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ADVISING HANDBOOK

Tri-County Technical College ADVISING HANDBOOK table of contents

Mission Statement & Learning Outcomes...........................................................4 COMPASS Placement Test and Course Recommendations.....................5 Standards of Academic Progress.............................................................................9 Financial Aid SAP............................................................................................................12 Banner Information.......................................................................................................14 SmarterMeasure..............................................................................................................17 DegreeWorks Educational Planner..................................................................... 18 Educational Planner.....................................................................................................23 Starfish..................................................................................................................................24 Campus Resources.......................................................................................................25 Appreciative Advising.................................................................................................29 Developmental Advising Techniques................................................................30 Roles and Responsibilities.......................................................................................32 Faculty Advisor Competencies.............................................................................. 33 Transfer Advising Information...............................................................................34

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Mission Statement & Learning Outcomes MISSION STATEMENT Academic Advising is a critical component of a transformational first year experience at Tri-County Technical College. It is tied to the College’s strategic plan, specifically focused on Positioning and Equipping Students for Success. Its primary purpose is to assist students in the development of meaningful curricular and co-curricular plans, and to align those plans with attainable and realistic life goals.

Academic advising is • an ongoing, intentional educational partnership between advisors and students; • a process of teaching students how to become responsible consumers of their own educations while providing guidance, support and encouragement; • an interactive process in which the advisor helps the student set and achieve academic goals, acquire relevant information and services, and make responsible decisions; • personalized to consider the needs of each student and to reference appropriate referral services.

PURPOSE OF ACADEMIC ADVISING AT TRI-COUNTY TECHNICAL COLLEGE Academic Advisors provide students with specialized, personal contact, and seek to meet student needs in the following ways: • Assist students in developing realistic educational plans compatible with their educational, life and career goals based on the student’s abilities and time constraints • Provide individualized, proactive academic guidance throughout a student’s academic career, including monitoring and following up on student progress • Aid student through his or her academic career in developing decision-making skills and in becoming autonomous and self-reliant • Refer students to appropriate support services both on campus and in the community • Provide job placement information and university transfer assistance as needed to students Essential to the advising process is the need to listen to and respect advisee concerns and maintain confidentiality.

STUDENT LEARNING OUTCOMES Students who participate in academic advising will…

• Be able to read and interpret their degree audit in DegreeWorks.

• Develop and be able to communicate an appropriate education plan in DegreeWorks based on their program of study and educational goals.

• With the guidance of an academic advisor, make effective decisions concerning their degree and career goals.

• Be able to find their program requirements, as well as admission and registration policies and procedures.

• Be able to use eTC to select and register for appropriate classes each semester.

• Identify, locate and use the appropriate campus service to meet their needs (such as Disability Services, Tutoring Center, Career Services).

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COMPASS Placement Test & Course Recommendations

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PLACEMENT SCORES – ASSET – 2010 COURSES

READING (ARDG)

WRITING (AWRT)

----39 42 45 39 41

0-33 34-38 39 42 45 39 41

READING (ARDG)

WRITING (AWRT)

0-34 35-38 42+

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ENG 031 ENG 032 ENG 100 ENG 101 ENG 103 (Bridge Students Only) ENG 155 ENG 165 COURSES RDG 032 RDG 100 READING is at College Level

COURSES MAT 010 (Basic Math – Jumpstart) MAT 012 (Pre-Algebra – Jumpstart) MAT 013 (Beginning Algebra – Jumpstart) MAT 013 (Intermediate Algebra – Jumpstart)

COURSES MAT 031 MAT 032 MAT 101 MAT 102 MAT 103 MAT 109/110 MAT 111 MAT 120 MAT 122 MAT 130 MAT 140 MAT 155 MAT 170 (IET Only) MAT 211

NUMERICAL SKILLS (ANUM) 0-39 40 41 43

ELEMENTARY ALGEBRA (AEAL) --0-32 36 39

INTERMEDIATE ALGEBRA (AIAL) --30 32 35

COLLEGE ALGEBRA (ACAL) --26 28 31

NUMERICAL SKILLS (ANUM) 0-39 40 41 43 43 45 46 43 44 44 47 42 42 43

ELEMENTARY ALGEBRA (AEAL) --0-32 36 39 40 ----40 41 ----36 36 40

INTERMEDIATE ALGEBRA (AIAL) --30 32 35 36 ----36 37 ----32 32 36

COLLEGE ALGEBRA (ACAL) --26 28 31 32 35 40 32 33 45 50 28 28 32

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COMPASS PLACEMENT RDG AND WRT SCORES ENG 101 requires the following scores: WRT ≥ 70 and RDG ≥ 83 eWrite ≥ 8 and RDG ≥ 83

ENG 100 or ENG 155 requires the following scores: WRT ≥ 45 and RDG ≥ 73 eWrite ≥ 6 and RDG ≥ 73

ENG 165 requires the following scores: WRT ≥ 50 and RDG ≥ 78 eWrite ≥ 6 and RDG ≥ 78

Be sure to look at both the RDG AND WRT score before recommending what English course to take. If the RDG score is below an 83, the student will need to take RDG 100 (possibly RDG 032 as well) before taking ENG 101. If the RDG score is between 73 and 82 AND the WRT score places the student into ENG 100, these two classes can be taken the same term. If the RDG score is below 73, then RDG 100 must be taken first and then ENG 100 the following term.

