connections and move beyond their comfort zone.  Discuss expectations and responsibilities.  Advisors are guides and mentors.  Make clear your expectations for length of the meeting.  Let the student know how to prepare for future appointments.  Students are ultimately responsible for meeting their degree requirements and for the consequences of their decisions.  Saying “nobody told me” doesn’t solve any issue.  Resources beyond the advisor are available.  The Roanoke College Academic Catalog is the students’ agreement with the College.  Set appropriate boundaries in your role as advisor.  Refer to other resources when appropriate or necessary.  Avoid personal judgments or “I” statements. Focus on helping your advisee find a solution or express her/his point of view.

 Encourage student to create and/or review his/her graduation plan.  Considerations for next semester’s schedule:  Check the degree audit for remaining requirements in the core curriculum, major, minor, and concentration.  Do any courses need to be repeated (GPA or grade requirement)?  Offer information about frequency of courses offered.  It is helpful to balance major, minor, and General Education (INQ) courses.  Personal obligations (work schedules, family needs).  Does the student want to participate in activities requiring advanced planning (e.g., study abroad, internship, research)?

Longer Term    

Minor, concentration, internship, or volunteer activity.

Do future plans include graduate school?

Career goals.

To be eligible for a baccalaureate degree, students must satisfy all Intellectual Inquiry, major, minor and concentration (if applicable) requirements, have a minimum of 33.5 units, a minimum 2.00 GPA overall, in the major and in INQ, and apply for graduation.  Education programs and the Athletic Training major have higher GPA and other specialized requirements.

See the Academic Catalog, p. 85-87, and pp. 99-100 for further details.

Shorter Term

 How are her/his current semester courses going?  Have you received progress reports or midterm grades for the student?  Is the student aware of resources to help him/her succeed?  Are current courses prerequisites for next semester’s courses?  Does the student want to continue with or change her/ his major?

Referrals

 Does the student need to be referred to someone else or another office?

See Section 6A "Where to Find It" and Section 6B "Where to Refer” for additional information.

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4B. QUESTIONS FOR ADVISORS Reflection and self-assessment questions advisors can ask new-to-college students What were your favorite classes in high school?

What are you academic strengths?

Are you considering fields of interests or majors?

If so, which? What attracts you to them?

What would you like to accomplish in your undergraduate education?

What do you most look forward to in college?

What is your greatest academic concern?

What academic skills do you intend to work hardest to improve?

Why are these skills important to you?

Mathematical skills Study skills Writing skills Reading skills Oral communication skills Time management skills Other__________ Have you found a place to study?

What activities outside the classroom do you think you may pursue?

Will these be new activities for you?

What brings out the best in you?

Have you ever traveled very much or had a desire to?

Have you ever done any kind of work or had a job?

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

Reflection and self-assessment questions advisors can ask students at midterm In general, in what ways is Roanoke meeting or not meeting your expectations?

What is your favorite class this term?

Why? What experiences at Roanoke have been most rewarding?

What experiences have been the most challenging?

Do you have concerns about any of your classes?

What have you found to be the most stimulating academic or intellectual experiences so far?

Explain why.

Have you found a place to study?

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

In what way(s) are you addressing Roanoke’s mission and core values?

Why are general education requirements important?

What have you learned about yourself this semester that surprised you?

Or confirmed your ideas about your gifts and abilities? Or upset you?

What advice would you give yourself right now? Why?

Reflection and self-assessment questions advisors can ask sophomores At the beginning of the year, what did you expect that your sophomore year would be like?

In what ways have your expectations been met or not?

Talk about your level of confidence in the choice of an academic major.

Describe the process you have gone through to make this decision.

Whom have you asked for advice or guidance?

Tell me about one of your best academic or co-curricular experiences so far in college.

Have you encountered any negative experiences, challenges, or stressful situation?

If so, could you describe those for me?

Are you seeing any path to a career for yourself yet?

Which of your interests or skills do you think you’d like to build on?

What kind of support systems do you have and how have those played a role in your college experience so far?

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4C. TIMELINE OF ACADEMIC ADVISING August: September:

Introductions; Connections I Academic Planning; Resource and Referral Planning

October: November:

Scheduling Planning and Support; Outreach h

December: January:

Grades Posted Connecting and Reconnecting; Appeals meetings (PARA)

February: March:

Resource and Referral and Referral Academic Planning; Scheduling; Outreach Planning;

April: May:

Scheduling; Planning and Support Grades Posted; Graduation

June-July: August:

Enrolling new students Appeals meetings (PARA)

Sept.

August

Oct.

Nov.

Dec.



Workshop for new academic advisors is held during the week before classes begins.



During orientation, freshman advisors hold separate group meetings with their advisees and with the parents of their advisees. Advisors check advisees’ schedules for appropriateness.



During orientation, new transfer students meet with advisors. Advisors check schedules for appropriateness.



Add/Drop takes place through the first several days of classes. See the Academic Calendar for exact dates.



Freshman advisors meet with students to discuss Academic Integrity.



Contact and support, or refer, as appropriate, continuing advisees who may be at risk, on probation, or otherwise experiencing academic difficulty.



At the beginning of the fourth week of classes, advisors receive progress reports from the instructors of all their first-year advisees and for those of their advisees who are on academic warning or who have just returned from suspension. In one-on-one meetings that should last approximately 30 minutes, advisors review these progress reports with their advisees. This is also a good opportunity for advisors to discuss their new advisees’ impressions of their classes, to ask about their study habits, to discuss “high-impact practices,” and to recommend support services like the Goode-Pasfield Center for Learning & Teaching. See page 4.2 for questions that might be helpful to you.

August

Sept.

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

During fall break, midterm grades are posted for all students. Intervention strategies may help avert some problems; advisors should consider scheduling appointments after fall break, as needed, with their at-risk advisees for referral to resources.



At midterm first-year students who earn less than a 1.7 GPA or who receive two or more unsatisfactory grades (D or F) will receive a letter from the Dean, encouraging them to attend a special group meeting conducted by the staff of the Goode-Pasfield Center for Learning & Teaching that will familiarize them with academic support services.



Freshman advisors will meet with their advisees as a group on an assigned day and time, usually on the first Thursday after fall break. Advisors instruct students on the basics of the pre-registration system. Students sign up for one-on-one pre-registration appointments with their advisors.



All advisors contact students about procedures for signing up for one-on-one appointments.



Last day to withdraw from a course occurs within days after the conclusion of fall break.

Check the academic calendar to confirm the official last date for students to withdraw from courses without academic penalty.



Pre-registration for Spring semester and Intensive Learning classes takes place. Advisors hold pre-registration appointments with students. This is another opportunity for advisors to ask about students’ academic progress and to encourage their participation in “highimpact opportunities.”



Grades are posted and GPAs are updated shortly after the submission of final grades. The Registrar’s Office takes appropriate academic action based on College requirements, notifying some students by letter of academic action (academic warning, suspension, dismissal).



Some students may choose to appeal suspension or dismissal—and to ask their advisors to support their appeals in a letter to the Panel for Admissions, Readmissions, and Appeals (PARA).

Oct.

Nov.

Dec.

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Jan.

Jan.

Feb.

Feb.

March March

April

May



The Panel for Admissions, Readmissions, and Appeals (PARA) meets during the first week of January to consider student appeals. The Registrar’s Office notifies students by mail of the panel’s decisions.



On the day before Spring semester begins, Orientation is held for incoming students, both transfer students and freshmen. Advisors meet with new students.



On the day before Spring Semester begins, freshmen who have been placed on academic warning (with a first-semester GPA below 1.7) and their parents are invited to an organizational meeting of the RC Success Program. In one-on-one sessions at this meeting, freshmen are encouraged by staff of the Center for Learning & Teaching to retake some classes, to drop others, and to reconsider academic and career plans when appropriate.



Spring semester begins; Add/Drop period takes place during the first several days of the semester. See the Academic Calendar for exact dates.



Academic advisors review their advisees’ first-semester grades and the appropriateness of their second-semester schedules.

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Advisors should consider meeting early in the semester with advisees who are on academic warning or who have just returned from suspension to guide them through the academic recovery process.



Consider encouraging departmental community by scheduling student-faculty group gatherings during the semester.

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At the beginning of the fourth week of classes, advisors receive progress reports from the instructors of all their first-year advisees and for those advisees who are on academic warning or who have just returned from suspension. In one-on-one meetings that should last roughly 30 minutes, advisors review these progress reports with their advisees. This is also a good opportunity for advisors to refer advisees to appropriate resources and to encourage their planning of “high-impact” opportunities.



This is the also best time in the second semester for students to declare a major.

1. Students sometimes think that declaring a major is a permanent, irrevocable commitment.

Let them know that dropping or changing a major, while requiring thoughtful consideration, is very easily done online. There is no shame in changing one’s mind.

2. Are you concerned that a student is not qualified to declare a particular major? If the student is no longer a first-semester freshman, every department on campus will give the student an advisor within the desired department. If additional requirements must be met in order to declare, this new advisor will help with that process. Just have the student put in an online request to declare a major to start this process.

3. Do you have an advisee who is an undeclared junior and not responding to your encouragement to declare? Try one or more of the following. a. Block the student’s registration on WebAdvisor until he/she comes to see you. This almost always works! b. Have the student complete the online declaration request right in your office. c. Contact Bill Tenbrunsel at tenbruns@roanoke.edu or 375-2247. He will place the student with a new advisor in the right department.

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March

April



During spring break, midterm grades are posted for all students. Intervention strategies may help avert some problems; advisors should consider scheduling appointments after spring break, as needed, with their at-risk advisees for referral to resources.



At midterm first-year students who earn less than a 1.7 GPA or who receive two or more unsatisfactory grades (D or F) will receive a letter from the Dean, encouraging them to attend a special group meeting conducted by the staff of the Goode-Pasfield Center for Learning & Teaching that will familiarize them with academic support services.



Freshman advisors meet with their advisees as a group on an assigned day and time, usually on the first Thursday after spring break. Advisors instruct students on the basics of the pre-registration system. Students sign up for one-on-one pre-registration appointments with their advisors.



All advisors contact students about procedures for signing up for one-on-one appointments.



Pre-registration for Fall and Summer School classes begins. Advisors hold pre-registration appointments with students, encouraging their planning for, and participation in, “high-impact opportunities.”



Last day to withdraw from a course occurs within days after the conclusion of spring break.

Check the academic calendar to confirm the official last date for students to withdraw from courses without academic penalty.



Pre-registration for Fall and Summer School classes continues.



Advisors continue to hold pre-registration appointments with students.



Grades are posted and GPAs are updated shortly after the submission of final grades.



The Registrar’s Office takes appropriate academic action based on College requirements, notifying some students by letter of academic action (academic warning, suspension, dismissal).



To raise their grades, some students may choose to attend either Intensive Learning or summer school at Roanoke College.



