Document 6550219

Virginia Western Community College Faculty and Staff Advising Manual A Resource Guide to Academic Advising Collected by the Navigate Leadership Team Advising Manual Table of Contents •
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Virginia Western Advising Overview o Advising Philosophy o Roles and Responsibilities of Advising Team members o List of programs each program advisor covers and contact information Role and Responsibilities of Students and Advisors Using Progressive Advising o 10 Questions to Ask Advisees o Assisting students with Academic Planning o Active Listening Tips Overview of The Admissions Process Advising Graduating Students Advising Developmental Students o 13 tips for advising developmental student o MTE Placement by Student Groups and Developmental Math Course Guide o Developmental English Placement information Advising Transfer Students Advising Military Related Students Guidelines for Faculty and Staff – Regarding Release of Information (FERPA) Financial Aid—Satisfactory Academic Progress information Academic Advising Related Policies and Procedures 1 Virginia Western Community College Advising Approach Academic Advising at Virginia Western is designed to help students achieve academic success. Students must take responsibility for their academic choices by being informed and seeking out the advising assistance that they need. The advising team listed below can help student make the choices that are right for them. The Registration Room, located in Duncan 212, also serves as an enrollment resource during registration periods. New Student Advisors Assist new students in developing an educational success goal and choosing appropriate programs of study. Interpret placement test scores and make course recommendations. Advise non-­‐curricular students to develop an educational success goal and recommend courses. ADVISING TEAM Program Advisors Faculty Advisors Assist students in understanding Advise assigned students transfer agreements and regarding academic planning, navigating the transfer process. program completion, applying for graduation, and other college processes. Advise returning students Assist students in understanding considering a change of major program-­‐related transfer about programs of study within agreements. the academic school. Advise returning, program-­‐
Support students in placed students when Faculty investigating transfer Advisors are unavailable. opportunities and navigating the transfer process. Progressive Advising is academic advising that focuses on the student as a whole person. This advising approach emphasizes goal exploration and program choice while asking students to consider their abilities and external obligations. Using this advising approach, academic advisors can embrace the purpose of academic advising at Virginia Western, which is to enhance student success through improving students’ academic planning skills. Students with effective academic planning skills have the knowledge and ability to set realistic educational success goals and take the necessary steps to achieve these goals. Virginia Western’s Advising Mission Statement: The mission of Academic Advising is to partner with students to help them define, plan and progress towards their educational goals by fostering independence, facilitating a professional, supportive environment and promoting student development skills. As an advisor, much of your interaction with students will be through SIS and the Advisor Center, as well as through SAILS, which is Virginia Western’s early alert system. The Navigate My VWCC document offers step by step instructions on how to use the Advisor Center within SIS. The SAILS tutorials are house on the Virginia Western Website. Degree requirements can be found in the online catalog. Be sure that the advisee is referring to his/her correct program year when reviewing degree requirements. 2 Virginia Western Community College Program Advisors: The program advisors are an integral part of the advising team. The programs that each program advisor is responsible for is as follows: Please advise students to call or email to schedule an appointment. Lacey Carey Business, Technology & Trades (BTT) Program Advisor Webber Hall Room 305D 857.6210 [email protected] Hours Monday-­‐Thursday 9:00am-­‐6:00pm Friday 8:00-­‐5:00pm Academic Programs Accounting AAS & CSC Air Conditioning & Refrigeration CSC Administrative Management Tech. AAS • Medical AMT: Administrative Professional Certificate AMT: Executive Assistant CSC Automotive Analysis & Repair CSC Business Administration AS Culinary Arts AAS & CSC Culinary Arts: Baking & Pastry CSC HIM: Electronic Medical Records Mgt. Certificate HIM: Health Records Coding CSC HIM: Medical Office Specialist CSC Horticulture: Greenhouse Mgt. CSC Horticulture: Landscape Mgt. CSC Information Systems Technology AAS IT: Database & Program Developer CSC IT: Desktop Support Technician CSC IT: Network & Security Administration CSC IT: Web Designer IT: Web Programmer Maintenance Technology CSC Management AAS • Human Resources • Marketing Mgt: Business Industrial Supervision CSC Mgt: Entrepreneurship Plus CSC Mgt: Human Resource Development CSC Mgt: Organizational Leadership CSC Paralegal Studies AAS Water & Wastewater