MATHEMATICS SCORES: CPALG, CALG, CCALG, CTRIG Look at Algebra score first. If score is 24 or lower, use Pre-Algebra score to advise for appropriate course for major. If it is 50 or higher, use College Algebra score to advise for appropriate course for major. If between 25 and 50, then put them in the appropriate course for major.

Be careful when recommending MAT 109, 110, 111 or 130 that you are looking at the College Algebra score (CCALG) and NOT the Algebra score (CALG) • Students with a college algebra score (CCALG) score may also have a CTRIG score • A CTRIG score may outweigh CCALG but will need an override • MAT 155 and MAT 170 »» CPALG ≥ 50 »» CALG > 25 regardless of CPALG score, but will need override

MATH TRACKS FOR UNIVERSITY TRANSFER Identifying the appropriate mathematics track for a student planning to transfer to a 4-year institution can be a challenge.

Keri Catalfomo, the Math Department Head, provides the following guidelines using Clemson majors as models and assuming the student has a COMPASS algebra score of 33 or higher.

For majors such as History and Psychology that require MTHSC 1010 or MTHSC 2030 at Clemson, students should take MAT 103 and MAT 120 respectively.

For majors such as Business that require MTHSC 1020 at Clemson, students should follow the MAT 102, MAT 109, and MAT 130 track.

Students interested in Engineering, Science, and Mathematics majors that require MTHSC 1060 at Clemson should follow the MAT 102, MAT 110, MAT 111, and MAT 140 track.

Also, if the CU catalog for the student’s intended major says MTHSC 1060 or MTHSC 1020 or MTHSC 1010, please recommend the easier one, even if they have the test scores for the higher level class. The less difficult of the three is MTHSC 101 (our MAT 103) followed by MTHSC 102 (our MAT 130) and then MTHSC 106 (our MAT 140). There is no point in making them take the more difficult class if they don’t need to, unless they are pre-vet or pre-med where they recommend the MTHSC 106 to be considered for vet or med school.

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FAST TRACK ENG 031/032 - 9+ (the closer to 19, the better)

PLACEMENT FACTORS

ENG 032/100 - 25+ (the closer to 44, the better)

Advisor should discuss

RDG 032/100 - 50+ (the closer to 59, the better)

• the fast paced nature of course.

MAT 031/032 - 18+ (the closer to 35, the better)

• the last time the student was in school • life factors: family, work, personal obligations • time commitments • motivation (goals) • successful completion of high school coursework/high school GPA Advisor should recommend taking COL 103 or 105 as well.

EXPRESS TRACK What is Express Track?

Math Express

Utilizes the MyFoundationsLab software in a computer lab setting. After completing a diagnostic test to determine exactly what he/she knows and doesn’t know, each student will be placed on an individualized “Learning Path.” Classes are designed to take the instructors “off the stage” and put them in the classroom to offer individualized, on-demand instruction based on individual student needs.

If COMPASS test scores place students into MAT 031, 032, or 101 students may opt to enroll in the Math Express Track course, MAT 150.

Why Express Track?

Express Track students will spend more than 80% of their time actually doing math and English work. Because they will only be practicing, learning, and mastering what they individually need to know, students can progress through as much of their pre-curriculum sequence as possible and move into the credit classes required for their programs more quickly.

Getting Started in Express Track Be sure to remind students that Express Track classes require mandatory lab time and utilizes computer software, so technical competency is a factor in success.

Consider the student’s learning styles and preferences, since this is not a traditional lecture class.

If you have additional questions about Express Track, contact the Comprehensive Studies Department office at 864.646.1395.

The MAT 150 course will meet once a week for 55 minutes at a designated time (see the schedule of courses).

Each student will also be required to complete 2 additional hours of lab time in the Math Express Lab (OC 202) with Math Express instructors/assistants. Details will be provided by instructors.

English Express If COMPASS test scores place students into ENG 031, 032, or 100 they may opt to enroll in the English Express Track course, ENG 150.

The English Express classes will meet for 90 minutes at a designated time twice a week (see the schedule of courses) in our Express Lab (OC 319).

After Express Track Math and/or English placement after Express Track experience will be based on successful completion of the modules on your Learning Path.

Because of the individualized nature of the Express Track, students will exit at different levels.

The instructor or a Comprehensive Studies advisor will help determine each student’s next steps.

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Standards of Academic Progress The purpose of having standards of academic progress is to assist students in attaining their educational goals by providing a scale by which to measure progress toward graduation. A minimum institutional grade point average (GPA) of 2.0 is used at the College to determine satisfactory academic standing. Students who fall below this standard will be subject to institutional intervention strategies. In order to remain in good standing, a student enrolled in classes and pursuing an associate degree, diploma, or certificate must achieve and maintain a minimum of a 2.0 institutional GPA, excluding exempted or transfer hours.

Other programs may have internally or externally mandated requirements that must be met. Such requirements are published in the College Catalog in the section for those specific academic majors.

LEVELS OF ACADEMIC STANDING Good Standing: The student has met the minimum institutional GPA requirement of a 2.0.

Warning: A student previously in Good Standing who falls below the minimum institutional 2.0 GPA will be placed on Warning for his/her next term of enrollment. A student who achieves a 2.0 institutional GPA at the end of his/her Warning term is placed back in Good Standing.

Probation: A student who has been on Warning for the preceding semester and does not meet the minimum 2.0 GPA requirement will be placed on Probation for his/her next term of enrollment. A student who achieves a 2.0 institutional GPA at the end of his/her Probation term is placed back in Good Standing.