In general, Roanoke College students are permitted to take only elective courses for credit at a college other than RC. Students need advance permission to take these courses (form available in Registrar’s Office). That is, no General Education courses (including INQ, foreign language, and HHP courses) may be taken or retaken at another college. A maximum of two courses toward a major, minor, or concentration may be taken away from RC only with the appropriate department chair’s permission (form available in Registrar’s Office). Credit for courses taken away from RC transfers back; grades do not transfer back into RC. GPAs, therefore, are not affected by courses taken away from RC.

May

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June

June

July



August

July

August



Several Spring into Maroon (SIM) sessions for incoming freshmen occur. New students spend a day on campus, take the Foreign Language Placement Test, meet with a summer advisor, establish a Fall semester class schedule, and are assigned an academic advisor.



Transfer students and freshmen who did not attend a SIM session have a phone conversation with an academic advisor from the Center for Learning & Teaching. Students have taken an online version of the Foreign Language Placement Test. Students’ Fall semester schedules course schedules are established and an academic advisor is assigned.



Staff members in the Center for Learning & Teaching adjust new students’ schedules as final transcripts, Dual Enrollment grades, and Advanced Placement Examination scores are received.

The Panel for Admissions, Readmissions, and Appeals (PARA) meets during the first week of August to consider student appeals. The Registrar’s Office notifies students by mail of the panel’s decisions.

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4D. TERMS TO KNOW Academic Integrity: The ethical system adhered to by the members of the Roanoke College community.

For further details, see the online brochure “Academic Integrity at Roanoke College.”

Add/Drop: Students may add day classes through the first several days of classes (depending on days of class meeting). This may be done online, except when the class in which the student wishes to enroll is full; then the instructor and advisor must sign an add slip that must be turned in to the Registrar’s Office.

(First-semester freshmen: see exception below.)

Students may drop classes online through the first several days of the semester. Then Change of Course Registration slips must be used.

Exact date for end of add/drop period is available on the Academic Calendar each semester. Faculty can verify class enrollment any time through class lists on WebAdvisor.

Exception: First-semester freshmen are not permitted to add or drop classes online. They must use Change of Course Registration slips available at the Registrar’s Office.

The advisor’s initials are required for all adds and drops; the instructor’s signature is required only for adding a course that is already full.

Academic advisor: Each student is assigned an academic advisor before the beginning of classes.

When students declare a major, they are assigned an academic advisor from the department in which they plan to major.

Academic suspension: Students on academic warning who fail to meet the minimum cumulative grade point average for their classification (for freshmen, 1.70; for sophomores, 1.85; for juniors and seniors, 2.0) will

be placed on academic suspension for one regular term and must apply for readmission to return for a subsequent term.

Exception: students who earn a term gpa of 2.0 or higher while on academic warning will be given an additional term in which to raise their cumulative gpas to the minimum required for their classification.

Any full-time student whose overall cumulative gpa is less than 1.0 at the end of his/her first regular term will be suspended for a period of one regular term.

Any full-time student who fails all one-unit courses in which he/she is enrolled will be suspended immediately for a period of 12 months.

Academic warning: Students are placed on academic warning at the end of a term when they fail to attain the minimum cumulative grade point average (gpa) required for each classification: for freshmen, 1.70; for sophomores, 1.85; for juniors and seniors, 2.0. Students placed on academic warning will have one term (either fall or spring) in which to raise their cumulative grade point average for their classification—unless they earn a 2.0 term GPA while on warning. In that case, they will be given an extra term in which to raise their cumulative gpa to the minimum required for their classification.

Advanced Placement: A program that offers college-level courses and examinations to high-school students. At Roanoke College, incoming freshman may receive academic credit for grades of a 4 or 5 and competency for a grade of 3.

Audit: Student who do not wish to

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receive credit for courses may enroll as auditors.

Auditors are not required to do the written and group work of a course; they are, however, required to observe the course attendance policy and to participate in class discussions.

Students who wish to audit a course must inform the Office of the Registrar in writing at the time of registration or within the add period for the course at the beginning of the term.

Career Services: This office provides students with computerized career exploration, workshops on resume preparation and presentation as well as on interview techniques. It also offers individual career counseling, interest testing, a parttime job service, plus connections to opportunities for internships.

CLEP (College Level Examination Program): Some students choose to earn credit for some courses by taking an exam instead of the course. The College grants credit for prior learning to students who receive satisfactory scores for CLEP exams approved for some INQ and departmental requirements.

Classification: The official academic “year” (freshman, sophomore, junior, senior) of a student based on the number of units of academic credit which that student has accumulated (for sophomores, a minimum of 8 units earned; for juniors, a minimum of 16 units earned; for seniors, a minimum of 25 units earned). Note that classification does not always correspond to the number of years in which a given student has been in attendance at Roanoke College.

Commencement: See “Graduation.”

Core Curriculum: See “Intellectual Inquiry Curriculum.”

Full-time Student: A student who is enrolled in 3 or more units.

College students receive a broad-based liberal arts education.

Course load / overload: The normal course load of a student is 8 units for each academic year. At this rate, a student will complete degree requirements in a four-year period as long as he/she also enrolls in one Intensive Learning semester (in May) and in two one-fourth units of physical education activities or the equivalent.

General Education Curriculum: See “Intellectual Inquiry Curriculum.”

A student may enroll in up to (but not including) 6 units of academic credit without receiving special permission or making additional payment (except for private music lessons).

The semester grade point average is determined by dividing the sum of the student’s quality points by the sum of the units attempted, excluding grades that do not include a unit attempted, within a given semester only.

International Baccalaureate Program (IB): A series of three academic curricula designed for students, 3-19 years of age. The high-school curriculum, offered at selected high schools throughout the world, is designed to encourage students to think critically, synthesize knowledge, reflect on their own thought processes, and become acquainted with interdisciplinary thinking.

Incoming freshmen at Roanoke College may receive academic credit for grades of 5-7, and competency for a grade of 4, but only for scores on the Higher Level International Baccalaureate Examinations. No credit or competency is awarded for scores on the Standard Level Examinations, for the taking of individual IB classes, or for completion of the IB degree itself.

Dean’s List: Students are placed on the Dean’s List of Distinguished Students if their semester grade point average for any Fall or Spring term is at least 3.5 but less than 4.0, with no grade below “C“ in any course. The student must have been enrolled for credit in at least 4 units, 3 of which were for a letter grade (excluding pass/fail and audit).

Declaration of Major: Students must declare a major by the pre-registration period of the first semester of the junior year. Majors can be declared online on the Registrar’s Web page. For more specific information about declaration of majors, see page 4.5 of this handbook, under February of the timeline.

Dual Enrollment course: A course in which a high school student is enrolled that is awarded college credit by a community college, college, or university. These courses are treated like transfer courses; courses in which a “C” or higher is earned are granted college credit.

FAFSA: Free Application for Federal Student Aid, filed annually by students to determine financial aid awards.

GPA (Grade Point Average): The cumulative grade point average is determined by dividing the sum of the student’s quality points by the sum of the units attempted, excluding grades that do not include a unit attempted.

Graduation: Roanoke College offers graduation dates in May, August, and December. Students need to apply for their degree. Students who have successfully completed a minimum of 33.5 units credits by the end of the spring semester (assuming successful completion of spring course work) are eligible to march in the May commencement ceremony. Students do not officially graduate until they have successfully completed all degree requirements. Students need to apply for their degree.

IN: See “incomplete.”

Incomplete: (IN) : The Incomplete, designated by “IN,” is a temporary grade. It indicates that the student has not completed, for valid reasons approved by the instructor, the work of the course.

The incomplete work must be submitted to the instructor not later than two weeks after the beginning of the next term, including the Summer session, at which time the instructor will assign the final course grade.

Intellectual Inquiry Curriculum (INQ): The General Education program at Roanoke College, designed to ensure that Roanoke 23

Internship: An opportunity for students to earn credits while utilizing their classroom learning in the world of work and gaining valuable on-the-job experience.

Some students may choose to take on a not-for-credit basis.

PARA: The Panel for Admissions, Readmissions, and Appeals. A subcommittee of the Academic Standards Committee, this Panel is convened to consider the appeals of students for readmission after suspension or for exceptions to standard college polices.

The Panel is likely to consider favorably only those appeals based on truly extenuating circumstances or that offer compelling reasons for granting the student’s request.

Part-time student: A student who is enrolled in fewer than 3 units in a given semester.

Pass/Fail Elective option: In addition to internships, theatre workshops, and other courses that may be offered on a pass/fail basis,

students may complete one elective course on a pass/fail basis.

If passed, the course may be offered for graduation, but does not count toward the cumulative grade point average. The primary purpose of this option is to encourage students to explore an unfamiliar academic area without fear of lowering the gpa. See Academic Catalog for further details.

President’s List: Students are placed on the President’s List of Distinguished Students if their semester grade point average for any Fall or Spring term is 4.00. The student must have been enrolled for credit in at least 4 units, 3 of which were for a letter grade (excluding pass/fail and audit).

Probation: See “Academic Warning.”

RC SUCCESS Program: A program run by the Goode-Pasfield Center for Learning & Teaching, it features regular peer mentoring meetings, study hall hours, and study skills workshops. During the Spring semester, freshmen who have been placed on academic warning are invited to participate.

Repeating or retaking courses: Students may repeat any course except for prerequisites that have already been taken or are currently being taken. Such prerequisite

courses may be repeated only with the approval of the department. All grades will be reported on transcripts, but only the most recent grade will be used to compute the student’s grade point average, with the exception of “XF” which will be used in computing the grade point average. For further details, see the Academic Catalog.

Special student: A non-matriculating student who is enrolled in one or more courses at Roanoke College for a limited period of time.

International exchange students, for example, may be full-time students but only for one or two semesters. A student from another college may be enrolled in a single course at Roanoke during the summer session.

Each of these students is designated as a “special student.”

Transitions: An academic support program for conditionally admitted freshmen. The program runs only during the fall semester, and is administered by the Goode-Pasfield Center for Learning & Teaching.

Tuition Assistance Grant (TAG) : A non-need based tuition grant made by the Commonwealth of Virginia to undergraduate and graduate state residents who choose to attend an in-state private college. The exact

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amount of these grants may vary by year.

Unit: The standard of credit by which all Roanoke College courses are counted. Most RC courses receive 1 unit of credit. Students must earn 33.5 units of credit to graduate.

Withdrawal: After the conclusion of the standard add/drop period at the beginning of each term, students may still choose to “withdraw” from one or more courses—until the beginning of the ninth week of the term. A grade designation of “W” that is not counted in the gpa will then be assigned. For courses that meet only a portion of the term, withdrawal rules will apply on a pro-rated basis using calendar days, counting from the first scheduled class meeting.

WP/WF: These grade designations indicate “withdraw pass” and “withdraw fail”; they apply only to students who are withdrawing from the College after the beginning of the ninth week of class and until two weeks before the beginning of the examination period . A “WP” means that the student was “passing” the course at the time of withdrawal; the grade does not affect the student’s gpa. A “WF” means that the student was “failing” a course at the time of withdrawal; the grade counts as an “F” in the student’s gpa.

