Advising Manual

Advising Manual

Mission, Vision and Core Values of Advising at SCCC Vision Statement: Seward County Community College advising program aspires to provide the highest quality of academic advising.

Mission Statement: The advising program will provide a learning centered system based on shared responsibilities and a commitment to helping students identify and realize their academic, career and life goals.

Core Values: 1.

Advising is a process that promotes lifelong learning to produce well-educated and responsible citizens.

2.

Advisors are responsible to the students and individuals they serve.

3.

Advisors are responsible to the college or university in which they work.

4.

Advisors are responsible to higher education.

5.

Advisors are responsible to their professional role as advisors and to themselves personally.

6.

Advisors are responsible for involving others, when appropriate, in the advising process.

Academic Advising Goals and Programmatic Outcomes The primary goals of academic advising at Seward County Community College include: 1.

Providing a purposeful and connected relationship between advisor and advisee.

2.

Understanding research on theories and knowledge of teaching, learning and human development.

3.

Reflective of developmental and demographic profiles of the student population.

4.

Responsive to the special needs of individuals.

Programmatic Outcomes to support the goals include: 1.

Promoting learning and development in students based on theories and knowledge of teaching,

learning and human development.

2.

Assisting students in overcoming educational, personal, and career concerns.

3.

Assuring advisors communicate effectively and honestly with students in a caring and open manner.

4.

Providing current and accurate information on institutional policies and procedures, and guidelines.

Programmatic Outcomes For Academic Advising • Assisting students in overcoming educational, personal, and career concerns.

•Assuring advisors communicate effectively and honestly with students in a caring, open manner.

•Providing current and accurate information on institutional policies, procedures, and guidelines.

Process or Delivery Options • Advisors assist students in becoming self-advocates.

• Advisors are knowledgeable of curricular requirements associated with extracurricular programs.

• Advisors facilitate students’ exploration of career and transfer opportunities and requirements.

• Advisors are approachable, honest, and realistic regarding students’ academic abilities.

•Advisors facilitate students’ exploration of career and transfer opportuntieis and requirements.

•Advisors are approachable, honest, and realistic regarding students’ academic abilities.

•Advisors assist students in becoming self-advocates.

•Advisors are knowledgeable of curricular requirements

Learner Outcomes • Decision Making, critical thinking, and communication.

Student Learning Outcomes

Pedagogy

Curriculum

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

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

Student Learning Outcomes: The student learning outcomes of academic advising are guided by an institution’s mission, goals, curriculum and co-curriculum. These outcomes, defined in an advising curriculum, articulate what students will demonstrate, know, value, and do as a result of participating in academic advising. Each institution must develop its own set of student learning outcomes and the methods to assess them. The following is a representative sample. Students will: • Craft a coherent educational plan based on assessment of abilities, aspirations, interests, and values • Use complex information from various sources to set goals, reach decisions, and achieve those goals • Assume responsibility for meeting academic program requirements • Articulate the meaning of higher education and the intent of the institution’s curriculum • Cultivate the intellectual habits that lead to a lifetime of learning • Behave as citizens who engage in the wider world around them. Academic advising, based in the teaching and learning mission of higher education, is a series of intentional interactions with a curriculum, pedagogy, and a set of student learning outcomes.

The Advisor/Advisee Relationship Advisors Make the Difference: Research has demonstrated that one of the most powerful influences on student persistence in college is individual attention from faculty members. Students frequently judge the worth of their academic experience from their interactions with faculty members. In a national survey, college presidents ranked academic advising as a leading factor in student retention, and improving academic advising has been one of the most frequently cited strategies to increase student retention in the past decade. Academic advising can positively influence the educational and personal development of students.

While the ultimate responsibility for making informed decisions about life goals and educational plans rests with the individual student; the academic advisor is an important catalyst in the process. The advisor assists and supports the student in the decision-making process by helping to identify and assess alternatives and consequences of decisions.

Advising is an Instructional Process: The advisor at SCCC advises students as a part of his/her teaching responsibilities. In concurrence with our philosophy, advising is an instructional process lead by the teacher. As in any teaching situation, 1. First the teacher (the advisor) defines the nature of the content unit (academic advising).

2. Secondly, the advisor addresses the specific components of advising necessary for success (the professional relationship of student and advisor).