Technology CSC Welding: Welding & Metal Processing CSC Position Vacant Liberal Arts & Social Sciences (LASS) Program Advisor Humanities 116D 857.6186 -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ Hours: BY APPOINTMENT Monday 9:00am-­‐6:00pm Tues, Thurs & Fri 8:00am-­‐5:00pm Wednesday 7:30am-­‐4:30pm Academic Programs Administration of Justice AAS Communication Design AAS Early Childhood Development AAS Early Childhood Development CSC General Education CSC General Studies AAS Human Services AAS Liberal Arts AA • Fine Arts Social Sciences • Education 3 Yvonne Campbell Science, Technology, Engineering & Mathematics (STEM) Program Advisor Anderson Hall Room 114B 857.6099 [email protected] Hours Monday 8:30am-­‐3:30pm; 3:30-­‐5:30pm (in Fralin Center 337) Tuesday 8:00am-­‐5:00pm Wednesday & Friday 8:00-­‐3:00pm; 3:00-­‐5:00pm (in Fralin Center 337) Thursday 8:00-­‐5:00pm Academic Programs Advanced Technology in Mechatronics CSC Architectural/Civil Engineering AAS • Geographical Information Systems Architectural/Civil Engineering Aide CSC Cisco CCNA Networking CSC Electrical Engineering Technology AAS Electrical Wiring CSC Energy Management Systems Technician CSC Engineering AS • Computer Science Engineering CSC Exercise Science & Personal Training Certificate Geographical Information Systems Certificate Mechanical Engineering Technology AAS Mechatronics Systems Engineering Technology AAS Microcomputer Systems Technology CSC Science • Health Science • Integrated Environmental Studies • Mathematics Technical Studies-­‐ Energy Management Wellness CSC Pam Woody Health Careers Information Specialist Fralin Center for Science & Health Professions 339 857.7307 [email protected] Hours Monday-­‐Friday 8:00am-­‐4:00pm Academic Programs (RESTRICTED ADMISSION-­‐ additional applications and prerequisites are required prior to entry) Dental Hygiene AAS Nursing AAS Nurse Aide CSC Phlebotomy CSC Practical Nursing Certificate Radiation Oncology AAS Radiography AAS Students interested in Surgical Technology need to seek academic planning assistance from Piedmont Virginia Community College. Students interested in Veterinary Technology need to seek academic planning assistance from Blue Ridge Community College. Students interested in Computed Tomography Imaging (CT) or Magnetic Resonance Imaging (MRI) must be Registered Technologists or ARRT eligible. Interested applicants who meet these qualifications should contact the Radiography Program Head. 4 Ten Questions to Ask an Advisee As you engage in progressive advising, these questions can help you facilitate the advising session. 1. What do you hope to do eventually with your life (or should we say …in your career)? 2. What did you choose Virginia Western? 3. What program are you considering? 4. Why are you considering that program: to prepare for a career? to transfer? •
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Do you really like that area of study? Do you think it will lead to a high-­‐paying or prestigious job? 5. What outside obligations do you have that we need to consider in preparing your academic plan? For example, do you have a job? Are you responsible for your family? Do you have a disability? Do you have military obligations? 6. What questions do you have about: •
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Virginia Western your program of study requirements scheduling 7. Are you considering online courses? •
Do you think you are the right kind of student for online courses? 8. Are you aware of the resources available to you? (tutoring, counseling, career planning, honors) 9. Does anything worry you about your college career? 10. How can I help you most as your advisor? •
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school policies scheduling / course selection degree progress information academic planning 5 Assisting Students with Academic Planning—by Brooke Ferguson 1. Begin with a discussion of the broader, long-­‐term goal. This allows you, as an advisor, to confirm that the student has not altered his or her long-­‐term goal and also reinforces the concept that postsecondary education is connected to a future career. The path to the career is unlikely to be a truly linear one, but this still encourages students to reflect on these connections. a. What do you hope to eventually do with your life? (The 10 Questions Handout) 2. Make sure the student’s selected program of study aligns with their stated long-­‐term goal. If these are not congruent, the student may need to speak with a Program Advisor about other options. If the goal and program align, begin discussing the student’s current progress towards the completion of his/her program of study. a. What (if any) concerns do you have about your college career? (The 10 Questions Handout) b. How are you performing in your courses? Are you encountering any particular challenges? i. Choice Theory Habits (Supporting/Listening/Trusting ): students will make poor decisions and we can facilitate their reflection on those decisions so they can avoid these situations in the future; empower students to be resilient. c. Are there any classes that have been particularly enjoyable? i. Choice Theory Habits (Encouraging) ii. Strengths-­‐based advising: building on strengths leads to success d. Compare student’s self-­‐assessment to academic record and flags/notes in SAILS 3. Review the remaining courses the student needs to complete and determine if there may be any necessary considerations related to sequencing or overall progress. a. Has the student completed all required developmental English/math courses? b. Has the student been successful in core classes related to his/her program of study? Is the student “on-­‐track” to meet his/her projected graduation date? c. Are there any unused courses that may be relevant to program requirements (i.e., course substitutions)? d. How many credits is the student successfully completing each semester? Does the academic load the student is pursuing seem appropriate? 