WHAT TO KNOW SECTION 5 5A: UNDERSTANDING ACADEMIC POLICIES AND PROCEDURES Academic Integrity and Violations International Baccalaureate (IB) Academic Standards Academic Suspension Programs of Study Academic Warning Majors, Minors, Concentrations Appeals Process & Pre-Professional Programs Readmissions Process for Suspended Students Re-examination Advanced Placement (AP) Requirements, Etc. Auditing Courses Graduation Requirements Honors in Major Class Attendance System of Grading Classification Dismissal from a Course Grade Point Average Competency Standards Grade Reports Pass-Fail Elective Option Course Changes Repeating Courses Withdrawal from courses Course Load/Overload Teacher Licensure Courses of Instruction Credit by Examination

Transfer Credit Units and Credit for Courses

Examination Rescheduling Examination Policy

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5B: INTELLECTUAL INQUIRY CURRICULUM CHECK SHEET

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5C: UNDERSTANDING THE INTELLECTUAL INQUIRY (INQ) CURRICULUM OVERVIEW: INTELLECTUAL INQUIRY The Core Liberal Arts Curriculum at Roanoke College THE LIBERAL ARTS A liberal arts education is “education for liberation.” It liberates us from the limitations of our own personal experiences. It opens our eyes to the world, challenges what we believe, asks us to support ideas with facts and reason, and arms us with the skills needed to thrive in a complex and changing world.

THE INQUIRY MODE Learning, in college and after, most often takes the form of asking and answering important questions. The Intellectual Inquiry (INQ) curriculum helps students learn how to distinguish important questions, how to frame them, and how to marshal research and a host of other skills to answer them. Rather than passively receiving a body of introductory information, students in INQ courses actively pursue answers to interesting and urgent questions, acquiring the relevant facts and methods in the process. Students are introduced to inquiry in two seminars.  INQ 110 “Intellectual Inquiry” introduces critical inquiry by focusing students on a specific question while helping them develop and practice key academic skills such as critical reading, writing, and research.  INQ 120 “Living an Examined Life” asks students to engage with a tradition of ethical thinking and use that tradition to inquire into a specific ethical problem.

SKILLS Some learning skills are so critical that they need to be taught “across the curriculum” so that students practice and apply them repeatedly in a variety of contexts. These skills are introduced and emphasized in the 100-level INQ courses and reinforced in 200-level INQ as well as major courses.  Critical Thinking. What is a reliable source? Why consult multiple sources with multiple viewpoints? What is “active reading,” the kind that thinks along with and interrogates the author? How does one achieve independent, adult authority in thinking about the important issues of the day? Students in the first-year seminars explore the answers to these questions, learning critical thinking practices they will use throughout their college experience—and their lives.  Writing. Communication skills are critical to all work and to life in general. The first-year seminar INQ 110 is a writing-intensive course in which students use the process of writing and revision as a tool of thought. Writing is such an important skill that its continued development is required in all INQ courses.  Speaking. Formal and information oral communication is emphasized in the other firstyear seminar, INQ 120. All INQ courses except those emphasizing quantitative reasoning will help students continue to develop their oral communication skills.  Quantitative Reasoning. All citizens, whatever their fields of specialization, need to be numerically literate, need to understand graphs, statistics, and all manner of quantitative information. INQ 240, “Statistical Reasoning,” teaches its skills through inquiry into particular applications, such as voting systems, health statistics, and other practical issues. This course provides a foundation for quantitative reasoning that is reinforced in later INQ and major courses.

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 Collaboration. In the INQ program, collaborative discussion, smallgroup work, and seminar-style sharing of individual research is common. The capstone, INQ 300, asks students to collaborate in proposing a solution to a contemporary issue.

KNOWLEDGE A liberal arts education at Roanoke College aims to produce citizens informed by depth of knowledge in at least one academic field of study, complemented by a breadth of experience across the traditional divisions of knowledge sufficient to enable integrative learning and thinking. 

Perspectives. The traditional three divisions of knowledge—the arts and humanities, the natural sciences and mathematics, and the social sciences—ask and answer questions in unique ways. The 200level INQ courses assure that all RC graduates are conversant in these traditional “perspectives” and can apply them to content and problems addressed by disciplines in each division.



Global Requirement: Students inquire into a significant topic from a global view. This requirement is enhanced by the INQ curriculum’s language requirement.

CAPSTONE EXPERIENCE In INQ 300 “Contemporary Issues,” the capstone course taken in a student’s third or fourth year, collaborative research and reporting is most prominent. In this course, students from various fields pool their expertise and draw upon their prior INQ work, collectively developing a solution or approach to a contemporary problem.

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Basics of INQ Requirements and Course Selection Students in the INQ curriculum need 33 1/2 units to graduate. Within this total, they must complete a major and the Intellectual Inquiry general education program. Any additional course units needed to reach the 33 1/2 total can be used as electives, or for minors or concentrations if desired.

See the INQ Check sheet on page 5.2 for a visual representation of INQ requirements.

To complete the INQ curriculum, a student must complete each of these:  INQ 110 Intellectual Inquiry  INQ 120 Living an Examined Life Seven Perspectives Courses

      

INQ 240 Statistical Reasoning INQ 250 Scientific Reasoning w/ lab INQ 241 or INQ 251, Mathematical Reasoning or Scientific Reasoning II (no lab) INQ 260 Social Science Reasoning INQ 260 Social Science Reasoning from a 2nd discipline INQ 270 Human Heritage I (before 1500 AD) INQ 271 Human Heritage II (after 1500 AD)

-At least one of these 200-level INQ courses must fulfill the Global (G) Requirement.

Students can tell the perspective of a course from its number.

For example, INQ 260PS-G1 is a social science course (260) from the discipline Political Science (PS) and fulfills the Global Requirement (G). The final number specifies the section of the course. 1 is the first global section; 2 is the second global section, etc.

-Up to 3 disciplinary courses may substitute for 200-level INQ perspectives courses from the division of the disciplinary course. BUT students must still take at least one INQ course from each division (Humanities, Social Science, and Math/Natural Science). If a student substitutes a disciplinary course for INQ 260, he or she must still take an INQ 260 from a different discipline.  INQ 300 Contemporary Issues, which cannot be taken until all 9 units above are completed  Foreign Language through the 201 level  HHP 160 first and then one HHP activity course (HHP 101-159)  One Intensive Learning (May Term) course  GPA for INQ courses must be 2.0 or higher in order to graduate

In the first year, a student should take INQ 110 Intellectual Inquiry.

INQ 120 Living an Examined Life.

Foreign Language, if desired or needed.

Several courses in a major to help choose a possible major. After this, students should take 200-level INQ courses or perhaps an elective of interest as time permits.

In the second year, a student should take Foreign Language, if desired or needed.

Several courses in a major to help choose a major.

Several INQ 200-level INQ requirements or perhaps an elective of interest.

HHP 160 if not yet completed and if time permits.

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INQ Substitutions for Perspectives courses

 Because some students will also take disciplinary courses in some of these areas for their majors, INQ allows up to 3 disciplinary courses as substitutes for 200-level INQ perspectives courses from the division of the disciplinary course.  To declare which substitutions they are using, students should complete the Declaration of INQ Substitutions Form and submit it to the Registrar's Office. See page 5.11 of the handbook for copy of form.

What can substitute for . .

INQ 240

›

Students must take at least one INQ course in Math/Natural Science, one INQ course in Social Sciences, and one INQ course in Humanities/Fine Arts.

›

Substitutions cannot be used to meet the Global Requirement.

›

If using a substitute for one INQ 260, the substitute and the other INQ 260 must be from different disciplines.

›

Grades earned in substitution courses do not count toward the 2.0 GPA requirement for INQ courses.

›

Specific allowed substitutions for 200level INQ Perspectives Courses, with examples for INQ 270/271, are shown in the chart on the right.

Any MATH or STAT course

Any MATH, STAT, or CPSC course

INQ 241

 Be sure to follow the rules on substitutions: Rules on Substitutions › No more than 3 total substitutions are allowed.

Disciplinary Courses

INQ 250 or 251

INQ 260

INQ 270

INQ 271

Any laboratory science course from BIOL, CHEM, ENVI, or PHYS.

Any ANTH, CJUS, ECON, GEOG, IR, POLI, PSYC, or SOCI course

Any Humanities course focused on a time before 1500, including ARTH 146, ENGL 330, 334, FREN 421, HIST 125, 222, 223, 230, 281, MUSC 261, PHIL 251, 253, 301, 302, RELG 201-211, 215-217, 282, THEA 315.

Courses without a time period focus may not be used. These include language acquisition, studio art, creative writing, communications, or other topics lacking a time period focus.

Any Humanities course focused on a time after 1500, including ARTH 156, ENGL 240, 250, 256, 260, FREN 420, 431-480, GRMN 205, 314-321, HIST 150, 175, 231, 233, 241-274, 282, 284, 285, MUSC 262, PHIL 255, 265, 266, 267, RELG 212, 214, 240, 246, 250, 284, 286, SPAN 313-323, THEA 316.

Courses without a time period focus may not be used. These include language acquisition, studio art, creative writing, communications, or other topics lacking a time period focus.

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A BOUT Do I have to take INQ courses in numerical order?

We strongly recommend that INQ 110 and 120 be completed in the first year because the skills from these courses are used in all other INQ courses. All 100- and 200-level INQ requirements must be completed before you take INQ 300. Note that INQ 241 has a prereq of INQ 240 or another MATH class. INQ 251 has a prereq of INQ 250 or another laboratory science course.

What counts in that INQ GPA? Any course with an INQ prefix counts in a student’s INQ gpa. That means that disciplinary substitutes don’t count.

The May Term course counts if taken with an INQ prefix. Some May courses are cross listed.

If a student takes one with a disciplinary prefix, it doesn’t count in his or her INQ gpa.

When should students take INQ 300?

Students must complete INQ 110, 120, and the 200level INQ requirements before taking INQ 300.

Once they have completed t h e 2 0 0 - l e v e l requirements, they should complete the Declaration of INQ Substitutions form and submit it to the Registrar’s Office. The staff in the Registrar’s Office will double check students’ records and make sure that they have everything in place. You do NOT need to complete May Term before taking INQ 300.

Should a student use a substitution for a 200-level INQ course?

Students don’t ever have to use a substitution, but may wish to when their majors require specific introductory courses or when they have taken some introductory courses in several areas while trying to choose a major. Here are just two examples: Student 1 is a business major. The business major requires MATH 111 (which can substitute for INQ 241) and ECON 121 (which can substitute for INQ 260), so he uses those substitutions.

Student 2 is undecided at first. She takes BIOL 120, CHEM 111, and PSYC 101 to explore these majors. She later decides to declare a major in Spanish. BIOL 120 may substitute for INQ 250, CHEM 111 may substitute for INQ 251, and PSYC 101 may substitute for INQ 260.

But this student needs to be careful and take her second INQ 260 from a discipline other than PSYC.