3. Finally, the advisor stresses the mutual responsibility of this process (the successful completion of the student’s academic goals). The advisor must provide accurate and relevant materials to the advisee throughout this professional relationship.

The advisee acquires the information needed to assume final responsibility for course scheduling and successful completion of all graduation requirements in a timely framework. For many advisees, this will be their first model of a successful professional relationship. Questioning the advisor and other SCCC personnel for the academic and career information necessary enables advisees to meet educational goals identified as a result of this search. The advisee must provide accurate information and relevant materials to the advisor throughout this professional relationship.

Advising Responsibility What It Is? Advising is a responsibility shared by faculty and students. It is not, however, the advisor’s responsibility to set goals, choose courses, or make decisions for the student. Neither is it solely the advisor’s responsibility to see that students fulfill all the requirements and complete necessary paperwork. The advisor’s task is to guide the student toward academic decision making. Keeping this provision always in mind, we can state that advisor’s responsibilities include the following: 1. Using data to provide accurate information about educational options, requirements, policies and procedures 2. Planning an educational program consistent student’s interest and abilities 3. Assisting students in continual monitoring and evaluation of their educational progress 4. Helping students to meet special education needs through adequate referrals to other resources of the intuition 5. Helping students understand the nature and purpose of higher education 6. Helping students to learn to accept responsibility for their own action and decisions 7. Helping students to clarify their values and goals What It Isn’t?

Rather than the joint process described above, advising is sometimes mistaken for an isolated task performed by advisors prior to the registration period. Advising is not something advisors do to or for students, but it is something advisors and students do together over a period of time. Advisors should avoid advising situations that resemble the following: 1. Just obtaining a signature to register 2. A conference held once a term.

3. Focused only on a student’s academic experience 4. Telling students what to do 5. A judgmental process 6. Personal counseling 7. Supplementary to the educational mission of the institution 8. A paper relationship Showing Concern for the Individual Student An important factor in the advising process is having an academic advisor who shows concern for them as individuals. Students are more likely to value the information and follow the advice given to them when they recognize the faculty advisor’s genuine interest and concern.

Most faculty advisors can quickly become qualified to help students select courses; however many faculty advisors struggle with building the personal relationship that is important for effective advising. To truly be effective, you should be able to go beyond routine course scheduling to help students achieve their academic and career goals.

The questions you ask a student can be those you use to seek information (closed-ended) and those that you use to build a relationship (open-ended). It may be helpful to distinguish the types of questions and their purposes. Try to use open-ended questions to encourage students to talk rather than closed questions that can be answered in a few words. Closed questions can shut down communication.

Showing Concern for the Individual Student An important factor in the advising process is having an academic advisor who shows concern for them as individuals. Students are more likely to value the information and follow the advice given to them when they recognize the faculty advisor’s genuine interest and concern.

Most faculty advisors can quickly become qualified to help students select courses; however many faculty advisors struggle with building the personal relationship that is important for effective advising. To truly be effective, you should be able to go beyond routine course scheduling to help students achieve their academic and career goals.

The questions you ask a student can be those you use to seek information (closed-ended) and those that you use to build a relationship (open-ended). It may be helpful to distinguish the types of questions and their purposes. Try to use open-ended questions to encourage students to talk rather than closed questions that can be answered in a few words. Closed questions can shut down communication.

Advising Students from Special Populations Transfer Students: A large number of SCCC students wish to transfer to a four year school or university after leaving SCCC. Advising transfer students can present many challenges. These students need to know exactly which courses will transfer to which university. Even with the comprehensive articulation agreement with Seward County Community College, individual schools and programs have specific requirements. Faculty advisors need to work especially closely with Student Services to ensure that the students understand how their coursework will mesh with their intended College or University. Also, advisors need to help students realize that if the student changes career goals, some courses may not transfer.

Students in Academic Difficulty: Students with Warning or Probationary Status are often those most in need of careful advising, Paradoxically, these are the students least likely to seek out their advisors or to follow through on the advice received. They can try to be patient of the most experienced advisors. However, many advisors find that helping these students succeed can be the most rewarding advising experience.