4. Begin discussing plans for the next registration period. This short-­‐term, immediate need is typically what drives students to meet with an advisor, but the broader conversations leading up to this are much more relevant to student development and student success. 6 ACTIVE LISTENING –by Sheri Meixner How well you listen to someone can make a big difference in the outcome of your communication. There are 5 key elements to active listening: 1. Pay attention-­‐Give the person speaking to you your undivided attention. Look at them, use their name. Don’t let yourself mentally wander off. Remember that you don’t know what they want/need until you allow them to state it. 2. Show that you are listening-­‐Nod to show that you understand and are following. Smile; use other facial expressions. Encourage the person to continue by making statements like, “uh huh”, “yes.” 3. Provide feedback-­‐As a listener, you need to understand the other person is saying and/or asking. You may want to ask them questions to clarify what they need. Example “so you’re saying you….” 4. Defer judgment-­‐Allow the speaker to finish each point before asking questions. Make it a point not to interrupt. If you realize you are getting anxious, annoyed, anything along those lines, breathe! J You will be in a much better position to be helpful when you are calm! 5. Respond appropriately-­‐Active listening is a model of respecting and understanding. Attacking the speaker or making statements that are condescending or lacking respect will not help the situation. Treat the other person as you would want to be treated if the situation were reversed. Starting out-­‐ Establish rapport. Engage the student in a conversation about what they want to do. Say something like “tell me a little about what brought you to VWCC” “what would you like to do when you leave here?” You actually start to develop goals with the student by listening, explaining and clarifying. Moving it along-­‐ Facilitate the student’s self-­‐reflection. How to do this? You will have some information about them so use what you know to encourage them to explore what they are thinking/planning. You are an advisor but everyone isn’t open to getting advise!! J Use of open ended questions is a great communication tool. You may say “tell me some things you think about when you consider being a nurse” …. Helping the student set goals is an important part of this process. Maneuvering out of where you don’t want to be-­‐ When the little voice inside your head says “what is s/he thinking?!”-­‐ you need to redirect. What do you do with the student who needs to see clearly that what they are proposing to do may need to be more carefully thought about? e.g. a student who can’t stand the sight of blood and is weak in math and science but wants to be a nurse. Start by clarifying with the student. Go to facilitating self-­‐reflection. You may want to suggest that the student simply think about his/her choices. Help him/her explore what options are related to the choices he/she is making. 7 Overview of The Admissions Process for New Students In general, these are the steps a student takes to gain admission to Virginia Western. ·∙ Complete an online application. Students with in-­‐state and out-­‐of-­‐state inquiries should be directed to the Admissions Office in Chapman Hall Room 108. Students who have attended other colleges and universities should provide official transcripts to the Admissions Office in order to receive transfer credit. A Request for Transcript Evaluation must be completed and can be located on the Admissions forms page. ·∙ Get familiar with your My VWCC account. Students should access their Student Center to view any holds that need to be resolved prior to registering for classes as some holds can prevent the student from enrolling. ·∙ Apply for Financial Aid. Students can receive assistance with this process by visiting the Financial Aid office in Chapman Hall Room 106. ·∙ Take the placement test. Placement tests are given in the Learning Technology Center in Brown Library and must be taken before speaking with a New Student Advisor unless they meet the requirement by submitting SAT or ACT scores or the completion of college level English and math courses. ·∙ Meet with a New Student Advisor. Available in the Advising Center, Chapman Hall Room 105 ·∙ Register for classes. Students can register online through My VWCC. We strongly encourage students to visit our Registration Room in Duncan 212 during peak registration times if assistance is needed. ·∙ Pay for Classes. Students may pay tuition online through My VWCC, in person, or enroll in the Nelnet payment plan online. 