Can students take extra INQ courses?

Some students enjoy the topics of INQ courses so much that they are tempted to take extra ones.

Unfortunately, they may not take extra INQ courses for elective credit. For example, if they have already taken INQ 270 and then sign up for another section, the second course will REPLACE the first one. They do not earn another unit toward graduation; moreover, the second grade replaces the first one.

Replacing a grade in this way can be intentional if students need to bring up their gpa. (Remember a gpa of 2.0 in INQ courses is required, so retaking a course in which a student earned a low grade is a fast way to improve the gpa.) But students should not retake if they earned a good grade the first time in a course.

Remember, though, that students may use only 3 substitutions, and must still take at least one INQ course from each division (Humanities, Social Science, Math/Natural Science) and at least one INQ course that fulfills the Global Requirement.

Criminal Justice, International Relations, Political Science, Psychology, and Sociology majors will accept one INQ 260 classes for those majors. Most other majors on campus will NOT accept INQ courses to satisfy major requirements.

31

32

INQ Requirements and Transfer Students Transfer students are defined as students who have attended another college. Students with dual enrollment from high school are NOT considered transfer students.

When a student transfers from another college to Roanoke, the Registrar’s Office reviews the student’s transcripts to determine which courses can transfer in and the equivalency at Roanoke College. The Registrar will evaluate transcripts from previous colleges, using these guidelines.  Only courses with a grade of C- or higher are accepted for transfer.  Only courses with a general equivalent at RC are accepted. For example, since we don’t have a culinary arts program, we don’t accept courses from other colleges in that area.  If the course taken elsewhere has a direct equivalent at RC, the RC course number and name will appear on the RC transcript but with a grade of T*. For example, a first course in General Chemistry will appear as “CHEM 111 General Chemistry I” with grade T*.  If the course taken elsewhere has no direct RC equivalent, a general transfer notation will appear on the transcript. For example, since we don’t teach Polymer Chemistry, a student transferring this credit in would see “CHEM-T Chemistry Transfer” with a grade of T*.  If the course being transferred is considered equivalent to a general education requirement, an additional code will accompany the number and name on a Departmental Analysis (available to advisors) to specify the equivalency. For example, for transfer students any lab science course will satisfy our lab science requirement. If the student has a chemistry lab course focused on a global topic, this code will be “LCG” for Lab, Chemistry, Global. A full listing of the codes appears on page 5.10. Note that when the last letter is G, the course satisfies the Global requirement.

How many credits may transfer students use to satisfy the requirements of the INQ curriculum?  Transfer students may offer courses from other institutions equivalent to all INQ requirements except INQ 300 and the IL (May Term) requirement. The Registrar will evaluate transferred credits and then inform both the student and the advisor of equivalencies. The document on page 5.10 describes the general guidelines used by the Registrar.

How does the substitution rule for 200-level INQ courses apply to transfer students?   

It is possible for a student to transfer in courses that satisfy all seven of the 200level INQ requirements as long as they meet the perspective and Global Requirement.

If the transfer student transfers in 0-2 units towards the 200-level perspectives courses, the student can still use substitutions up to the maximum of 3.

If the student transfers in 3 or more units towards the 200-level perspectives courses, any remaining requirements must be met with INQ courses.

33

 Transfer students should carefully track transfer courses equivalent to 200-level INQ courses using the INQ Check 

sheet to ensure that the Global Requirement is satisfied.

Transfer students should report substitutions using the form available at the Registrar’s webpage as soon as possible so that these can be entered in the Program Evaluation feature in WebAdvisor. Program Evaluation allows students and advisors to check progress on requirements that have been approved by the Registrar’s Office.

The Registrar applies the general guidelines listed below in assigning General Education equivalencies. Not all transfer credits fit the guidelines easily, so the Registrar will exercise her best professional judgment. The Departmental Analysis supplied to advisors each semester includes Transfer Codes shown below. Use these to determine which general education requirements are completed. Note that a final “G” letter, shown as # in some codes below, indicates a course that satisfies the Global requirement.

RC Requirement

Transfer Code

Accepted Transfer Equivalency

INQ 110

FS1

composition course

INQ 120

FS2

course in ethics or philosophy

INQ 240

MA#

statistics course

INQ 241

MA#

course in math or computer science

INQ 250

LB#, LC#, LP#, LL# ENVI#

laboratory science course

INQ 251

NL#, LB#, LC#, LP#, LL#

natural science course, with or without lab

INQ 260

SE#, SP#, SS#, SG#, SO#

social science course (psychology, sociology, anthropology, economics, political science); need two units from different disciplines

INQ 270

H1#

humanities course on a topic pre-1500 (art history, music appreciation, literature, culture, history, humanities, religion, philosophy)

INQ 271

H2#

humanities course on a topic post-1500 (art history, music appreciation, literature, culture, history, humanities, religion, philosophy)

INQ 300

no equivalency

no equivalency

IL

no equivalency

no equivalency

Global Perspective

Final letter of G, such as H1G or SEG

any course satisfying INQ 260, 270, or 271 with a focus on Africa, Asia, South America, the Third World, or global topics in any area

Foreign Language

F1, F2, and F3

foreign language through 201 (first intermediate level)

HHP

PE

one activity course subs for an RC activity course; a second activity course subs for HHP 160 34

INQ Perspectives and Substitution Declaration rev March 2014

Directions: Enter the 200-level INQ courses you have taken in the chart below. Be sure to check your transcript or program analysis so that you get the course number exactly right. Check for a Global topic in the section letter or title. For example, INQ 260PS-GA is a global political science course.

Add disciplinary course substitutions in the rightmost column for any row in which you don’t have an INQ course.

Students transferring to Roanoke after study at another college may transfer any or all 200-level INQ courses, BUT if three or more are transferred in, all remaining unmet requirements must be completed with INQ courses. No further disciplinary substitutions are allowed. Transfer codes are listed in parentheses after each requirement. Some codes have 3rd letters. W or N as the 3rd letter can be ignored. G as the 3rd letter stands for Global. Once students start at RC, they must complete general education requirements with RC courses; no further transfers are allowed.

Submit the completed form to the Registrar’s Office only after you believe you have taken and completed all 200-level INQ requirements.

Rules on Substitutions: No more than 3 total substitutions are allowed You must take at least one INQ course in Math/Natural Science, one INQ course in Social Sciences, and one INQ course in Humanities/ Fine Arts.

Substitutions cannot be used to meet the Global Perspective requirement.

If using a substitute for one INQ 260, the substitute and the other INQ 260 must be from different disciplines.

Allowed substitutes For INQ 240: a one-unit course in Mathematics or Statistics For INQ 241: a one-unit course in Mathematics, Statistics, or Computer Science For INQ 250 or 251: a one-unit science course that includes laboratory in Biology, Chemistry, Environmental Studies, or Physics For INQ 260: a one-unit course in Anthropology, Criminal Justice, Economics, Geography, International Relations, Political Science, Psychology, or Sociology For INQ 270: a one unit course in Humanities/Fine Arts from a time period before 1500, including ARTH 146, 150, ENGL 330, 334, FREN 421, HIST 110, 120, 125, 212, 223, 230, 281, MUSC 261, PHIL 231, 251, 253, 301, 302, RELG 201, 202, 210, 211, 215-217, 231, 282, THEA 315 For INQ 271: a one unit course in Humanities/Fine Arts from a time period after 1500, including ARTH 156, ENGL 240, 250, 256, 260, FREN 420, 431-480, GRMN 205, 314-321, HIST 130-210, 231, 233, 241-273, 282, 284, 285, MUSC 262, PHIL 255, 265267, 310, 315, 320, 325, 330, RELG 212, 214, 240, 246, 250, 284, 286, SPAN 315-323, THEA 316.

Note that courses without a time period focus may not be used for INQ 270 and 271. These include language acquisition, studio art, creative writing, or other topics lacking a time period focus.

Name ________________________________________________

RC ID _______________________

INQ course taken Global?

Y/N INQ 240 (MA or MAG) Natural Sciences & INQ 250 (LB, LC, LP, LG or LL) Mathematics INQ 241 OR INQ 251 Division (MA, MAG, LB, LC, LP, LL or NL) INQ 260 (SE, SEG, SP, SPG, SS, SSG, SG, SGG, SO, SOG) Social Sciences INQ 260 (2nd discipline)(SE, SEG, Division SP, SPG, SS, SSG, SG, SGG, SO, SOG) Humanities & Fine Arts Division

INQ 270 (H1, H1G) INQ 271 (H2, H2G) 35

Disciplinary Course Substitute (at most 3)

5D: UNDERSTANDING ACADEMIC PROGRAMS Check Sheets Applied Computer Science: Bachelor of Science (for students who en-

Psychology: Bachelor of Arts

tered Roanoke College Fall 2010 or later)

Psychology: Bachelor of Science

Applied Computer Science: Bachelor of Science (for students who com-

Religion

pleted CPSC 220 Fall 2010 or earlier and plan to graduate after Aug.

Sociology

2012)

Spanish

Art

Theatre Arts

Art History Biochemistry: Bachelor of Science

Minor:

Biology: Bachelor of Arts

American Politics

Biology: Bachelor of Science

Communication Studies

Business Administration

Creative Writing

Chemistry: Bachelor of Arts

English/Literary Studies

Chemistry: Bachelor of Science

Economics

Christian Studies

Foreign Politics

Communication Studies

German

Computer Science

Spanish

Computer Science: Bachelor of Science (for students who entered Roa-

Psychology

noke College Fall 2010 or later) Computer Science: Bachelor of Science (for students who completed

Concentrations:

CPSC 220 Fall 2010 or earlier and plan to graduate after Aug. 2012)

Accounting

Creative Writing

Anthropology

Criminal Justice

Business Information Systems

Economics

Business Leadership

English

Crime, Deviance and Social Control

English/Literary Studies

Finance

Environmental Studies

Gender & Women’s Studies

French

Global Business

HHP Athletic Training

Health Care Administration

HHP Health and Exercise Science

Health Care Delivery

HHP Sport Management

Human Development

HHP Health and Physical Education Teacher Licensure

Human Resource Management

History

Information Analysis

International Relations

Latin American and Caribbean Studies

Mathematics: Bachelor of Science

Legal Studies

Mathematics (students who entered Fall 2014 or later)

Marketing

Music

Neuroscience

Philosophy Physics: Bachelor of Arts

Also Available:

Physics: Bachelor of Science

Teacher Licenses

Political Science

Intellectual Inquiry

36

5E: UNDERSTANDING CONFIDENTIALITY: FERPA (Family Educational Rights and Privacy Act) 

The Family Educational Rights and Privacy Act of 1974 (commonly referred to as the "Buckley Amendment" or "FERPA") is designed to protect the confidentiality of the records that educational institutions maintain on their students and to give students access to their records to assure the accuracy of their contents. The Act affords you certain rights with respect to your education records. They are:

Alumni records containing information about individuals after they are no longer students at the College.