Many students in academic difficulty lack specific skills such as time management, proper study habits or self-discipline. They are usually reluctant to seek help and do not know what resources are available to assist them. However, if they are willing to make a commitment to change old habits and learn new study skills, they can learn strategies that are needed to be successful academically at SCCC. When professional counseling is warranted, the Student Services Office can provide a range of services.

Learning Disabled Students: Section 504 of the Rehabilitation Act of 1973 states: “no otherwise qualified handicapped individual in the United States shall solely be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.” The Americans with Disabilities Act (ADA) extends some of the provisions of Section 504.

A learning disability is a disorder that affects the manner in which individuals with normal or above average intelligence take in, retain, and express information. It is commonly recognized as a significant deficit on one or more of the following areas: Oral expression, basic reading skills, reading comprehension, mathematical calculation or problem solving. Individuals with learning disabilities also may have difficulty with sustained attention, time management or social skills.

Many college students with learning disabilities are intelligent, talented and capable. Typically, they have developed a variety of strategies for compensating for their learning disabilities. However, the degree of severity of the disability varies from individual to individual.

According to federal regulations, students with documented disabilities have the same legal entitlements as all other SCCC students. Section 504 of the Rehabilitation Act of 1973 and the Disabilities Act of 1990 prohibit discrimination on the basis of disability. Federal regulations mandate “reasonable accommodation” for learning disabled students in the same way that they mandate curb cuts and ramped entrances to classroom building for physically disabled students.

In order to qualify for accommodations at SCCC, a student must provide the appropriate documentation in a timely manner. This documentation is reviewed by the Dean of Student Services and accommodations are made based upon this review. When accommodations are appropriate, the student is notified of the arrangements. You might tell your advisees that if they have any special needs, to make them known the proper person.

International Students: The diversity of SCCC’s population makes it unique. All new students can experience feelings of loneliness and homesickness during the first days at SCCC. But for international students, the emotional discomfort that comes as a result of separation is exacerbated by the cultural adjustment. Language food, social behavior, nonverbal communication, and academic expectations are but a few of the challenges which international students face as they make their adjustment to SCCC. The challenge in advising international students is to understand that they have common concerns both socially and academically, but at the same time, each international student has his or her own specific questions and concerns. Some international student concerns are topics that include immigration matters, social and cultural differences, financial matters and personal concerns.

Multicultural Awareness Multicultural awareness is an essential helping skill; as humans, cultural identity “is central to what we see, how we make sense of what we see, and how we express ourselves” (DuPraw & Axner, 1997). Lack of understanding about what constitutes cultural identity, and how people are affected by the various aspects of their worldview, can be a source of conflict and a hindrance in the development of productive relationships. To academic advisors specifically, Dreasher (2014) warns, “If we do not notice, learn about, and respond appropriately to the diversity in our institutions, misunderstandings are likely to occur. This, in turn, will greatly compromise the effectiveness of our relationships with the students we advise” (p. 27).

DuPraw and Axner (1997) contend that as advisors “oftentimes we aren’t aware that culture is acting upon us. Sometimes we are not even aware that we have cultural values or assumptions that are different from others!” Paul Pedersen’s (2002) model of cultural competency development has found wide acceptance in the fields of counseling, medicine, and education and is a critical piece of foundational knowledge for academic advisors seeking to expand their skills in this area (Ali & Wilcox, 2016). Pedersen warns that since “all behaviors are learned and displayed in a particular cultural context,” educators of all types, no matter how skilled, may find that approaching a conversation with culturally incorrect assumptions can result in inaccurate assessment of the situation, which may then lead to inappropriate advice being given.

Pedersen’s model offers a framework for development of the three competency areas of awareness, knowledge, and skills, to which some educators now add an attitude component (DTUI.com).

Cultural Competence Guiding Principles There are two guiding principles that advisors must keep in mind during the process of developing cultural competency awareness, knowledge, and skills: (1) cultural identity is made up of a myriad of aspects, and (2) while there is much that can be learned from generalizations about cultures, care must be taken to avoid applying stereotypes or over-simplification of these ideas. It is crucial that advisors preface any discussion of diversity issues with firm declarations that all people have cultural identity and that all forms of diversity are valued, whether they be majority or minority.