8 Advising Transfer Students – by Steven Chichester When can a student transfer? -­‐ A student can transfer at any time, assuming he/she is accepted by the transfer institution. -­‐ Students do not have to graduate from Virginia Western in order to transfer to a four-­‐year school. -­‐ Students do not have to earn an Associate’s degree in order to transfer. o However, the more classes a student can transfer to a four-­‐year school, the less time and money he/she will have to spend once he/she transfers. -­‐ Students seeking admission through a guaranteed admissions agreement MUST complete an Associate’s degree. What are the Admissions Requirements? -­‐ Every school has different admissions requirements so students should check with the school directly to know for sure what the requirements are. -­‐ Remember, meeting the minimum requirements for admission to a school does not guarantee acceptance to the school (unless students meet the requirements of a guaranteed admissions agreement). Math, Science and English Most schools focus on these three subjects when a student transfers. Make sure that the Math, Science and English courses are the equivalent courses that are required at the four-­‐year school. To find out what the course equivalents are you can view the Transfer Guides on the VWCC website. Admissions Deadlines All schools are different, but usually the deadline for transfer applications is between March and June in order to start in the fall semester. The only way to know for sure is to contact the school directly. What classes will transfer? -­‐ Only college level courses will transfer -­‐ Only credited college courses will transfer -­‐ Only grades of C or higher will transfer -­‐ Remedial or developmental courses will not transfer -­‐ Courses where grades of D and F are earned will not transfer Although these guidelines will help students during the transfer process, the only way to know for sure if a class will transfer if to contact the school directly. Students can also view the Transfer Guides from most four-­‐year schools in Virginia. What is a guaranteed admission agreement and how do students use one? The Virginia Community College System has entered into agreements with many of the four-­‐year colleges and universities within the state. Graduates of Virginia Western are guaranteed acceptance to 9 those colleges when the conditions of the agreement have been met. To find the requirements for a guaranteed admission agreement for a specific school in Virginia please visit our page for VCCS Guaranteed Admissions Agreements What type of Associate’s degree do students need to transfer? -­‐ Associates of Arts -­‐ designed to be transferred to a four-­‐year school -­‐ Associates of Science -­‐ designed to be transferred to a four-­‐year school -­‐ Associates of Applied Science -­‐ designed to prepare students to enter the workforce The exception is if a four-­‐year school specifically lists an Associate of Applied Science degree as a requirement for acceptance (Ex: Radford University lists the Associates of Applied Science in Administration of Justice and Human Services as acceptable degrees for prospective transfer students looking to attend Radford University). 10 13 Tips for Advising Developmental Students – by Amy Williamson Research shows that the following advising strategies can be especially useful when advising academically-­‐underprepared students: Tip #1 Encourage students to enroll in English and math courses in the first semester Students who start their English and math requirements in the first semester of their academic programs are more successful and more likely to complete their degrees. Tip #2 Employ open-­‐ended questioning techniques e.g., 'What subjects did you enjoy studying in the past?' with follow-­‐up questions such as 'What methods did you find successful in studying this subject?' These questions build rapport with the student and provide more information than simple yes/no questions. Tip #3 Identify student strengths as well as skill deficits Recommend courses appropriate to students' current skill levels mixed with course options in areas of previous success. Avoid enrolling students in courses with heavy reading until they have completed their developmental English coursework. Courses that build computer skills like ITE 115 may be helpful. Tip #4 Be direct, emphatic, and prescriptive when designing a plan to overcome skills deficits Many academically under-­‐prepared students have had negative experiences in education prior to enrolling in college. Negative experiences early in the college process reinforce the perception that they don’t belong here and should quit. The combination of explicit information and empathy are two highly effective ways to combat a student’s negative self-­‐talk. Providing a few appropriate choices may work better than asking them to identify and select appropriate courses from the entire schedule. This also cuts down on having to tell them they aren’t ready for a specific course, etc. Tip #5 Avoid using acronyms or higher education jargon We use a ton of jargon in higher education! What makes perfect sense to us is confusing for most