Suspension: A student whose institutional GPA, at the end of the term of probation, does not meet the minimum requirements will be placed on Suspension and will not be permitted to register for the following academic term.

DETERMINATION OF ACADEMIC PROGRESS Academic standing is determined during end-of-term processing, at which point students are coded as follows: A. Warning

B. Probation

C. Suspension

Students in categories A and B above are notified by the Provost via e-mail of his/her current status and the requirements that must be completed prior to registering for a future term. Students in category C are notified in writing of his/her status at the College. The student’s status will be indicated on his/her permanent academic record.

Registration will be prevented for students on academic probation and suspension until he/she has satisfied all requirements as outlined below.

Academic Warning procedures: A student placed on Warning is encouraged to meet with his/her academic advisor to discuss the factors affecting his/her academic performance. Advisors should discuss what caused the student to be placed on academic warning and discuss how the student plans to get back in good standing. No other action is required by an advisor.

Academic Probation procedures: If the minimum institutional GPA is not achieved at the end of a Warning term, the student will be placed on Probation for the following term and a registration hold applied for that term.

If the student registered during the priority registration period for the term he/she has been placed on Probation, the student will be encouraged to meet with the academic advisor to determine whether any schedule adjustments are needed. If adjustments are needed (add, drop, or withdraw), the advisor will override the academic standing allowing the student make the necessary changes. If the student did not register early, he/she must meet with an advisor prior to registering. The advisor will discuss with the student his/her academic progress.

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Advisors should discuss what caused the student to be placed on academic probation and discuss how the student plans to get back in good standing. In addition, advisors must override the student’s probation standing in BANNER to allow the student to register by following the steps below.

1. Log-in to eTC and click in the Faculty tab.

2. In the Advising Channel, click on the ACADEMIC form (INB) link.

3. When the screen to the right appears, click on the black X on the top, right hand side of screen.

4. Enter the term and the student’s T# and then click next block.

5. The screen below will appear. Click on the Student Term button.

6. Look for Academic Standing on the right side of the screen. It should say P1 or P2 and Academic Probation.

Click on the P1 or P2 and type in GS for Good Standing and click save.

Academic Suspension procedures: If the minimum institutional GPA is not achieved at the end of a Probation term, the student will be placed on Suspension and not allowed to register for the following term. During the registration period for the term following the Suspension term, the student must meet with a counselor in the Student Life and Development Office to discuss his/her academic progress and to identify appropriate actions to improve performance. The counselor will complete Registration Approval form and require the student to submit it to his/her faculty advisor. The student will then submit the completed form to Student Records where staff will override the academic standing allowing the student to register for courses. Students who have completed one term’s absence on Suspension will continue to be identified as on Suspension for the term in which they return.

If the minimum institutional GPA requirement has not been achieved at the end of the subsequent term, the student will not be allowed to register again without approval of the Academic Appeals Committee.

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ACADEMIC APPEALS COMMITTEE AND PROCEDURE Purpose: The purpose of the Academic Appeals Committee is to hear student requests for reactivation after not returning to Good Standing after his/her suspension term.

Committee membership: The Committee will be composed of the following: Provost, Chair; Dean of Student Development; one Credit Dean appointed by the Provost; and three faculty appointed by the Provost. Upon written request of the student, an SGA representative may also serve on the Academic Appeals Committee.

Appeals procedure: At least eight (8) weeks prior to the first day of classes of the reactivation term, a student desiring to have his/her record reactivated must submit to the Provost a petition for reactivation. The petition must include a complete explanation for the student’s poor academic performance. To the extent possible, verifiable documentation should also be included. The student may appear before the Committee when it convenes.

Decisions: The Provost will inform the student in writing of the Committee’s decision four (4) weeks prior to the first day of classes of the reactivation term. If the decision is to allow the student to return, the student will be placed on Good Standing and the Provost will inform the Registrar in writing or via e-mail.

Appeals to the President: If the petition is denied, the suspension may be appealed to the President of the College, whose decision is final. The petition to the President must be submitted within three (3) work days of receiving the decision of the Academic Appeals Committee. The President will review all related information and will inform the student in writing of the final decision no less than ten (10) work days prior to the beginning of the semester in which the students desires to re-enter. A copy of the President’s written decision will be sent to the Provost. If the decision is to allow the student to return, the student will be placed on Good Standing and the Provost will inform the Registrar in writing or via e-mail.

Subsequent reactivation: If after one year of no enrollment the student desires to return, he/she must submit a request in writing to the Provost at least eight (8) weeks prior to the beginning of the term in which he/ she desires to enroll. The Provost may request a meeting with the student as part of the decision-making process.

The Provost will inform the student of his/her decision in writing at least four (4) weeks prior to the beginning of the semester. If the decision is to allow the student to return, the student will be placed on Good Standing and the Provost will inform the Registrar in writing or via e-mail.

Academic standing for prior terms will not be altered in any way.

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Financial Aid Satisfactory Academic Progress (SAP) Academic progress is measured against three tests at the end of each semester.

Withdrawing from a class after the end of the “Drop/ Add” period will result in a grade of “W;” and may cause a student to lose eligibility for financial assistance. Students should take only classes in the official Program of Study and repeat or withdraw only when absolutely necessary to graduate.

1. Institutional GPA • Students must maintain a minimum institutional GPA of 2.0 to maintain eligibility for continued financial assistance.