Understanding Intersectionality The term intersectionality was introduced by Kimberlé Crenshaw (1989) in a work that argued that the experience of being a black woman cannot be understood in terms of being black and being a woman independently, but rather, understanding must include the places where the two characteristics intersect. Additional contributions to the conversation have resulted in the expansion of intersectionality theory, which today explains that no person has only one identity category; all people exist at the intersection of multiple identities (Adewunmi, 2014; Collins, 2000; Crenshaw, 1993).

While understanding of intersectionality may have originated in a discussion regarding race and gender, educators now recognize that these are only two of the many identity elements that contribute to worldview development.

Some others are ethnicity, socioeconomic status, level of acculturation to majority norms, geographic region of origin, level of mobility (both physical and geographic), sexual orientation, educational achievement, speech patterns, family structure, religious beliefs, age cohort, health status, varieties of challenges and ableness, and various types of life experience (Adewunmi, 2014; Emba, 2015; Kottak & Kozaitis, 2008).

To be culturally competent, advisors must “be aware of the cultural complexity of their own cultural identities” (Pedersen, 2002) as well as the identities of their students. This skill development requires an honest assessment of one’s own current level of self-awareness.

Avoiding Stereotypes: Many examples can be found of presentations and publications in which presenters/authors discuss the “characteristics” which may be considered representative of umbrella-labeled groups. While no doubt the intention is to increase sensitivity and ability to communicate, in some cases the outcome is instead delineation of new sets of stereotypical expectations—or reinforcement of old ones—that inappropriately colors expectations and may decrease clarity in communication. As noted by Kottak and Kozaitis (2008), “labels can conceal considerable diversity” (p. 237).

In the area of race/ethnicity, for example, the most common umbrella-terms used in the United States are African-American, Asian-American, European-American, Native American, and Hispanic/Latino, with specific characteristics associated to the worldview of each group. However, recognized racial/ethnic groups are rarely—if ever—homogenous, and in-group distinctiveness may be as prominent as differences between groups. As noted by Brown and Rivas (1995), “all ethnic groups within [the United States] are an aggregation of many distinct subgroups.” Americans from every currently recognized racial/ethnic group “represent a majestic array of diversity” that should not “be described in generic terms” (Priest & McPhee, 2000, p. 106).

Other labels of this kind are also frequently used, such as in discussions of the common characteristics of members of American generational cohorts, known by terms such as the “Silent Generation,” the “Baby-Boomers,” the “Gen-Xers,” and the “Millennials” or “Generation Me” (Twenge, 2014). These sorts of categorical expectations can result in the viewing of behavior through these preconceived filters.

Focus on Meaning: Rather than focusing on characteristics of specific populations, a more effective approach is to look beyond specific behaviors in order to discover intent, because similar behaviors can serve dissimilar functions (and different behaviors serve similar ones) in different settings. In some contexts, for instance, respect is shown through the maintenance of eye contact, while in others direct eye contact is viewed as a signal of disrespect, challenge, or sexual invitation. In some cultural contexts, eating all of the food on one’s plate is viewed as a compliment to the preparer (and, conversely, not doing so may be perceived as a great insult), while in others it is viewed as poor manners and an indication of a low-class status. Rather than focusing on the particular culture involved, or even on the level of eye contact or the amount of food eaten, it may be most effective to seek to understand what communication (if any) is intended by these behaviors. (Perhaps a guest has an upset stomach and is afraid of becoming ill if he or she eats anymore; thus, how much the individual eats has nothing to do with either appreciation or manners!)

As noted by Dreasher (2014), “cultural competence development is a lifelong, gradual process of learning to be aware of, understanding, and acquiring the necessary skills to work across differences” (p. 27). Pedersen (2002) describes the development of multicultural competence as “a three-stage developmental sequence that begins with awareness of learned assumptions and moves through comprehension of culture toward the practice of active skills.”

Educators on the journey to multicultural competence must understand that all cultural behavior is learned and that all people have the natural tendency to judge the behavior of others in accordance with their own experiences. While it may be natural to believe otherwise, all humans are ethnocentric, at least to some degree.

This is not necessarily always a bad thing, since a certain amount of love for one’s own culture is necessary to hold societies together; however, anything that is positive (functional) at a certain level can become negative (dysfunctional) when taken too far, as frequently happens. Professionally developing educators can, however, train themselves not to judge one culture by the standards of another, and with vigilance, learn to maintain (at least for the most part) a stance of cultural relativism.