developmental college students and they are unlikely to ask for clarification rather, they will walk out and may never come back. Tip #6 Help students identify their personal learning style with the teaching style used in the course Use caution in recommending on-­‐line classes or satellite classes **Avoid distance and hybrid classes, especially for students needing developmental English** Tip # 7 Help students determine the conditions that will best optimize learning Determine if the student is a 'morning person' or has a job that may conflict with certain courses. Encourage students who need support scheduling classes to visit the Registration Room. Tip #8 Help students set short and long-­‐term goals and develop action plans to achieve their goals 11 Successful students have a clear understanding of their strengths and skills. They can determine how their talents match possible career options, access sustained professional guidance and plan ahead financially. Academically underprepared students may need help identifying specific and attainable goals. The Virginia Wizard is an excellent tool for helping students to map out their courses and has resources to help students identify possible careers, transfer requirements, etc. Hall Associates Career and Employment Assistance Center also has assessments and workshops that students may find helpful. Tip #9 Refer students to campus and community resources as needed It may be helpful to give the student a specific name in the office where you are sending them (i.e. “my friend Sara at the Academic Link can help you with this”) and show them on a map exactly where they should go or have someone take them there. Tip #10 Reiterate the importance of meeting deadlines and regular class attendance. To use Brenda Ashcraft’s excellent analogy “unlike the ‘natural athlete’ who knows just where to go on the field to catch the ball and make the touchdown, developmental students need to be shown where to go on that field to get the touchdown and be successful.” Tip # 11 Monitor student progress toward goals. Use intrusive advising methods when appropriate Tip #12 Interpret and provide rationale for instructional policies, procedures, and requirement This is another area where we assume students know why there is a certain policy or procedure but many developmental students will not. Although it takes extra time to explain, the student is more likely to understand and less likely to return with the same question Tip #13 If the student is eligible for financial assistance, encourage the student to obtain a work-­‐study position on campus for a limited number of hours per week. Waiting for information on this process from Financial Aid. Research cited by Wilkie and Jones (1994) indicates campus employment is associated with higher retention 12 MTE Placement by Student Group Group Credit for Units Unit Title XDG0 MATH 2140 Whole Numbers XDG1 MTE 1 Operations with Positive Fractions XDG2 MTE 2 Operations with Positive Decimals and Percents XDG3 MTE 3 Algebra Basics XDG4 MTE 4 First Degree Equations and Inequalities in One Variable XDG5 MTE 5 Linear Equations, Inequalities and Systems of Linear Equations in Two Variables XDG6 MTE 6 Exponents, Factoring and Polynomial Equations XDG7 MTE 7 Rational Expressions and Equations XDG8 MTE 8 Rational Exponents and Radicals XDG9 MTE 9 Functions, Quadratic Equations, and Parabolas A student who is not listed in any of these student groups will begin in MATH 2140. Developmental Mathematics Requirements by Program of Study (2013-­‐2014) Program Accounting AAS Accounting CSC Administration of Justice AAS Administrative Management Technology AAS Administrative Management Technology AAS-­‐ Medical Administrative Mgt. Spec. AMT: Administrative Professional Cert. AMT: Executive Assistant CSC Advanced Technology in Mechatronics-­‐ Fundamentals CS Advanced Technology in Mechatronics CSC Air Conditioning & Refrigeration CSC Architectural/Civil Engineering Aide CSC Architectural/Civil Engineering AAS Architectural/Civil Engineering AAS-­‐ Geographic Info. Systems Spec. Automotive Analysis & Repair CSC Business Administration AS Business Industrial Supervision CSC Cisco CCNA Networking CSC Communication Design AAS Computer Aided Drafting Career Exploration CSC Culinary Arts AAS Culinary Arts CSC Culinary Arts: Baking & Pastry CSC Dental Hygiene AAS Early Childhood Development AAS Code 203 221-­‐203-­‐02 400 298 298-­‐03 MTE Requirement MTE 1, 2, 3 MTE 1, 2, 3 MTE 1, 2, 3, 4, 5 MTE 1, 2, 3 MTE 1, 2, 3 218 221-­‐298-­‐01 221-­‐706-­‐96 221-­‐706-­‐90 221-­‐903-­‐10 221-­‐895-­‐82 895 895-­‐01 NONE NONE MTE 1, 2, 3 MTE 1, 2, 3 MTE 1, 2, 3 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3, 4, 5, 6 221-­‐909-­‐01 213 221-­‐212-­‐04 221-­‐732-­‐12 511 221-­‐729-­‐95 242 221-­‐242-­‐03 221-­‐242-­‐05 118 636 NONE MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 NONE NONE MTE 1, 2, 3 MTE 1, 2, 3 MTE 1, 2, 3 NONE NONE MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5 13 Early Childhood Development CSC Electrical Engineering Technology AAS Electrical Wiring CS Emergency Medical Services-­‐ Basic Energy Management Systems Intro. CSC Energy Management Systems Technician CSC Energy Management Systems Installer CSC Engineering AS Engineering AS-­‐ Computer Science Spec. Engineering CSC Exercise Science & Personal Training Cert. Firefighting & Prevention CSC (Discontinued) General Education Cert. General Studies AS Geographical Info. Systems Cert. Geographical Info. Systems: Career Exploration CSC Health Technology: Pre-­‐Dental Hygiene CSC (Discontinued) Health Technology: Pre-­‐Nursing CSC (Discontinued) Health Technology: Pre-­‐Practical Nursing CSC (Discontinued) Health Technology: Pre-­‐Radiography CSC (Discontinued) Health Technology: Pre-­‐Radiation Oncology CSC (Discontinued) Health Technology: Pre-­‐Surgical Technology CSC (Discontinued) Health Technology: Pre-­‐Veterinary Technology CSC (Discontinued) HIM: Electronic Medical Records Management Cert. HIM: Health Records Coding CSC HIM: Medical Office Specialist CSC Horticulture: Greenhouse Mgt. CSC Horticulture: Landscaping CSC Horticulture: Viticulture CSC Human Services Information Systems Technology AAS IT: Database & Program Developer CSC IT: Desktop Support Technician IT: Network & Database Administration CSC IT: Network & Security Administration IT: Web Designer IT: Web Programmer CSC Liberal Arts AA Liberal Arts AA-­‐ Fine Arts Spec. Maintenance Technology CSC Management AAS Management AAS-­‐ Marketing Spec. Management AAS-­‐ Human Resource Spec. 221-­‐636-­‐04 731 221-­‐706-­‐01 221-­‐146-­‐06 221-­‐820-­‐02 221-­‐820-­‐03 221-­‐820-­‐04 831 831-­‐01 221-­‐831-­‐01 196 ### 695 699 719 221-­‐719-­‐93 ### ### ### ### ### NONE MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3 NONE MTE 1, 2, 3 MTE 1, 2, 3 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2 NONE MTE 1, 2, 3, 4, 5 MTE 1, 2, 3, 4, 5 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3, 4 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 ### MTE 1, 2, 3, 4, 5 ### MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 285 221-­‐152-­‐06 221-­‐285-­‐87 221-­‐335-­‐03 221-­‐335-­‐14 221-­‐335-­‐20 480 299 221-­‐299-­‐12 221-­‐299-­‐04 221-­‐732-­‐02 221-­‐732-­‐02 221-­‐352-­‐02 221-­‐352-­‐03 648 648-­‐01 221-­‐731-­‐98 212 212-­‐05 212-­‐07 NONE NONE NONE NONE NONE NONE MTE 1, 2, 3, 4, 5 MTE 1, 2, 3 NONE NONE NONE NONE NONE NONE MTE 1, 2, 3, 4, 5 MTE 1, 2, 3, 4, 5 MTE 1, 2, 3 MTE 1, 2, 3 MTE 1, 2, 3 MTE 1, 2, 3 14 Mgt: Entrepreneurship Plus CSC Mgt: Human Resource Development CSC Mgt: Organizational Leadership CSC Mechanical Engineering Technology AAS Mechatronics Systems Engineering Technology (PENDING) Microcomputer Systems Tech. CSC Nursing AAS Paralegal Studies AAS Practical Nursing AAS Phlebotomy Radiation Oncology AAS (PENDING) Radiation Oncology Cert. (Discontinued) Radiography AAS Science AS **Science AS-­‐ Health Sciences Spec. Science AS-­‐ Integrated Environ. Studies Spec. Science AS-­‐ Mathematics Spec. Science AS-­‐ Medical Technology Spec. (Discontinued) Social Sciences AS Social Sciences AS-­‐ Education Spec. Surgical Technology (Offered through PVCC Partnership) Technical Studies AAS (Discontinued) Technical Studies AAS-­‐ Mechatronics Spec. Technical Studies AAS-­‐ Energy Management Spec. Veterinary Technology (Offered through BRCC Partnership) Water & Wastewater Technology CSC Welding: Welding & Metal Processing CSC Wellness CSC 221-­‐212-­‐10 221-­‐212-­‐08 221-­‐212-­‐19 956 XXX 221-­‐731-­‐68 156 260 157 221-­‐151-­‐02 XXX ### 172 880 880-­‐02 880-­‐05 880-­‐04 ### 882 882-­‐01 ### 718-­‐01 718-­‐02 221-­‐828-­‐72 221-­‐995-­‐47 221-­‐190-­‐02 NONE NONE NONE MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3 MTE 1, 2, 3, 4 NONE MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 MTE 1, 2, 3, 4, 5 MTE 1, 2, 3, 4, 5 MTE 1, 2, 3, 4, 5 MTE 1, 2, 3 MTE 1, 2, 3, 4, 5, 6 MTE 1, 2, 3 MTE 1, 2, 3, 4, 5, 6, 7, 8, 9 NONE NONE NONE **Students enrolled in Science AS-­‐ Health Sciences Specialization are often pursuing other health-­‐
related degrees, such as Dental Hygiene, Nursing, Practical Nursing, Radiography, Radiation Oncology, Surgical Technology, and Veterinary Technology. Please confirm these students’ programs of study to verify developmental mathematics requirements. 15 Placement of Developmental English Students Students will be placed into student groups based on the VPT-­‐English Test (Virginia Placement Test-­‐English). Developmental English courses are conducted as learning communities that include SDV 108. Students must enroll in the entire learning community unless the student has previously completed an SDV course. The student group placement is as follows: XEN-­‐0 XEN-­‐1 XEN-­‐2 XEN-­‐3 XEN-­‐11 Pre-­‐developmental English Placement: EDUC 2151. These students do not meet the admissions criteria for the VCCS. Refer to Advising Center. Placement in ENF 1 (Preparing for College English 1). These students require extensive preparation and language immersion to succeed in college level courses. These students read and write with limited proficiency which should be considered when selecting courses. Placement in ENF 2 (Preparing for College English 2). These students read with reasonable proficiency and write with some proficiency which should be considered when selecting courses. Placement in ENF 3/English 111 (a 2-­‐credit tutorial component combined with a 3-­‐credit English 111 to create a 5-­‐credit learning community). These students require minimal preparation to be successful