Students who are within 15 hours of the 150% are warned and continue to receive aid until they reach the maximum.

2. Pass Rate for total attempted hours • Students must pass a minimum of 67% of ALL attempted hours to maintain academic eligibility for financial assistance.

• Passed / Attempted = Pass Rate

Change of major and Transfer students, depending on availability of transcripts for review, may go directly to suspension without warning based on the number of hours required and/or transferred in.

3. Program-Required Hours vs. total attempted hours • Students may only receive financial assistance for 150% of the hours required for their official Program of Study.

• Required hours x 1.5 = Maximum Hours

This is the reason for a required meeting before students can change their major

LEVELS OF FINANCIAL AID STANDING Acceptable Reasons that may prohibit the student’s success in the classroom:

Good Standing: Students who meet the academic requirements to receive continued financial assistance are placed on Good status and are eligible for aid.

INCLUDE Illness (not chronic / pre-existing) injury accident certain losses of property or income

Warning: Students who do not meet the academic requirements to receive continued financial assistance are placed on Warning and are allowed one semester to regain eligibility.

During the Warning semester, the student must meet with his/her academic advisor and complete either an Academic Improvement Plan or a Graduation Plan in DegreeWorks. Students who do not complete the correct plan are not eligible to appeal.

DO NOT INCLUDE unresolved or recurring problems work schedule financial need for college repeated classes to raise GPA indecision related to program of study

Suspension: Students on Warning who do not meet the academic requirements to receive financial assistance and students who exceed 150% of the hours required for their program of study are placed on Suspension and are not eligible to receive financial assistance.

Students who qualify for an Appeal must:

Appeal: TCTC allows students on Suspension to Appeal if they meet certain requirements. Acceptable reasons for an appeal are limited to unforeseeable situations beyond the student’s control, which prevented the student from having academic success in the classroom.

• Complete the appeal form and attach all required documentation prior to the semester’s published appeal deadline.

• Have an Academic Improvement or Graduation Plan saved in DegreeWorks prior to the end of the student’s semester on Warning.

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TCTC limits students to 2 financial aid appeals.

Appeals are: • Reviewed in the Financial Aid Office.

• Sent to the Appeal Committee, if applicable, for a decision.

Appeal Decisions are: • Final and cannot be appealed to a higher authority.

Probation: Students whose appeals are approved are placed on Probation status and are eligible for aid, under certain conditions.

If “life happens” (it often will) and the plan must be changed, the student must contact Financial Aid PRIOR to making changes. Not following the plan could result in total loss of aid. We will attempt to assist students in changing their plans, whenever possible.

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Banner SPAAPIN SPAAPIN is the banner screen used for advisors to set the RAN (registration access number) that allows students to register.

A screen shot of SPAAPIN is below. Follow the instructions below to set a RAN. Term Codes always follow this pattern: • Use the calendar year of the Fall semester, such as this past Fall 2013. You then add a 2 digit code to determine the term.

Fall is 10, Spring is 20 and Summer is 30. So, Fall 2013 is 201310, Spring 2014 is 201320, and Summer 2014 is 201330.

1. Enter the term the student will be registering for and the student’s T#.

2. Click on the next block button.

3. Enter the Term Code for the semester the student will be registering.

4. The Process Name is always TREG. 5. The Alternate PIN is always the same as the Term Code you previously entered.

6. Click on the save button and the Activity Date will automatically be entered.

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SPACMNT SPACMNT is Banner screen that is the expected location for advisors/coaches to record comments from their meetings with students. Please follow the instructions below to ensure the information is recorded correctly.

1. Enter the term the student’s T#. Once the T# is entered, the student’s name will automatically appear.

2. Click on the next block button.

3. Type in or select the correct Comment Type. You will most likely use 000 – General or 101 – Cleared by advisor for registration.

4. Type in or select the correct Originator. You will most likely use the abbreviation for your division.

AAAS

BPSD

HEDD

IETD

5. You can ignore the Contact box.

6. The Contact Date will have already populated with today’s date but if you are entering a comment from a meeting on an earlier date, you can change this.

7. Click on the Comments box and begin typing a record of what occurred in the meeting.

8. End the comments with you initials.

9. Click on the save button and the Activity Date and Last Updated by box will automatically be entered.

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ACADEMIC This is the Banner screen to use when a student is on Academic Probation. They will have a registration hold that needs to be cleared. You will need to talk to the student about what got them on probation and what they plan to do differently to stay get back in good standing and stay there.

1. Click on the X on the initial screen that comes up.

2. Enter the term the student will be registering for and the student’s T#.

3. Click on the Next Block button.

4. Click on the Student Term tab.

5. To clear the student’s probation status so they can register, click on the triangle next to Academic Probation.

6. Highlight Good Standing or type GS. 7. Click save.

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SmarterMeasure SmarterMeasure is an online learning readiness assessment that will provide helpful information to you about your students as you assist them in planning their courses. For students to reach their educational goals, they must have more than a good foundation in the basic skills of reading, writing, and mathematics. They will need to know how to successfully juggle classes, study time, and commute time in addition to all their other responsibilities like family, work, and personal time, Often, this must occur in many different environments, such as home, school, work, and on the internet. SmarterMeasure is a webbased assessment that will help advisors (and students) get a more complete picture of the knowledge, skills, and abilities they bring with into the educational process.