Becoming a culturally competent advisor must involve understanding the many ways that cultural perspectives can differ. For example, advisors should be aware of continuums of time orientation (circular-’loose’/ linear-’rigid’), space/tempo (synchronicity-harmony/independence-individuality), type of reasoning that is valued (intuitive-comprehensive/linear-analytical), type of verbal messages used (formal-verbal/informal-non-verbal), societal role expectations (flexible/non-flexible), and interpersonal relationships (collectivist/ individualistic). A culturally competent advisor needs to be able to identify where personal experiences have placed him or her on each of these continuums and how that placement might influence reactions to people who are at different points These are the skills and strategies that best serve all types of educators for working with students from any background. Advisors must begin by understanding that behaviors and verbalizations can have a variety of meanings and intentions, depending upon context, and must seek knowledge of what the possibilities may be. Becoming culturally competent involves the willingness for introspection and reflection on an advisor’s own cultural identity, seeking to understand his or her personal worldview. As noted by Cornett-DeVito and Reeves (1999), “advisors cannot merely increase awareness and knowledge about those from other cultures.

They must also recognize themselves as cultural creatures and realize that they must first know themselves to appreciate the cultural lenses through which they interpret others” (p. 39).

Culturally competent advisors are willing to admit that they have biases and stereotypes, and they seek understanding of what these are and where they come from. They have the desire to be continually working to look beyond their worldview and the dedication to gaining the knowledge and developing the skills that will aid them in doing so. Culturally competent advisors recognize that while it will not ever be possible to completely erase the effects of enculturation and experiences—and that it is unlikely, and perhaps even undesirable, to ever come to equally value or appreciate every possible means of cultural expression—they can come to the place where, for the most part, they seek to comprehend before they judge, offer thoughtful, responsive understanding, and show respect more often than demonstrate reactive judgment.

What does an Advisor at SCCC Do? 1. The advisor communicates with students (advisees) and other faculty 2. The advisor value students 3. The advisor interacts with everyone with culturally competence and understanding 4. The advisor educates himself/herself continually 5. The advisor assists students with course scheduling and enrollment 6. The advisor complete degree checks for students 7. The advisor assists students with FAFSA 8. The advisor assists students with choosing and changing majors 9. The advisor help students transfer to other schools 10. The advisor teaches the “hidden rules” of college to students 11. The advisor assists with new student orientation 12. The advisor build lifelong relationship with students 13. The advisor teaches students processes (enrollment, graduation) Academic Advising is the process of helping students match the College’s resources to their needs and goals so that they get the maximum benefit from their college experience and, at graduation, are prepared for life after college. Academic advisors help students plan their academic careers through the creation of a partnership.

This includes preparing for registration, resolving academic problems, and offering academic/educational advice. Academic advisors should also be able to assist students with planning for internships and employment opportunities within their disciplines as well as advising about graduate and professional school applications.

Also, academic advisors should listen carefully when personal problems are revealed and, when necessary, make referrals to the relevant office.

Why is Advising Important?

1. Advising is an integral part of maintaining and heightening retention at our institution.

2. If advising isn’t done well it can cause substantial academic and financial challenges for the advisee.

3. Advising is a learning experience; Advising is teaching.

4. Advising teaches life lessons (responsibility/accountably) 5. Proper advising can lead to financial security in the long term for the advisee.

6. Advisors helps to students see the big picture in life.

7. Academic Advisors help students understand it is beneficial to invest in a college education.

8. Having an academic advisor makes the advisee feel like they matter to because the advisor cares about his/ her advisees.

9. Academic Advising helps students to become responsible consumers of their own education 10. Advising is a process of helping students diminish the confusion that comes with a new environment, clarify their goals and get the most out of their education.

What are the crucial parts of Advising?

Instructional: The instructional piece of advising utilizes degree sheets, course schedules enrollment information and student information Relational: The relational piece of advising ensures the advisor gets to know the advisees as people. This helps the advisor meet the educational, social, emotional needs of the advisee.

Foundational: The foundational component of advising is important to advisors because it reminds them of the history of advising and what has historically been successful.

Assessment and Advising Procedures All new students who are degree or certification-seeking or those enrolling in any general education courses are mandated to assess. ACCUPLACER is the institution’s primary assessment.