Legitimate educational interest: A school official has a legitimate educational interest when the official needs to review an education record in order to fulfill his or her responsibility on behalf of the College, such as when the official is performing a task that is specific in his or her job description or by a contract agreement or other official appointment; performing a task related to a student's education; performing a task related to the discipline of a student; or providing a service or benefit relating to the student or student's family, such as health care, counseling, job placement, or financial aid.

1. Access to Education Records: the right to inspect and review your education records within 45 days of the day the College receives a written request for access, anytime after your matriculation.

2. Request for Amendment of Education Records: the right to request amendment of your education records if you believe they are inaccurate or misleading.

School official: a person employed by the College in an administrative, supervisory, academic, research, or support staff position, including Campus Safety and Health Services staff; individuals or entities with whom the College has contracted (e.g., an attorney or auditor, the State Council on Higher Education, the National Student Clearinghouse); individuals serving on the Board of Trustees; and students conducting College business (e.g., serving on official committees, working for the College, or assisting another school official in performing his or her tasks).

3. Disclosure of Education Records: the right to consent to disclosures of personally identifiable information in your education records, except to the extent that the Act or any superseding law authorizes disclosure without your consent.

4. Compliance: the right to contact the Family Policy Compliance Office with a complaint concerning the College's compliance with the requirements of the Buckley Amendment. For more information, contact the Registrar's Office.

Student: any person who attends or has attended the College

Important definitions: Access to Education Records: You have the right to inspect and review your education records within 45 days of the day the College receives a written request for access, anytime after your matriculation. You should submit your written request, identifying the record(s) you wish to review, to the Registrar. The College official will make arrangements for your review of the education records, or will advise you of the correct official to whom the request should be addressed.

Education records: any record maintained by the College which is directly related to a student, with the following exceptions: 

Records made by College employees which are kept in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a temporary substitute for the maker of the record;



Employment records unless the employment is contingent on the fact that the employee is a student;



Records maintained by Campus Safety solely for law enforcement purposes;



Records made, maintained and used by professionals or paraprofessionals (e.g., physician, psychiatrist, psychologist, or counselor) only in connection with treatment of the student, and disclosed only to individuals providing the treatment. Such health records may be reviewed by a physician or other appropriate professional of the student's choice.

Waivers: When you wish a member of the faculty or administration to write a letter of recommendation to graduate schools or possible employers, you may be asked to sign a waiver to assure the confidentiality of the recommender's observations. If this occurs, it means only that we need to be able to say candidly what we think about your capabilities and potential.

If you use the services of our career services offices in an effort to secure employment or access to graduate school, waivers are likely to be requested regarding your transcript, your resume, letters of recommendation on file with the

37

office(s), and any other data of natural interest to interviewers.

Records not open to student review: In accordance with federal regulations, students do not have the right to review the following records:

Destruction of Records: Nothing in this policy requires the continued maintenance of any student record for any particular length of time. However, if under the terms of this policy you have requested access to your education record, the record will not be destroyed before the custodian has granted you access.



The financial records of the student's parents.

DISCLOSURE OF EDUCATION RECORDS



Letters and statements of recommendation for which the student has waived his or her right of access, or which were placed in the file before January 1, 1975.



Records connected with an application to attend Roanoke College if that application was denied.



Education records containing information about more than one student, in which case the College will permit access only to that part of the record which pertains to the inquiring student.



Those records which are excluded from the FERPA definition of education records.

You have the right to consent to disclosures of personally identifiable information in your education records, except to the extent that the Act or any superseding law authorizes disclosure without your consent. Other than directory information, Roanoke College will disclose student education records only with the written consent of the student, except in certain situations where the College retains discretion under FERPA or is authorized under any superseding law to disclose such records without consent, including the following: 1.

Refusal to provide copies: Roanoke College reserves the right to deny copies of transcripts or other records not required to be made available under FERPA if the student has an overdue financial obligation to the College or if there is an unresolved disciplinary action against the student.

to school officials who have a legitimate educational interest in the records.

A school official is: 1. a person employed by the College in an administrative, supervisory, academic, research, or support staff position, including Campus Safety and Health Services;

Fee for copies: The cost of an academic transcript (official or unofficial) is $5.00 per copy. The fee for copies of other education records, whether in response to studentauthorized requests or other requests allowed by law, is $1.00 per page.

2. individuals or entities with whom the College has contracted (e.g., an attorney or auditor, the State Council on Higher Education, the National Student Loan Clearinghouse); 3. individuals serving on the Board of Trustees; and

REQUEST FOR AMENDMENT OF EDUCATION RECORDS

4. students conducting College business (e.g., serving on official committees, working for the College, or assisting another school official in performing his or her tasks).

You have the right to request amendment of your education records if you believe they are inaccurate or misleading. You should write the College official responsible for the specific record, clearly identify the part of the record you want changed, and specify why it is inaccurate or misleading.

A school official has a legitimate educational interest when the official needs to review an education record in order to fulfill his or her responsibility on behalf of the College, such as when the official is

That College official will reach a decision and inform you in a reasonable amount of time after receiving the request. If your request to amend the record is denied, the College official will advise you of your right to appeal the decision to the Dean of the College.

5. performing a task that is specific in his or her job description or by a contract agreement or other official appointment; 6. performing a task related to a student's education;

If the Dean supports the complaint, the education record will be amended accordingly and you will be so informed. If the Dean decides not to amend the education record, you have the right to place in the education record a statement commenting on the challenged information and/or stating the reasons for disagreeing with the decision. This statement will be maintained as part of the education record as long as the contested portion is maintained, and whenever a copy of the education record is sent to any party, your statement will be included.

7. performing a task related to the discipline of a student; 8. providing a service or benefit relating to the student or student's family, such as health care, counseling, job placement, or financial aid.

2. to officials of another school in which you have sought or intend to enroll.

3. to authorized officials of the following entities, in con nection with federal- or state-supported education pro grams: the U.S. Department of Education; the U.S. 38

Comptroller General; the U.S. Attorney General; or state and local educational authorities.

must be in writing, signed and dated by the student, specifying the records to be released, the reasons for such release, and to whom the records are to be disclosed.

4. in connection with a student's request for financial aid, including determining the eligibility, amount or conditions of the financial aid or enforcing the terms and conditions of the aid.

Record of disclosures: Except where not required under FERPA regulations (34 CFR 99.33) (e.g. disclosures to parents, disclosures of directory information, disclosures pursuant to court order under the USA PATRIOT Act), the College will inform all third parties (anyone outside the College) to whom personal information from a student's education record is released that no further release of such information is authorized without written consent of the student. The College will maintain a record of third parties who have requested or obtained access to a student's education records (not including parties seeking directory information, parties having student consent, parents, circumstances involving certain grand jury subpoenas, and disclosures pursuant to court order under the USA PATRIOT Act). This record of access, to be kept with the student's educational record, is available only to the student and the custodian(s) of the record.

5. to state and local authorities to whom such information is specifically allowed to be reported or disclosed under state law in connection with the juvenile justice system.

6. to organizations conducting certain studies for educational purposes for or on behalf of the College.

7. to accrediting organizations, including individuals on visiting committees, to carry out their functions.

8. to parents who claim the student as a dependent for income tax purposes. If your tuition is being paid by someone else, but you are not a dependent for federal income tax purposes, you should notify the Registrar of your independent tax status, in which case education record information will be released only with your consent or upon receipt of a federal income tax return indicating your dependency status, unless otherwise authorized by law.

Directory Information: Roanoke College designates the following categories of student information as public or "Directory Information." Roanoke College may disclose such information at its discretion.  Name

9. to comply with a judicial order or a lawfully issued subpoena, provided the College makes a reasonable at tempt to notify you in advance of compliance (except in certain cases involving grand jury subpoenas) or, when the College is involved in a legal action with a parent or student, where disclosure is to the court, without a court order or subpoena, and is relevant for the College to proceed as plaintiff or to defend itself.

10. to appropriate parties in a health or safety emergency.

11. to comply with a court order obtained under the USA PATRIOT Act of 2001 for education records considered relevant to a terrorism investigation or prosecution, with out advance notice to the student.

12. to disclose information provided to the College under Section 170101 of the Violent Crime Control and Law Enforcement Act of 1994 (42 U.S.C. 14071) concerning registered sex offenders who are required to register under that section.

13. to the U.S. Citizenship and Immigration Services (USCIS) / Department of Homeland Security (DHS) concerning an F, J, or M nonimmigrant alien, only to the ex tent necessary for the College to comply with Student and Exchange Visitor Program (SEVP) reporting require -ments, as mandated by the Illegal Immigration Reform and Immigrant Responsibility Act of 1996, the USA PATRIOT Act, the Enhanced Border Security and Visa Entry Reform Act of 2002, and the regulation at 8 CFR 214.1(h). Consent is not necessary for the College to disclose required information to USCIS or DHS in compliance with SEVP reporting obligations.



Current Enrollment Status



Local Address



Home Address



Local Telephone Number



Home Telephone Number



Campus E-mail address



Date and Place of Birth



Dates of Attendance



Grade Level (classification)



Schedule of Classes



Previous Institutions Attended



Major Field(s) of study



Minor Field(s) of study



Concentration(s) of study



Awards and honors



Photographic or videotaped image



Participation in officially recognized sports and activities, including fraternities and sororities



Physical factors of athletes (height and weight )

Requests for non-disclosure may be made by currently enrolled students. To withhold disclosure, written notification must be made to the Roanoke College Registrar's Office. Requests are in effect from the date received in writing from the student until rescinded in writing by the student. Students should understand that, by

Consent for the disclosure of a student's education records 39

withholding directory information, some information considered important to students might not reach them.

http://www.ed.gov/policy/gen/reg/ferpa/ or http://www.ed.gov/offices/OII/fpco/pdf/ferparegs.pdf.