If your student has completed the assessment, have them answer the following questions.

• Do you think your results give a true picture of your strengths and weaknesses? Why or why not?

• For which section of the assessment did the results seem most accurate? Why? • For which section did the results seem least accurate?

Why? • Were there any results that surprised you? If so, why?

The questions below are additional questions that you can discuss with your students (time permitting), depending on the results.

LIFE FACTORS • Which life factors are strengths for you?

• Which factors do you think you need to strengthen?

• State one recommendation provided by your SmarterMeasure results.

LEARNING STYLES • What is your primary learning style? If you have more than one, list them all.

• Briefly explain what that learning style tells you about how you learn best. If you have several, choose the one to explain.

INDIVIDUAL ATTRIBUTES

TECHNICAL SKILLS

• Which attribute do you feel is your greatest strength?

• Do you have a computer at home?

• Which one is your biggest challenge?

• Do you have fast internet service at home?

• State one recommendation provided by your SmarterMeasure results.

• Do you think your SmarterMeasure results accurately reflect your comfort level with using technology?

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DegreeWorks

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Education Planner

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Starfish LEARN MORE, EARLIER, ABOUT YOUR STUDENTS Success is a moving target, and students need different kinds of encouragement at different times. The challenge is knowing which students are facing which obstacles – and then getting that information into the hands of the people who can help.

Starfish EARLY ALERT contains early warning and student tracking tools that help collect information and manage concerns in a way that respects different groups’ unique workflows, so they can reach more students with deeper engagement.

KNOW WHICH STUDENTS NEED ATTENTION Identifying and supporting at-risk students in time to make a difference often requires that stakeholders intervene at the very first sign of a problem. Starfish EARLY ALERT offers a two-pronged approach to capturing the critical information advisors need: first, the Starfish platform has the potential to automatically mine existing data about student performance recorded in technologies already in place across your institution. Then, simple tools can be used by instructors, advisors, success coaches, and other staff to raise their own specific concerns. Raising an alert flag can be as simple as a couple of clicks or can involve entering detailed comments and notes – whatever is appropriate for the concern.

MAKE SURE EVERYONE IS ON THE SAME PAGE To help you scale your student outreach efforts, Starfish EARLY ALERT can manage communications according to your existing workflows and in accordance with FERPA guidelines. For example, raising a flag will automatically result in an email being sent to the student and will trigger a notification to the appropriate office, depending on the issue. Sometimes sending an automated message to the student about a concern is enough to prompt self-corrective action. No matter what, all communications are tracked in the student’s central, secure, online Student Folder.

MANAGE TO RESOLUTION As an academic advisor, you may be juggling dozens of student issues at any given time. Starfish EARLY ALERT gives you tools to visualize and prioritize all the different types of concerns so you can do your outreach efficiently and effectively... and make sure that no one slips through the cracks. With a variety of ways to communicate and capture notes about the efforts of everyone involved, it is easier to keep your campus community on the same page and manage issues through to resolution.

EVALUATE YOUR EFFORTS The student information that each advisor provides in Starfish helps the institution determine whether we have the right services in place to help your students. It will also help identify the kind of students who are using them, how often, and with what impact. To make the best possible decisions, the institution must have the best possible information. With the ability to assess student outcomes as a result of your student success programs, you can help create actionable plans for continuous improvement.

If you have questions about Starfish or would like to receive training on the best way to use Starfish as an academic advisor of faculty member, please contact Lou Ann Martin at 864-646-1372 or lmartin4@tctc.edu.

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TCTC Campus Resources CAREER SERVICES Offers a wide range of services for all students: Glenn Hellenga

• Assistance on choosing a major

Director of Career Services

• Personalized career counseling and goal setting

140 Miller Hall

• Job search guidance and job listings

Hours: 8:00 – 5:00 (M-Th), 8:00 – 2:00 (F)

• Career information and resources

ghelleng@tctc.edu

• Career Fairs and on-campus recruitment opportunities

864-646-1579

• Information on local and regional employers • Career-related workshops and seminars • Part-time job or internship opportunities

DISABILITY SERVICES Stephanie Winkler, Coordinator of Disability Services Student Center, Suite 155 Swinkler@tctc.edu 864-646-1564

Disability Services is able to offer reasonable accommodations to “level the playing field” for students with qualifying diagnosed disabilities. Students must provide documentation of their disability according to TCTC documentation requirements (available on web site).

Note: having an IEP or 504 plan in high school alone is insufficient.

Can only assist students who have actually been diagnosed with a disability and/or their companion.

Note: We cannot perform diagnostic testing here but can make referrals.

The law and regulations change all the time so referring students to Disability Services Office is recommended.

Steps to Obtaining Disability Services at TCTC 1. Students must make an appointment with the Office of Disability Services and apply for services each semester.

Dropping off paperwork is INSUFFICIENT. 2. Students must provide adequate and current documentation (at their own expense). An IEP or 504 Plan alone is INSUFFICIENT. 3. Students must Request Faculty Notification Forms (FNFs) and provide each instructor with a copy.

4. Students must Discuss FNF and accommodations with each instructor. Remind each instructor of testing accommodation before each test.

5. For testing accommodations, provide a testing schedule with the date and time for each exam to the Office of Disability Services to ensure availability of room and computer.

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FINANCIAL AID Sarah Dowd

Approximately 80% of students at Tri-County Technical College are receiving some type of financial aid so it is important that students know about this campus resource.