ACCUPLACER results determine whether a student needs remedial course work in reading, math or English and indicates appropriate courses for enrollment.

The ACCUPLACER assessment is offered free-of-charge in the testing center (for the first time taking it and $30 each subsequent time after the first). Although the assessment is untimed, most students take between 1 and 1-1/2 hours to complete it.

Reservations are not required, but calling ahead to make an appointment is a good idea; the phone number for the testing center is 417-1042. Students must sign-in and present a photo ID prior to beginning any placement assessment or test.

Following assessment, students with declared majors are assigned to appropriate faculty for advising purposes.

Undecided students and students with special needs are assigned to staff and faculty with specialized knowledge.

Placement Table

Why Should I Take a Developmental Class? (Talking Points for Advisors) 1. You are making your future academic life easier by improving your reading, writing and/or math skills now.

You are also restricted from taking English I if your placement results include Reading Skills and/or Pre Composition I/Pre Composition II. Reading Skills I or II can be taken prior to or concurrently with English I. Progression to the next level of math or English requires achievement of a minimum final grade of “C.” 2. Depending upon courses taken, you will gain proficiency in the following areas: • College courses utilize textbooks written at the high school level or above; you will learn strategies for textbook reading (i.e.: recognize main ideas, supporting details, increasing your vocabulary).

FYI: Reading Improvement students work on vocabulary, reading comprehension and some time on

developing speed. Students learn Greek and Latin word parts to build vocabulary and also practice

finding topic and main idea.

College Reading students focus on how to read a college textbook and how to gleam vital information from it quickly. Students learn how to organize that information and how to read visual aids while continuing to develop vocabulary, comprehension and speed. Students will exit the class having practiced higherorder thinking and reading efficiency skills.

• You will study and expand your vocabulary and learn strategies to compensate for unknown vocabulary.

• You will learn note-taking skills and how to create outlines and graphic organizers.

• You will improve your study and organizational skills.

• You will learn time management skills.

• You will learn how to prepare for tests and test-taking techniques.

• You will learn grammar that is necessary to express meaning.

• You will practice formal academic writing and learn to organize and express your ideas clearly.

• You will learn to summarize what you have heard and read.

3. You can also speak with former/current developmental students to find out how the classes have benefited them.

4. Most classes are limited to 20 or fewer students so you will have the opportunity to receive individual assistance from your instructor.

EduKan EduKan is an internet-based community college. In cooperation with five other Kansas community colleges, SCCC offers students the opportunity to earn a portion or all of their associate degree through online courses.

Enrollment for EduKan classes is handled by the student at www.EduKan.org. Available courses vary; a current listing is published each semester in the Course Schedule and at the EduKan and SCCC websites. There are usually three sessions with different start/end dates each semester.

As an advisor, recommend the following to prospective EduKan students: 1. Preview the course syllabus. Can you reasonably plan to meet course expectations within the scheduled timeframe?

2. Admission and enrollment is a separate process. A first-time EduKan student is a “new student” (complete admissions form) for enrollment purposes even though you may already be taking SCCC on-campus courses.

3. Enroll now. Classes can fill early (meet capacity) and all enrollment is closed the Friday preceding the start of each session.

4. EduKan enrollments must be paid in full prior to the first day of class. If your financial aid has been awarded, it can be applied toward your EduKan bill.

5. After enrolling, check mycampusportal or request a printed copy of your SCCC enrollment from the Registrar’s office to confirm successful enrollment in your EduKan class(es).

6. All EduKan testing must be proctored. You can make arrangements for a proctor by contacting the campus Testing Center at 417-1042.

Guidelines for Athletic Satisfactory Progress 1. Students need to enroll in a minimum of 12 credit hours and attend classes throughout the entire semester.

2. Before withdrawing from any course, work with the athlete to determine the impact withdrawal will have on eligibility. Athletes must maintain 12 hours during season. Athletes must confer and receive a signature from their coach and advisor prior to withdrawing from a course.

3.Athletes must pass a minimum of 24 hours of credit each academic year with a 2.0 cumulative GPA, or an average of 12 credit hours per fulltime term of attendance. Athletes must pass 12 hours with a 1.75 GPA their first semester and 12 hour with a 2.0 GPA in subsequent terms thereafter.