in college level courses. Placement directly in English 111. These students demonstrate proficient verbal skills and are college-­‐ready. These students require no additional developmental support. Developmental English Options: ENF 1 ENF 2 ENF 3 Paired with SDV 108* to create a 9 credit learning community Paired with SDV 108* to create a 5 credit learning community Paired with SDV 108* and ENG 111 to create a 6 credit learning community 16 Developmental English Grading: S=Satisfactory R=Re-­‐enroll U=Unsatisfactory W=Withdrawal After successful completion of ENF 1 or ENF 2, students’ progress into ENG 111 or ENF 3/ENG 111 based on the faculty recommendation. Repeating a Developmental English course: In keeping with VCCS policy, only two attempts are allowed before a student must seek special permission. Advising Considerations for Developmental English Students: Common Academic Advising Issues to Consider: The student may have limited: •
computer skills •
access to computer/internet at home •
approaches to learning skills •
reading/writing skills •
weak personal/family support system 17 Advising Military Related Students When advising students who are military related, it is useful to know that there are a variety of potential programs that these students might be affiliated with. While an academic advisor does not offer financial advisement, it is helpful to know the criteria and constraints of the various programs. Students with questions should contact the office of Financial Aid, or consult the Services for Veterans webpage. This document, created by Michelle Hilts, explains the different programs and the basic criteria within each one. Montgomery GI Bill (Chapter 30, the “old” GI Bill) Reserve GI Bill (Chapter 1606, Chapter 1607, REAP) Dependent GI Bill (Chapter 35) All of these programs require the student to take only courses required for their chosen major, and any required pre-­‐requisites, including up to 30 developmental credits. Students are not required to be enrolled full-­‐time. These students are required to pay their tuition and fees (or have financial aid in place) up front. Dynamic sessions will affect the monthly payments students receive. Adding a dynamic class in order to reach the college’s full-­‐time standard (12 credits) may not result in full-­‐time status with the VA. The VA considers each dynamic session to be a separate term. Enrollment status is calculated based on the number of days in that particular term and added to the regular session when the dates overlap. Refer students to certifying official for calculation (see last page for examples). If a student withdraws from a class at any point in the semester, his/her monthly payments will be adjusted. From a financial standpoint, it may be to the student’s advantage to remain in the class and fail it. If a student fails a class, he/she can retake the class, and the VA will pay them for it again, for a maximum of 3 attempts. *If a student passes a class with a D, he/she are considered to have met the requirement, and the VA will not pay for the course again, even though it will not transfer. During the student’s graduating term, he/she is allowed to enroll in courses outside of his/her declared program of study, but if he/she does not graduate, he/she will owe money to the VA. 18 Post-­‐9/11 (Chapter 33, the “new” GI Bill) This program requires the student to take only courses required for their chosen major, and any required pre-­‐requisites, including up to 30 developmental credits. Students are not required to be enrolled full-­‐time, but must be enrolled in at least 7 credits (Fall and Spring, Summer varies) to receive any Housing allowance. These students are not required to pay their tuition and fees up front. Dynamic sessions will affect the monthly payments students receive. Adding a dynamic class in order to reach the college’s full-­‐time standard (12 credits) may not result in full-­‐time status with the VA. The VA considers each dynamic session to be a separate term. Enrollment status is calculated based on the number of days in that particular term and added to the regular session when the dates overlap. Refer students to certifying official for calculation (see last page for examples). If a student withdraws from a class at any point in the semester, his/her monthly payments will be adjusted. He/she will also have to pay back a prorated portion of the tuition and book stipend to the VA. From a financial standpoint, it may be to the student’s advantage to remain in the class and fail it. If a student fails a class, they can retake the class, and the VA will pay them for it again, for a maximum of 3 attempts. *If a student passes a class with a D, he/she is considered to have met the requirement, and the VA will not pay for the course again, even though it will not transfer. During the student’s graduating term, he/she is allowed to enroll in courses outside of his/her declared program of study, but if he/she does not graduate, he/she will owe money to the VA. Voc Rehab (Chapter 31, Vocational Rehab) This program requires the student to take only courses required for their chosen major, and any required pre-­‐requisites, including up to 30 developmental credits. Students are not required to be enrolled full-­‐time. These students are not required to pay their tuition and fees up front. Dynamic sessions will affect the monthly payments students receive. Adding a dynamic class in order to reach the college’s full-­‐time standard (12 credits) may not result in full-­‐time status with the VA. The VA considers each dynamic session to be a separate term. Enrollment status is calculated based on the number of days in that particular term and added to the regular session when the dates overlap. Refer students to certifying official for calculation (see last page for examples). 