Advisors should be able to discuss the academic side of financial aid, specifically how to stay in good standing.

There is a wealth of information on the Financial Aid Office’s web site at http://www.tctc.edu/Financial_Aid.xml.

Director of Financial Aid 150 Miller Hall Hours: 8:00 – 6:30 (M-Th), 8:00 – 2:00 (F) finaid@tctc.edu (general questions only- do not email any documents) 864-646-1650

LEARNING COMMUNITIES Amoena Norcross

Learning communities are courses that provide students with a community environment made up of their peers.

Learning communities are designed so students will increase their ability to accomplish their academic and personal goals, along with providing a network to form friendships that can help them adjust to the college environment academically and socially.

Title III Activity Director 249 – A Ruby Hicks Administration Building anorcros@tctc.edu 864-646-1365

Why should you recommend a learning community to a student?

• College is completely different from high school. A learning community will give students a head start on becoming part of the college community and knowing the difference between college customs and rules and high school customs and rules.

• They teach students the skills, habits, and attitudes that are necessary to succeed at TCTC and in life.

• It provides a community of friends learning alongside you.

PATRIOT’S PLACE Patriots’ Place, a student veteran lounge, is available for student veterans to relax, hold meetings, and gather resources and services. Licensed professional counseling is also available during specific times for combat veterans.

Patriots’ Place is located in the Student Center, Suite 155 on the Pendleton campus. Call Stephanie Winkler at 864-646-1564 for more information.

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STUDENT LIFE AND COUNSELING SERVICES Croslena Johnson

Counseling

Student Center 155

• Academic Intervention

cjohnso5@tctc.edu

»» Goal-setting, Campus Resources, SAP Appeal Assistance, Registration Approval for Suspensions

864 646-1568

• Referral and Resources

Appts: 864 646-1569

»» Community Agency Referrals, Campus Referrals, Printed Resources • Self-Advocacy

Student Life

»» Learning how to ask the right questions to the right person at the right time

• Student Activities »» Extra-curricular, Co-curricular Activities, Student Engagement

• Transition Issues »» Understanding college structure, expectations, and success

• Student Government »» Leadership, Civic Responsibility, Personal Development

**Students are encouraged to set appointments—unless instructor/advisor warrants situation as an emergency.

• Student Organizations »» Student Organization Assistance, New Club Assistance, Conflict Resolution

STUDENT RECORDS Scott Harvey Registrar 190 Miller Hall Hours: 8:00 – 6:30 (M-Th), 8:00 – 2:00 (F) registrar@tctc.edu 864-646-1600

The Student Records Office plays a vital role in delivering a wide range of essential services in the areas of: • Academic records (including change of major), • Registration, • Publications, • Graduation certification, • Issuing transcripts to students, • Enrollment verification, • Advanced standing, • Grade collection, and • Scheduling and maintenance of academic courses.

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STUDENT SUCCESS COACHES Lou Ann Martin

• Handle change of major procedures with students.

Interim Director of Advising

• Monitor student’s progress toward completing their goals and intervene when issues arise.

249D Ruby Hicks

• Serve as point person for retention and early alert efforts.

lmartin4@tctc.edu 864-646-1372

• Identify student’s needs and make appropriate referrals to resources as necessary.

Student Success Coaches:

• Maintain an advising file on each advisee.

• Serve as enrollment advisor for new, returning and transfer students.

• Contact student’s faculty advisor when issues arise that need clarification.

• Assist students in developing and educational plan consistent with their abilities and interests.

• Inform students of the nature of the student success coach/student relationship.

• Required to enter educational goals in Banner during intake process.

• Contact Director of Advising when issues with faculty advisor are presented by student.

TUTORING CENTER Pat Seawright

Offers tutoring in the following subjects:

Coordinator of Tutorial Services

• Math (Pre-Algebra to Calculus)

109 Student Center

• Biology

pseawrig@tctc.edu

• Chemistry

864-646-1367

• Physics • Writing & Documentation • Accounting • Spanish

In addition, students will also have access to supplementary materials in those disciplines, including handouts, instructional CDs, textbooks, solution manuals, and computer software. The Center also offers graphing calculator assistance and computers are provided to students for research and word processing.

• Appointments are not required, but appointments will take precedence over drop-ins.

• One-on-one tutoring appointments last approximately 30 minutes.

• Assistance is also offered at Anderson and Easley campuses.

• Students may make appointments for tutoring at the Pendleton Campus by coming to the Tutoring Center in room 109 of the Student Center or by calling 864-646-1367.

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Appreciative Advising Appreciative Advising is the intentional, collaborative practice of asking positive, open-ended questions that help students optimize their educational experiences and achieve their dreams, goals, and potentials.

BENEFITS TO APPRECIATIVE ADVISORS 1. Better able to utilize their strengths, skills and talents; 2. Enabled advisors to be more effective advisors 3. Enabled a stronger advisor/student relationship, resulting in greater job satisfaction 4. Positively impacted relationships outside of the advisor/student relationship with co-workers, family, friends, and others.

APPRECIATIVE ADVISING PHASES 1. Disarm – Recognizing the importance of first impressions, create a safe, welcoming environment for students.

2. Discover – Utilize positive open-ended questions to draw out what they enjoy doing, their strengths, and their passions.

Listen to each answer carefully before asking the next positive question.

3. Dream – Help students formulate a vision of what they might become, and then assist them in developing their life and career goals.