COMPLIANCE You are encouraged to contact the Registrar (registrar@roanoke.edu) if you have questions regarding this law. Under FERPA, you have the right to contact the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC 20202-4605, e-mail address ferpa@ed.gov, with a complaint about the University's compliance with FERPA. The complete regulations and full definitions of terminology are at

Family Educational Rights and Privacy Act

40

CAMPUS RESOURCES SECTION 6 6A: WHERE TO FIND IT A Academic Advising/Support Services

540-375-2247 Or Toll Free 1-877-762-4557

Dr. Bill Tenbrunsel Ms. Shannon McNeal Mr. Rick Robers clt@roanoke.edu

Academic Records

540-375-2210

registrar@roanoke.edu

Admissions

540-375-2270

admissions@roanoke.edu

Alumni/Parent Relations

540-375-2238

alumnievents@roanoke.edu

Archives

540-375-2490

Athletics

540-375-2238

Ms. Linda Miller lmiller@roanoke.edu Mr. M. Scott Allison allison@roanoke.edu

Bookstore

540-378-5120

Mrs. Melissa Rutledge rutledge@roanoke.edu

Brackety-Ack (Newspaper)

540-375-2327

bracketyack@roanoke.edu

Business Office

540-375-2058

Ms. Sandra Jackson sjackson@roanoke.edu

B

C

Campus Safety

540-375-2310

Career Services

540-375-2303

Mr. Thomas Rambo Mr. John Grisetti Ms. Sarah Battaglia battaglia@roanoke.edu Ms. Toni McLawhorn Ms. Amy Foster Ms. Karen Hagele hagele@roanoke.edu

Chaplain

540-375-2300

Civic Engagement

540-375-2300

The Rev. Christopher Bowen Ms. Kathy Russo bowen@roanoke.edu Mr. Jesse Griffin griffin@roanoke.edu

Community Programs

540-375-2303

Ms. Tanya Ridpath

540-375-2302

Dr. J.R. Hap Cox Ms. Colleen Quigley, LPC Ms. Mollie Guzo, LPC Ms. Kathy Russo cox@roanoke.edu

Counseling Center

D Dr. Richard Smith rsmith@roanoke.edu Ms. Fay Cronin cronin@roanoke.edu

Dean of the College (Academic)

540-375-2203

Dining Services

540-375-2328

Disability Support Services

540-375-2247 Or Toll Free 1-877-762-4557

Mr. Rick Robers robers@roanoke.edu

540-378-2307

Ms. Diane Wing wing@roanoke.edu

E Events Scheduling

41

F

540-375-2235

Mr. Tommy Blair Ms. Melissa Lacombe Mrs. Linda Palmer Mrs. Melissa Preston palmer@roanoke.edu

540-375-2247 Or Toll Free 1-877-762-4557

Dr. Bill Tenbrunsel Dr. Sandee McGlaun Ms. Shannon McNeal Mr. Rick Robers Mrs. Anne Smith clt@roanoke.edu

Health Services

540-375-2286

Mrs. Sandra McGhee Mrs. Marcia Monroe healthservices@roanoke.edu

Help Desk

540-375-2225 Or Toll Free 1-866-551-2225

helpdesk@roanoke.edu

540-375-2379

Dr. Chad Morris Dr. Michael Hakkenberg morris@roanoke.edu

Information Technology Helpdesk

540-375-2225 Or Toll Free 1-866-551-2225

helpdesk@roanoke.edu

Intramurals & Recreation

540-375-5219

Todd Bowyer bowyer@roanoke.edu

International Education

540-375-2299

Mrs. Pamela Serota Cote Mr. W. Scott Couchman cote@roanoke.edu

Financial Aid

G

Goode-Pasfield Center for Learning & Teaching

H

Honors Program I

L Library Services

540-375-2294

Mrs. Sarah Blaha blaha@roanoke.edu

M Mail Services

540-375-2315

Mrs. Kathryn Link Ms. Jeanette Cockram link@roanoke.edu

Mentoring, Peer

540-375-2247 Or Toll Free 1-877-762-4557

Ms. Shannon McNeal mcneal@roanoke.edu

Multicultural Affairs

540-375-2099

Mrs. Juliet Lowery lowery@roanoke.edu

O Olin Gallery

540-375-2332

Olin Hall Box Office

540-375-2333

Ms. MB Talia Logan mlogan@roanoke.edu Ms. Rhonda Philips philips@roanoke.edu

P

President's Office

540-375-2201

Mr. Michael C. Maxey Mrs. Joyce Sink sink@roanoke.edu

Public Relations

540-375-2244

Mrs. Teresa Gereaux gereaux@roanoke.edu

42

R

540-375-2210

Ms. Leah Russell Mr. C. Allan Lockett Ms. Patty Gladden Mrs. Jeri Person registrar@roanoke.edu

540-375-2308

Ms. Teresa Blethyn Ms. Ellysia Dierker Ms. Carley Ellis Mr. Gregory Hanlon Ms. Nikki Sanguiliano Mr. Kody Rother reslife@roanoke.edu

540-375-2310

battaglia@roanoke.edu

Student Accounts

540-375-2255

Mrs. Sandra Jackson Mrs. Ella Rickerson Mrs. Diane Thompson dthompson@roanoke.edu

Student Activities

540-378-5125

Mr. Mark Petersen Ms. Diane Wing petersen@roanoke.edu

Student Affairs

540-375-2592

Mr. Aaron Fetrow, J.D. Dr. Brian Chisom Ms. Rebecca Armstrong armstron@roanoke.edu

Student Loans

540-375-2266

Mrs. Paige Wygal wygal@roanoke.edu

Student Organizations

540-378-5125

Student Success Initiatives

540-375-2446

Registrar

Residence Life Management

S Security

Mr. Mark Petersen petersen@roanoke.edu Mr. Bryan Ryberg ryberg@roanoke.edu

T Theatre Arts

540-375-2354

Ms. Rhonda Phillips philips@roanoke.edu

Transcripts

540-375-2210

registrar@roanoke.edu

Tutoring, Subject

540-375-4949

Ms. Shannon McNeal subject_tutoring@roanoke.edu

540-375-4949

Dr. Sandee McGlaun writingcenter@roanoke.edu

W Writing Center

43

6B: WHERE TO REFER Academic resources and support services are critical components that support the success of our students. The following are the services to which academic advisors most frequently refer students.

Goode-Pasfield Center for Learning & Teaching includes:  Disability Support Services  Writing Center  Subject Tutoring  Advising  Workshops  RC Success Program

Registrar’s Office Counseling Center Health Services Office Career Services Office Fintel Library Financial Assistance includes:  Financial Aid  Business offices

Goode-Pasfield Center for Learning & Teaching Location: Fintel Library, first floor Hours: Monday-Friday, 8 a.m.-4:30 p.m.; separate tutoring and workshop hours listed below Staff: Dr. Bill Tenbrunsel, Associate Dean/Director; Ms. Anne Smith, Office Coordinator Phone: 540-375-2247, Toll Free—1-877-762-4557 The Goode-Pasfield Center for Learning & Teaching is open to all Roanoke College students.

The Center offers the following services: Freshman and Undeclared Student Advising Staff advisors are available to answer questions about the advising process. Staff advisors have their own advisees and facilitate the academic advising of entering freshmen, transfer freshmen, and all other students who have yet to declare an academic major.

Academic advisors: Ms. Shannon McNeal, Mr. Rick Robers, Dr. Bill Tenbrunsel

Disability Support Services The DSS Coordinator maintains the documentation of students with diagnosed disabilities, and facilitates students’ consultation with faculty members and academic advisors regarding reasonable accommodations.

Coordinator: Mr. Rick Robers Writing & Success Skills Workshops Several writing workshops on selected topics are held every semester on selected Thursdays at noon, lunch included.

Facilitator: Dr. Sandee McGlaun Success Skills workshops are offered in a number of venues: “Your Own Workshop” individual or small-group workshops, by appointment; online PowerPoint presentations at the CLT website; and class presentations arranged by instructor. Facilitator: Mr. Rick Robers

The Writing Center Writers working in any discipline and at any level of competence meet with trained peer tutors in informal, one-on -one tutoring sessions that focus on writing. Tutorials are available by appointment as well as on a walk-in basis.

Sessions are held, Sunday-Thursday, 4-9 p.m., in Fintel 015 on the ground level of the library.

Director: Dr. Sandee McGlaun Subject Tutoring Trained peer tutors provide assistance—primarily in the sciences, math, statistics, languages, business and economics, and the social sciences—to students who are experiencing academic difficulty or who may wish to maximize their efforts. This is a nationally certified program through the College Reading & Learning Association (CRLA).

Sessions are held, Sunday-Thursday, 4-9 p.m., in Fintel 005 on the ground level of the library.

Coordinator: Ms. Shannon McNeal

RC Success Peer Mentoring Program This program offers assistance—including mentoring sessions, structured study hall, and study skills workshops—to freshmen who have been placed on academic warning after their first semester at Roanoke.

Coordinator: Ms. Shannon McNeal Registrar’s Office Location: Administration Building, Room 100 Hours: Monday-Friday, 8 a.m.-4:30 p.m.

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Staff: Ms. Leah Russell, Associate Dean/Registrar; Mr. C. Allan Lockett, Assistant Registrar; Mrs. Jeri Person, Academic Program Coordinator; Ms. Patricia Gladden, Student Records Coordinator; Mrs. Ramona Moore, Secretary.

Phone: 540-375-2211

Student Health Services provides on-campus medical treatment for full-time students with acute illness and minor injuries; preventative services; health education: and also serves on the CARE Team.

Walk-ins are welcome; however, appointments are strongly encouraged to minimize waiting time. Please note that most procedures or physicals and all M.D. visits require a scheduled appointment.

Cost: There is no charge for routine visits. In house lab testing, special exams, physicals, allergy injections and immunizations or other injections incur charges payable by cash, check, Maroon Money or most major credit cards.

After-hours care is available locally at three urgent care centers and a Medical Center Emergency Department, all within five miles of campus.

Insurance: International students are required to have health insurance in accordance with federal regulations. Domestic students are expected to have health insurance.

Medical Excuse policy: Health Services does not provide excuse notes. Students are encouraged to contact individual faculty members in the event of illness that interferes with class attendance. Faculty may contact Health Services for information about individual students if the student provides authorization. Faculty will be notified in the event a student is seriously ill or hospitalized.

The staff of the Registrar’s Office can assist with the following:  Provide enrollment verification through on-line access or written verification.  Answer questions about locating faculty or staff members or give direction to an office.  Provide academic information pertaining to student records.  Make changes in address and other demographic information.  Notify instructors of class absence in case of personal or family illnesses or emergencies.

Counseling Center Location: Morehead Hall Hours: Monday-Friday, 8 a.m.-4:30 p.m.

Staff: J.R. Hap Cox, Ph.D; Colleen Quigley, MS, Licensed Professional Counselor; Mollie Guzo, MS, Licensed Professional Counselor; Ms. Kathy Russo, Coordinator.

Phone: 540-375-2302 The Counseling Center at Roanoke College is part of a community for students learning to succeed in college and in life. It is prepared to respond to the mental health needs of the College in a competent, compassionate, and confidential manner. It provides on-campus personal counseling, crisis intervention, and educational presentations for students with a wide range of developmental and behavioral problems, and consultative services to the entire campus community so as to more capably respond to the psychological needs of students and advance their educational aspirations.

Appointments are scheduled based on counselor availability. Services are free of charge.

Fintel Library Location: High Street Hours: .Monday-Thursday, 8 a.m.-midnight; Friday, 8 a.m.-5:30 p.m.; Saturday, 10 a.m.-5:30 p.m.; Sunday, noon-midnight.

Staff: Mr. Stan Umberger, Director; Ms. Piper Cumbo, Instruction & Reference Librarian; Mr. Hany Hosny, Lending Services; Ms. Patricia Powell, Catalog Librarian; Mr. David Wiseman, Manager/Library Information Systems.