4. Summer courses may be used to count towards the total hours of completion need for eligibility.

5.Developmental courses can be counted for eligibility. Student athletes who earn an A, B, or C in a remedial/ developmental course cannot repeat that course and have it count toward eligibility. Student athletes cannot take a remedial/developmental course which is lower that a prerequisite to the one they have successfully passed and have it count toward eligibility.

6. A course that a student has already received credit for will not count toward the 24-credit hours. The advisor must review the student’s records to make sure that he/she has not taken the class before. If the student did not pass the class, then the course can be retaken for hours.

7. When advising student athletes, please consider the semester their sport competes. For example, baseball is a spring sport and if there is a choice of semesters for a more difficult class, it may be wise to enroll in the more challenging course during the fall semester. This in not always feasible, but it could help in some cases. Also, if students want to repeat a class to improve their GPA, they must understand that they will not receive any additional hours for the repeated course.

Changing Majors or Advisors Changing Major/Advisor Students wishing to change major/program and/or advisor must secure the appropriate form from the Registrar’s Office and return it with previous and new advisor signatures and, if changing, new major/program noted. Students needing assistance with this type of transition should be directed to the counseling staff for assistance.

References Brown, T., & Rivas, M. (1995). Pluralistic advising: Facilitating the development and achievement of first-year students of color. In M. L. Upcraft & G. L. Kramer (Eds.), First-year academic advising: Patterns in the present, pathways to the future (pp. 121-137). Columbia, SC: University of South Carolina, National Resource Center for the Freshman Year Experience & Students in Transition.

Adewunmi, B. (2014, April 2). Kimberlé Crenshaw on intersectionality: “I wanted to come up with an everyday metaphor that anyone could use.” NewStatesman. Retrieved from http://www.newstatesman.com/lifestyle/2014/04/kimberl-crenshaw-intersectionality-i-wanted-come-everyday-metaphor-anyone-could.

Ali, M. & Wilcox, E. (2016, January 16). NACADA Professional Development Committee meeting [Digital recording]. NACADA Archives, Manhattan, KS. Brown, T., & Rivas, M. (1995). Pluralistic advising: Facilitating the development and achievement of first-year students of color. In M. L. Upcraft & G. L. Kramer (Eds.), First-year academic advising: Patterns in the present, pathways to the future (pp. 121-137). Columbia, SC: University of South Carolina, National Resource Center for the Freshman Year Experience & Students in Transition.

Cornett-DeVito, M. M. & Reeves, K. J. (1999, Spring). Preparing students for success in a multicultural world: Faculty advisement and intercultural communication. NACADA Journal, 19(1), (pp.35-44).

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum. Retrieved from http://philpapers.org/archive/CREDTI.pdf Crenshaw, K. (1993). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(124). Retrieved from http://socialdifference.columbia.edu/files/socialdiff/projects/Article__Mapping_the_Margins_by_Kimblere_Crenshaw.pdf Collins, P. H. (2000, March). Gender, black feminism, and black political economy. Annals of the American Academy of Political and Social Science, 568(1), 41–53.

Cunningham, L. (2004, February). Multicultural awareness issues for academic advisors. Academic Advising Today, 27(1). Retrieved from https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Multicultural-Awareness-Issues-for-Academic-Advisors.aspx Dreasher, L. M. (2014). Cultural competence in academic advising: Skills for working effectively across cultures. Manhattan, KS: National Academic Advising Association. Retrieved from http://www.nacada.ksu.edu/ Resources/Product-Details/ID/PG16.aspx DTUI.com. (2015, August). What is cultural competence and how is it measured? Diversity Officer Magazine Newsletter. Retrieved from http://diversityofficermagazine.com/cultural-competence/what-is-cultural-competence-how-is-it-measured/ DuPraw, M. E. & Axner, M. (1997). Toward a more perfect union in an age of diversity: Working on common cross-cultural communication challenges. Retrieved from http://www.pbs.org/ampu/crosscult.html

Emba, C. (2015, September 21). Intersectionality. The Washington Post. Retrieved from https://www.washingtonpost.com/news/in-theory/wp/2015/09/21/intersectionality-a-primer/?tid=a_inl Kottak, C. P., & Kozaitis, K. A. (2008). On being different: Diversity and multiculturalism in the North American mainstream. New York, NY: McGraw-Hill.

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