4. Design – Help students devise concrete, incremental, and achievable goals.

5. Deliver – The students follow through on their plans. The advisor is there for them when they stumble, believing in them every step of the way and helping them continue to update and refine their dreams as they go.

6. Don’t Settle – The advisor challenges the student to proactively raise the student’s internal bar of self-expectations

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Developmental Advising The developmental approach to academic advising encompasses a holistic perspective and emphasizes progressive stages throughout the student’s university experience. Developmental advising is grounded in theory, such as cognitive development and psychosocial. Hurley (2007) offers 10 suggestions for the practical application of the developmental model when advising students: 1. Get personal.

7. Make students active partners in the advising process.

Take time to get to know students as individuals before engaging in academic planning.

Students should understand that advising is not simply a body of information to be imparted but an interactive process between adviser and advisee.

2. Practice active listening.

Encourage students to explain or clarify the reasoning behind academic decisions.

8. Challenge and support.

3. Treat advising as an ongoing conversation.

Students should be encouraged to take increasing responsibility for their own academic planning with varying degrees of advising support over time.

Take good notes and review them before each subsequent advising appointment.

4. Avoid the temptation to decide.

9. Make meaning out of the curriculum.

Advisers can guide students through the decision making process, but should avoid making decisions for them.

When students understand the reasoning behind degree requirements, they often become less resistant and more invested.

5. Make silence an ally.

10. Take a holistic approach.

Allow for periods of silence in advising as the student processes new information or ponders how much to disclose.

A student’s life beyond the classroom provides the context within which intellectual and academic development occurs, and by being aware of this context, advisers are better able to understand their advisees’ actions and to help them make sound academic decisions.

6. Challenge misconceptions.

Students may sometimes arrive at decisions without adequate consideration of alternatives, and by challenging them to examine these decisions further, the advisers help them to make more deliberate choices and develop intellectually.

Reference: Mark Hurley (2007). “Tips for Applying Concepts of Developmental Advising in Practice”. In The New Advisor Guidebook: Mastering the Art of Advising Through the First Year and Beyond, ed. Pat Folsom and Ban Chamberlain (Kansas: National Academic Advising Association (NACADA), 2007), p.39-40.

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Developmental Advising • As an advisor, you need to know what resources the college offers and when and how you should refer students.

1. It’s not about you.

• Use the names of your advisees in your meetings with them, and avoid using the first person singular.

5. Never guess.

• Draw the student out by asking them to articulate their own thoughts, ideas, points of view, etc.

• If you don’t know the answer to a student’s question, admit it, and make a point of either:

»» Why are you at Tri-County Technical College?

• finding the right answer (best way) or

»» How would you define being successful in college?

• referring the student to the appropriate office (second best way).

»» Why do you want to major in English, in Accounting, in Medical Technology, in Mechatronics?

• Do not perpetuate the runaround.

»» How could joining a campus organization help you meet your personal and career goals?

• Keep handy a list of campus resources along with their telephone numbers, email addresses, and contact people.

»» What kinds of electives would be a good supplement to your education?

6. Keep notes on advisees.

»» What are some classes you were thinking about taking next semester?

• Use SPACMNT to record notes after each visit with an advisee.

• What were the issues discussed? What follow-up is needed?

2. Be personable.

• Take a few moments to engage in general conversation whenever an advisee comes to see you.

• Did you refer the student to any other campus services or suggest some specific action?

• Smile.

• Review the file that you keep on each advisee just prior to the student’s next visit.

• Make eye contact.

• Ask how things are going.

• Ask whether the issue discussed during the previous visit was resolved.

• The student may be looking for an opportunity to bring up something difficult to address immediately.

3. Be available.

• Ask if the student actually followed through on any referrals you made.

• Establish a clear way for advisees to contact you.

7. Be a pro-active advisor.

• Schedule your office hours at times when students are most likely to be on campus & available to meet with you.

• Students who do not contact their advisors often are not those who need little advice; they are likely to be those whose relationship to the University is dysfunctional.

• Be sure to be there during those posted office hours.

• Let your students know if you use email or other methods through which they might reach you.

4. Learn all you can about Tri-County Technical College.

• There’s no way around it. You need to learn Tri-County Technical College’s policies, procedures, requirements, rules, and regulations.

• Particularly during the first year of college, failure to meet with an advisor is likely a sign of impending or current difficulty.

• Advisors should go after these individuals; by phone, by e-mail, by social media, etc…

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Roles & Responsibilities ROLES & RESPONSIBILITIES – STUDENT • Clarify their personal values, abilities, interests and goals.

• Contact and make appointments with the advisor when required or when in need of assistance. If the student finds it impossible to keep the appointment, the student will notify the advisor.

• Become knowledgeable and adhere to institutional policies, procedures and requirements.

• Prepare for advising sessions and bring appropriate resources or materials.

• Follow through on actions identified during each advising session.

• Be an active learner by participating fully in the advising experience.

• Ask questions if you don’t understand an issue or have a concern.

• Evaluate the advising system, when requested, in order to strengthen the advising process.

• Request re-assignment to a different advisor if necessary.

• Accept final responsibility for all decisions.

ROLES AND RESPONSIBILITIES STUDENT SUCCESS COACH • Help students define and develop realistic educational career plans.

• Assist students in planning a program consistent with their abilities and interests.

• Monitor progress toward educational/career goals.

• Communicate college instructional policies, procedures and requirements.