Phone: 540-375-2294

Health Services Location: 211 High Street (next to Chalmers) Hours: Monday-Friday, 8:30 a.m. - 4:30 p.m. during the academic year. Medical services are not provided during the summer. Summer office hours are Monday – Thursday, 9 a.m. – 4 p.m. The office is closed on Fridays during the summer.

Staff: Sandra McGhee, RNCS/FNP, MS, Director; Clement Binnings, MD, College Physician; Katherine Parrish, MS, FNP, Nurse Practioner; Robin Strosnider, RNC, College Health Registered Nurse; Darlene Orr, Rn, Staff Nurse; Ms. Marcia Monroe, Coordinator.

Phone: 540-375-2286

Fintel Library was named in honor of Dr. Norman Fintel, eighth president of Roanoke College, and his wife, Jo. The Library staff strives to offer exceptional services and collections to Roanoke College students, faculty, staff, and the surrounding Roanoke College community. In partnership with faculty, librarians aim to provide students with information fluency skills necessary for a successful liberal arts educational experience, as well as foster lifelong learners. Services offered at Fintel Library: The library homepage http://libguides.roanoke.edu/ library is the main access point for research, providing a user with links to the Library’s catalog, databases and full text journals, as was to course reserve materials.  Borrowing privileges for books, videos, DVDs, laptops, 45

and bicycles.

Fintel Library offers a shared catalog and collection with Hollins University. Students can request items from Hollins and receive them via a courier within 24 hours of the request, Monday-Friday.  “Ask a Librarian” e-mail and chat link provides access to reference librarians  Research appointments with subject liaisons allow students one-on-one research assistance  Research guides that subject liaisons have crafted for students  Interlibrary loan of materials not in the catalog, but held at other libraries  Group study rooms and a 24-hour study room  Wireless access building-wide  Individual computer workstations, printers/copiers, and a computer lab for group instruction  Off-campus access to full-text library resources  Information literacy instruction in courses or individually to assist students with using library resources and finding and using information  Specialized collections, e.g., the Roanoke College Archives, the Henry H. Fowler collection, U.S. Congressman Jim Olin collection, the E. Howard Hammersley Photographic collection, the Virginia Synod of the Evangelical Lutheran Church in America, and a selective U.S. Depository government documents collection.

The staff at Fintel Library strives to make all services, equipment and resources accessible to any users with disabilities.

Advisors working with students will find the following resources at the link listed below:  Four-Year Career Planning Guidelines for College Students;  Resources to aid in advising students on specific career fields;  Detailed information on internships at Roanoke, and resources to help find them. http://roanoke.edu/A-Z_Index/Career_Services/ FacultyStaff.htm



Financial Assistance Academic advisors who are concerned about a student who has encountered financial difficulty should refer the student to either the FInancial Aid or Business offices, as appropriate. Services are described below.

Financial Aid Office Location: Roselawn, second floor, High Street (left side of Fintel Library) Hours: Monday-Friday, 8 a.m.-4:30 p.m.

Staff: Mr. Thomas Blair, Jr., Director; Ms. Melissa Lacombe, Associate Director; Mrs. Linda Palmer, Coordinator; Mrs. Melissa Preston, Counselor.

Phone: 540-375-2235 Every year, more than 85 percent of the Roanoke College student body benefit from some type of financial assistance thanks to Roanoke College, the Federal Government, the Commonwealth of Virginia and private outside sources.

Financial Aid counselors are available to discuss changes in students’ financial circumstances (e.g., divorce, loss of employment) and requirements for retaining financial aid awards. Some of those requirements are described below, with charts and bold print emphasizing principal features.

In order to be academically eligible to receive financial assistance from federal, state, or College programs, students must be degree seeking and making satisfactory academic progress in their course of study. Student recipients of the RC Grant, Commonwealth Award, Bolton Award, Area Award, Kizer Award, RC Lutheran Grant, Transfer Grant, Achievement Award, RC Supplemental Grant/Award, Tuition Exchange Program, RC Loan, GATE Loan, and/or any other College/federal/state grants/ loans must maintain a minimum cumulative grade point average based on their official academic grade level, as follows: Recipients of the following scholarships will have two full years to achieve the minimum cumulative grade point average requirements. At the end of the sophomore year, and each year thereafter, recipients must have attained the following cumulative grade point average, as indicated:  Oberley Scholarship recipients are required to achieve a cumulative grade point average of 3.0 and

Office of Career Services Location: Fowler Alumni House, 202 High Street (to the right side of the Fintel Library) Hours: Monday-Friday, 8 a.m.-4:30 p.m.; evening hours listed separately.

Staff: Ms. Toni McLawhorn, Director; Mrs. Amy Foster, Assistant Director; Mrs. Karen Hagele, Coordinator.

Phone: 540-375-2303 The office can be especially helpful to students who are undecided about a major; career exploration instruments and individual counseling sessions are available for this purpose. Other services include activities such as selfassessment, career exploration, identification of educational options (e.g., graduate school programs), the arrangement of internships, and the job search process.

Career planning programs are built on the premise that career choice is a developmental process that occurs over time.

Therefore, students are strongly encouraged to become actively and continuously involved in steps to better ensure their success upon graduation. A four-year planning guide (at http://roanoke.edu/A-Z_Index/ Career_Services/Students.htm) provides suggestions regarding specifics for each year of one’s college career.

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





can maintain eligibility for a maximum of two years.

The Roanoke College Honors Scholarship, offered through the 2012-2013 academic year, is reinstated for each semester of continued participation in the Honors Program as determined by the Director of the Honors Program. The Roanoke College Music Scholarship is reinstated for each semester of continued participation in the music/choral program as determined by the Fine Arts Department.

Eligibility for the Virginia Tuition Assistance Grant, Tuition Exchange, and all College funded aid is limited to four years, or 8 semesters. With the exception of the Beard Scholarship, College dollars and the Virginia Tuition Assistance Grant are limited to the cost of tuition. The Beard Scholarship covers tuition and standard room and board charges. Fees including any non-standard room fees are the student's responsibility.

If a student does not attain the minimum required grade point average by the end of the academic year, and is academically eligible to re-enroll (as determined by the Associate Dean/Registrar of the College), financial aid programs are automatically reduced on a percentage basis and re-instated.

Please consult the Financial Aid Office for further information. Federal and state aid programs are automatically reinstated for students placed on academic warning, assuming financial eligibility is maintained. Students enrolling in the summer session) to improve unsatisfactory progress should consult with the Financial Aid Office concerning program eligibility.

Students are reviewed for satisfactory academic progress at the end of Spring term. In cases of unsatisfactory progress, affected programs will be reduced. Any reduction in assistance may be appealed through the Financial Aid Office. Only compelling non-academic reasons will be considered.

In cases of less than satisfactory academic progress, reinstatement of aid in full is exceptional and is based on unusual circumstances that must be outlined clearly in a letter from the student. Letters from parents will not be accepted. New or returning students entering in January are reviewed for satisfactory academic progress at the end of the Spring term. Further information on this policy and on the appeal procedure is available in the Financial Aid Office.

a year of enrollment - 1/6 at the end of the first year, 2/6 at the end of the second year, and so forth for a full-time student.

Grants & Awards CLASS

MINIMUM CUM GPA

Freshman

1.70

Sophomore

1.85

Junior/Senior

2.00

SCHOLARSHIP

MINIMUM CUM

Beard Scholarship Bittle Scholarship

3.3 for all grade levels

Faculty Scholarship Dreher Scholarship Morehead Scholarship Baughman Scholarship Roanoke College Scholarship Other Roanoke College Scholarships

3.00 for all grade levels

Business Office Location: College Hall (behind Crawford Hall and across from Chaplain’s Office) Hours: Monday-Friday, 8 a.m.-4:30 p.m.

Staff: Mrs. Sandra Jackson, Business Office Manager; Mrs. Paige Wygal, Accountant & Payroll Manager; Ms. Kathy Lester, Payroll Coordinator; Mrs. Ella Rickerson, Cashier; Mrs. Diane Thompson, Cashier.

Phone: 540-375-2255

The mission of the Business Office is to provide accurate and timely financial services for the college community. The Cashier’s Office (left office from the foyer) loans Maroon Card Money, provides student account balances, and accepts payments on students’ tuition and room and board accounts, May Intensive Learning travel, and parking and library fines.

The maximum time frame during which a student may complete the degree and retain academic eligibility for federally regulated programs is six years for a full-time student and 12 years for a half-time student. This period is proportionately altered for a student who changes her/ his enrollment status from term to term. A student must have earned at least enough units to complete the proportionate percentage of the time frame at the end of

The Payroll Office processes student work/study sheets and loans, and international student taxes.

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STUDENT OPPORTUNITIES SECTION 7 One part of being a good advisor is being a great connector.

Being able to recognize when students can take advantage of opportunities—and inspiring them to do so—may open up a whole new set of possibilities for them.

Roanoke College has many curricular and co-curricular activities and organizations that invite student involvement. Consistent with the College’s mission to develop students as “whole persons,” advisors should be aware that life outside the classroom can have an important influence on students’ college experiences and that discussion of these activities—and appropriate referrals—can often play an important role in the advising relationship. Most students will find it helpful to get established academically first of all. But participation in activities and organizations will enable them to get the most from their educational experience at Roanoke College, and to remain through graduation.

Experiential learning The success of experiential learning in students’ college careers is dependent upon high quality, personal advising. While requirements for programs such as majors, minors, concentrations, and general education can be easily summarized in the form of check sheets, advising is much more significant for experiential learning. Experiential learning includes both for-credit courses and non-credit opportunities, and at this point students are not required for graduation from Roanoke College. In the absence of a college requirement in Experiential Learning, in order to direct students toward these experiences we must rely upon (a) the reputation that such experiences develop among the student body, and (b) the influence of thoughtful, timely, personal advising.

Thus, access to these opportunities by a broader range of students (not just those super-users with high GPAs) can also be facilitated through placing more emphasis on experiential learning in advising.

Internships Ms. Toni McLawhorn, Director of Career Services 375-2303 mclawhorn@roanoke.edu Mr. James Buriak, HHP Internship Coordinator

375-2343 buriak@roanoke.edu Dr. Pamela Galluch, Business Administration/Economics Internship Coordinator 375-2432 galluch@roanoke.edu Dr. Mary Camac, Psychology Internship Coordinator 375-2474 jlynch@roanoke.edu Ms. Jennifer Rosti, Communications Internship Coordinator 375-2386 rosti@roanoke.edu

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Internships are valuable experiences in assisting students in verifying career choices and in preparing students for entry into graduate school. Research also has shown that recent graduates with internship or other experiential background will find employment more quickly. The following questions and discussion tips may be helpful in initiating a discussion with students about internships.

What do you feel are your strongest skills, experiences, knowledge and interests? (Note this interest may or may not be directly related to the student’s major or intended major.)