• Discuss all designated educational transactions (e.g., schedule, drop and adds, withdrawals, change of major, waivers, course substitutions and graduation requirements).

• Identify student’s needs and make appropriate referrals to available resources as necessary.

• Maintain an advising file on each advisee.

• Inform students of the nature of the advisor/advisee relationship.

ROLES AND RESPONSIBILITIES FACULTY ADVISOR • Help students refine and adjust realistic educational career plans as needed.

• Monitor progress toward educational/career goals.

• Inform students of the nature of the advisor/advisee relationship.

• Communicate college instructional policies, procedures and requirements.

• Refer students when academic, attitudinal, attendance or other personal problems require intervention.

• Discuss all designated educational transactions (e.g., schedule, drop and adds, withdrawals, waivers, course substitutions and graduation requirements).

• Provide guidance each term concerning recommended courses for chosen academic program/major.

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Faculty Advisor Competencies FOUNDATIONS - KNOWLEDGE AND APPLICATION OF ADVISING POLICIES Understand and be aware of college policies and procedures relating to academic advising; be effective and knowledgeable on how and when to apply advising policies in specific instances • Be knowledgeable of all current academic requirements for programs within your academic division.

• Know when and how to apply college policies and requirements.

• Be familiar with all appeal procedures, both academic and financial aid related.

• Know when and how to apply FERPA. • Be proficient in the use of computer programs and systems that are essential to effective advising, such as Banner, Degree Works and Starfish.

APPLICATION OF ADVISING AT TRI-COUNTY TECHNICAL COLLEGE Possess general knowledge of Tri-County Technical College services and specific information about your academic division • Demonstrate knowledge of campus services providing aid to students in their personal and professional development.

• Possess basic knowledge of all academic divisions at TCTC, and specifically to whom to refer students to within each division.

• Demonstrate knowledge of students’ next step beyond TCTC, whether to work in field of study or transfer to 4 year institution.

• Keep notes of appointments with your advisees in a location that you can refer to as needed (preferably in SPACMNT).

INTERPERSONAL SKILLS Ability to be available and relate to individual students • Demonstrate the ability to communicate in a manner that displays care and concern for students.

• Set office hours where you are available to meet with your assigned advisees and follow that schedule whenever possible.

• Adapt to the various settings and technologies used in communication today.

COLLEGE STUDENT CHARACTERISTICS Possess knowledge of characteristics of college students in general and your advisees in depth, so you may provide supportive and helpful advising • Understand general characteristics of college students.

• Understand general characteristics of students on TCTC campus.

• Understand specific needs and characteristics of your assigned advising population.

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Transfer Advising Information SOUTH CAROLINA TRANSFER AND ARTICULATION CENTER (SCTRAC)

Search for Course Equivalencies Most Commonly Used

Search for Courses – updated yearly, in May Use this search to find course information for participating SC TRAC institutions.

Student/advisor can enter course taken or desired to take and check to see if it meets requirement at transfer school.

Search for Transfer Agreements – should be reviewed by college on regular basis Use this search to find out if colleges have transfer agreements with one another.

Transfer or articulation agreements are formal agreements between two colleges or universities that define how courses taken or degrees earned at one college or university can be used towards fulfilling degree requirements at another college or university.

To find courses by keyword, enter some or all of the following, then select the Search button.

College (Type the name of a College, University, or Exam) Course Subject (For example: Accounting, Psychology) Course Prefix and Number (For example: HIST or ACC 100 Course Prefix is ACC, Course Number is 100) Course Title (For example: Introduction to Accounting) Course Description: (For example: Enter a keyword like Hemmingway, or impressionism)

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Search for Programs

Common Questions

To search for Programs, enter some or all of the following and then click on the “Search” button.

List of FAQs. Participating Institutions

Search results will provide links of colleges with the program you are interested in. Link will take you to College Profile.

Calendar with events at institutions or other locations.

Plan Your Transfer

Also provides map & directions to events – printable.

Step-by-step recommendations for students to follow.

Transfer Events Calendar

Learn the Language

A list of currently participating colleges and universities in South Carolina. If you don’t see the college you are looking for, feel free to contact them directly and encourage their participation.

Listing of commonly used terms in the college or university setting.

Gives time, location & description.

To view information on a specific institution, click on the institution’s name.

OTHER SCTRAC RESOURCES Create an Account

Search SC Colleges & Universities

Creates a confidential account where students can store courses they have taken and transfer equivalency maps that can be shared with advisor.

Allows you to search for information on SC colleges and universities.

ARTICULATION AGREEMENTS Anderson University

Lander University

http://www.andersonuniversity.edu/uploadedFiles/ Registrar/Tri-County%20transfer%20guide%20April%20 2011.pdf

http://www.lander.edu/admissions/Future-Students/ Transfer-Equivalency-Guide.aspx

Clemson University

Southern Wesleyan University

http://www.clemson.edu/admissions/undergraduate/ transferring-credits/tcel.html

http://www.swu.edu/admissions/transfer-students/ transfer-guides-and-credits/transfer-guides-for-tricountytechnical-college/

Erskine College

USC

http://visit.erskine.edu/apply/application-process/ transfer-students/

http://www.sc.edu/admissions/audience/transfers.html

Furman University http://www2.furman.edu/admission/EngageFurman/ transfer-applicants/Pages/application-instructions.aspx

USC – Upstate http://www.uscupstate.edu/admissions/info/default. aspx?id=37961

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