Once you have identified your skills, for what sort of organization would you like to work? ·For example, if you want to do research, what outcome would you like the research to have? What kinds of research are you already equipped to do? Are you interested in primary source research or do you prefer to use the internet? ·Next, what sort of organization would be of interest to you? Do you see yourself in a formal, business setting or a more relaxed environment? Can you picture yourself working for a government—local, state, or federal— agency, or do you see yourself in a fast paced, Fortune 500 setting? ·Does the product or service matter to you or are the skills you would use more important? Can you see yourself working for a non-profit agency or do you want to contribute to the profit margin of your employer?

Decide whether or not you want to complete the internship for academic credit.

If the area you have identified for your internship is related to your major, minor, or concentration, you may want to apply for academic credit. Guidelines for each academic department are available on handouts in the Office of Career Services, and you should see the internship coordinator for the department and/or your academic advisor.

Credit-bearing internships: ·provide one unit of credit; ·are available only on a Pass-Fail basis; ·require a minimum of 110 hours at the internship site during the semester (an average of 8 – 10 hours per week); ·require that the student keep a journal, write a summative paper, and in some cases complete a special project while on the internship.

Final approval of a site will be the decision of the faculty in the department.

Give serious consideration to academic credit for all unpaid internships. Some employers now will not use students on an unpaid basis unless they do get academic credit.

Research 375-2430 research@roanoke.edu Students have several options for getting involved in research with a faculty member: volunteer, receive course credit, or get paid. Encourage your advisees to talk to a favorite professor about his or her research interests. If it sounds intriguing, encourage them to volunteer as a research assistant as a way of getting their feet wet. Many departments give course credit for doing research. Your advisees can even do research in lieu of taking a traditional May Term course. The Office of Student/Faculty Research website has additional information on getting involved or you can send your advisees to talk to the Director of Student/Faculty Research:

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Study Away Mrs. Pamela Serota Cote, Director of International Education 375-2299 cote@roanoke.edu Mr. W. Scott Couchman, Assistant Director of International Education 375-2068 couchman@roanoke.edu Administration Building, Room 206 Studying abroad entails a great deal of advanced planning. This is due to the fact that equivalent coursework to that taken at Roanoke College must be identified, evaluated, and approved prior to the student’s participation in the program. This process can be more challenging depending on the student’s field of study. Those students who need to plan for prerequisites in highly structured programs such as accounting, biology, chemistry, physics, and Health and Human Performance, among others, will be at a disadvantage unless a well thought out map of the student’s undergraduate career is established early.

Providing the opportunity for a junior year abroad experience requires flexibility. While it is possible to provide equivalent coursework in most fields of study, and in most regions of the world, there is no guarantee that the student will be able to take only similar, upper level, required coursework for his or her major. Foreign language study enhances this flexibility.

In working with a student to determine the best curricular path to allow for a junior year abroad there are several strategies that may be helpful. Many Roanoke College academic departments allow for electives or “special topics”.

These requirements are much easier to accommodate at foreign institutions.

Also, INQ perspectives coursework is more easily transferrable in many cases.

Working with the student to identify a major field of study very early in his or her career, and establishing a solid foundation of required coursework in the freshman and sophomore years can go a long way to making a junior year abroad a reality for many of our students.

Here are some prompts for students that you might consider to get students interested: 

   

Ask the student about past educational travel experiences (or travel experiences in general), and recommend that they look into the programs we have to offer.

Encourage the student to consider our May Term travel options during freshman or sophomore years as a possible springboard to a junior year or semester abroad.

Ask about foreign language study, but assure the student that foreign language is not required to study abroad, and that studying in English is an option in many non-English speaking countries.

Also let the student know that it costs almost the same to study on campus as it does to participate in an exchange program.

Please inform the student where our office is located: Room 206 of the Administration Building.

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Civic Engagement & Service Learning At Roanoke College we’re committed to serving others. Students make a difference through a variety of agencies and projects throughout the Roanoke Valley and beyond. These include:

Course-embedded Opportunities Each semester, courses from across campus partner with the community on service-learning projects. A sample of these courses include the following:

Work with Community Partners Tutoring West End Center Presbyterian Community Center Head Start Lincoln Terrace Elementary St. John's Community Youth Program The Friendship Home

BIOL-265: Plant Diversity INQ-110: Marriage & Family INQ-120: American Civil War COMM-360: Studies in Intercultural Communications ROA-125: Self, Culture & Civic Response ANTH-380: Creating Community Change INQ-300: Making Life Count HHP-404: Physical Education INQ-120: Do Unto Others POLI-231: International Politics INQ-260: Traveling HHP-221: Professional Concepts & Leadership Dev. INQ-110: Sinking & Swimming RELG-220: Christian Ethics EDUC-330: Differential Instruction for Elem. Lang. Arts EDUC-210: Principles of Education COMM-317: Professional Communication COMM-330: Small Group Communication INQ-260: Global HIV/AIDS SOCI-221: Wealth and Poverty HIST-208: Archaeology of Slavery HHP-205: Non-Traditional Games & Activities HHP-301: Personal & Community Health INQ-277: Exploring Ghana through Service HIST-490: Early American History

Gardening Roanoke Community Garden Association Pruning Maroons College Garden Hunger Feeding America Samaritan Inn The Salem Pantry Micah's Backpack Housing Habitat for Humanity Roanoke Rescue Mission Family Promise Turning Point Alternative Break Trips Each fall, winter, and spring break student leaders facilitate a variety of domestic and international service-learning projects.

Domestic Columbia, SC St. Paul, VA Washington, DC New Orleans, LA International Guatemala Nicaragua

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Artistic-Creative Works Artistic and creative works provide students with the opportunity to discover their artistic potential through music, drama, art, dance, or creative writing. At Roanoke College students are able to participate in a range of opportunities leading to public performance or exhibit. Encourage your students to take full advantage of these opportunities.

Pick up more info on Experiential Learning in Fintel Library or go to

http://roanoke.edu/Academics/Real-world_Learning.htm

Co-curricular Activities Academic organizations: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Academic.htm

Multicultural organizations: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Multicultural_Organizations.htm Religious organizations: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Religious_Organizations.htm Leadership & governance: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Leadership_and_Governance.htm Performing arts: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Performing_Arts.htm Publications & media: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Publications_and_Media.htm Other organizations: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Other_Organizations.htm Service clubs: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Service_Clubs.htm Greek life: http://roanoke.edu/Student_Life/Clubs_and_Organizations/Greek_Life.htm

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ELECTRONIC BANK FORMS SECTION 8 MORE FORMS ………….  Declaration of INQ Substitutions Form  Order Replacement Diploma  Pass-Fail form Used to notify Registrar's Office of your intention to take a course based on a pass-fail designation rather than a letter grade.  Audit form Used to notify Registrar's Office that you will study course material and receive a designation of audit for this course instead of a letter grade.  Transcripts  Student Clearinghouse Verification of enrollment.  Request for Permission to Take Coursework at Another Institution  Authorization for Study Abroad Transfer Credit - RC Program

 Authorization for Study Abroad Transfer Credit - NON-RC Program

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ADVISING RESOURCES SECTION 9 WHAT WORKS WELL

National Academic Advising Association:

http://www.nacada.ksu.edu/

National Resources:

http://www.nacada.ksu.edu/Resources/index.htm

The Mentor: An Academic Advising Journal:

http://www.psu.edu/dus/mentor

National Survey of Student Engagement:

http://nsse.iub/index.cfm

Perry Scheme:

http://perrynetwork.org/schemeoverview.html

Theories and Approaches:

http://www.nacada.ksu.edu/clearinghouse/advising issues/theory.htm

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WORKS CITED SECTION 10 “Light, R. (2001)” Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press.

Appleby, D. (2001). The teaching-advising connection.

The Mentor: An Academic Advising Journal.

Retrieved July 31, 2011 from http://dus/psu.edu/mentor/ appleby0.htm

Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal (2), 65-73.

Brewer, C.L. (1993). Curriculum. In T.V. McGovern (ed.),

Handbook for enhancing undergraduate education in psychology (pp. 161-182). Washington, DC: American

Mathie, V.A., Beins, B., Benjamin, L.T., Ewing, M.M., Hall, C.C., Henderson, B., McAdam, D.W., & Smith, R.A. (1993). Promoting active learning in psychology classes. In T.V. McGovern (Ed.),

Psychological Association.

Handbook for enhancing undergraduate education in psychology (pp. 183-214). Washington, D.C.: American Psychological Association.

Family Educational Rights and Practices Act (FERPA).

Retrieved July 31, 2011 from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html.

McGillan, V. & Champarde, T. (Eds.). (2004). Workshop on Faculty Advising at the NACAA 18th Annual Academic Advising Summer Institute. Milwaukee, WI.

Grites, T.J. (1994). From principle to practice: pain or gain?

National Academic Advising Association Journal, 14 (2), 80-84.

National Survey Student Engagement (NSSE) Benchmarks of effective educational practice. Retrieved July 31, 2011 from http://nsse.iub.edu/pdf/nsse_benchmarks.pdf

Habley, W.R. (1995). Advisor Training in the Context of a Teaching Enhancement Center. In R. E. Glennen and F.N. Vowell (Eds.) Academic Advising as a Comprehensive Campus Process. (National Academic Advising Association Monograph Series, no. 2.). Manhattan, KS: National Academic Advising Association.

Nutt, Charlie L. (2003). Academic advising and student retention and persistence. Retrieved July 31, 2011 from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.ksu.edu/Clearinghouse/AdvisingIssues/ retention.htm.

Habley, W.R. (1994). Key concepts in academic advising. In

Session Guide, Academic Advising Summer Institute, p.10.

National Academic Advising Association, Kansas State University, Manhattan, KS.

Puente, A.E. (1993). Toward a psychology of variance: Increasing the presence and understanding of ethnic minorities in psychology. In T.V. McGovern (Ed.), Handbook

Hagan, P.L. (1994). Academic advising as dialectic. National Academic Advising Association Journal, 14 (2), 85-88.

for enhancing undergraduate education in psychology (pp. 71-92). Washington, DC: American Psychological Association.

Halpern, D.F. (1993). Targeting outcomes: Covering your assessment concerns and needs. In T.V. McGovern (Ed.),

Rooney, M. (1994). Back to the future: Crookston and O’Banion revisited. National Academic Advising Association Journal, 14 (2), 35-38.

Handbook for enhancing undergraduate education in psychology (pp. 23-46). Washington, DC: American Psychological Association.

Tinto, V. (1987). Increasing student retention. San Francisco: Jossey-Bass.

Kuh, G., Kinzie, J., Schuh, J., & Whitt, E. (2005). Student success in college: Creating conditions that matter. Washington, D.C.; Jossey-Bass.

Tinto, V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19 (2), 5-9.

Laff, N.S. (1994). Reconsidering the developmental view of advising. Have we come a long way? National Academic Advising Association Journal, 14 (2), 46-49.

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®

Department Information 221 College Lane • Salem, Virginia 24153 540-375-2500 © 2010 Roanoke College. All rights reserved. Roanoke College, Classic for Tomorrow, Elderscholar, The Management Institute, Roanoke Review, Roanoke Maroons and associated logos are trademarks of Roanoke College.

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