19 If a student withdraws from a class at any point in the semester, his/her monthly payments will be adjusted. From a financial standpoint, it may be to the student’s advantage to remain in the class and fail it. If a student fails a class, they can retake the class, and the VA will pay them for it again, for a maximum of 3 attempts. *If a student passes a class with a D, he/she is considered to have met the requirement, and the VA will not pay for the course again, even though it will not transfer. Because these students are assigned a case worker through the VA, certain exceptions (such as additional classes) can be made. Any exception must be authorized individually by the case worker. It is up to the student to get the exception approved. Tuition Assistance (TA) This program requires the student to take only courses required for their chosen major, and any required pre-­‐requisites. Students are not required to be enrolled full-­‐time. These students are not required to pay their tuition up front. The military will pay tuition, but the student is responsible for all fees. The military will pay tuition for a total of 16 credit hours per fiscal year. Anything beyond that is entirely the student’s responsibility. If a student withdraws from a class at any point in the semester, or fails a class, the military will recoup any payments for that particular class from the student. Additional electronic paperwork must be submitted by the student. Refer students to their unit’s Education Officer or the school certifying official for assistance with paperwork. 20 Examples of Impact of Dynamic Sessions Example 1: Spring 2014, David is enrolled in ENG 111, HIS 121, and PSY 200 for the entire semester. He also has an MTT 3 class that starts February 3 and runs through the end of the term. When his enrollment is submitted to the VA, they make the following calculations: January 7 -­‐ February 2: 75% of education benefit paid to student February 3 -­‐ May 5: 100% of education benefit paid to student Example 2: Spring 2014, Amy is enrolled in BIO 101 and ENG 111 for the full term. She also has an MTT 1 class that runs from Jan 7th through Jan 30th. She then adds an ITE 115 class that runs Feb 17th through May 5th. The VA calculates her enrollment: January 7 -­‐ January 30: 75% of education benefit paid to student February 1 -­‐ February 16: 50% of education benefit paid to student February 17 -­‐ May 5: 100% of education benefit paid to student Example 3: Spring 2014, Josh is enrolled in an MTT 1 class that runs Jan 7th through Jan 30th. After completing that class, he enrolls in a MTH 163 that runs March 10th through May 5th. His enrollment is calculated: January 7 -­‐ January 30: 50% of education benefit paid to student February 1 -­‐ March 9: Zero education benefit paid to student March 10 -­‐ May 5: 50% of education benefit paid to student 21 Guidelines Regarding Release of Information (FERPA)-­‐ by Lori Baker Ø The release of non-­‐directory information to parties outside the College is restricted to the Records Office and only if the Records Office has a signed and dated authorization to release statement from the student. Ø Information from a student’s educational record may be shared among College officials who have legitimate educational interests. Ø Access to a student’s educational records by College officials is restricted to that portion of the record necessary for the discharge of assigned duties. Ø Directory information on individual students may be made available publicly by the Records Office, unless the student has blocked disclosure of directory information. Please refer to instructions on how to check for student confidentiality and what to do if a student has blocked disclosure of their directory information. Ø A Consent to Release Education Records form is available in the Records Office. Good practice by faculty and staff requires that they maintain, use and report student data in compliance with the requirements of FERPA and College Policy (policy I-­‐33). The following statements provide practical guidelines to follow. Ø Do refer requests for student record information to the Records Office. Ø Do keep only those individual student records necessary for the fulfillment of your teaching or advising responsibilities. Ø Do keep any personal records relating to individual students separate from their education records. Private notes of a professor/staff member concerning a student that are intended for professor’s/staff member’s own use are not part of the student’s educational record. Ø Do insure privacy when asking for student EmplID. Ø Do properly dispose of all papers and documents that contain the EmplID. Ø Do use blind copies when e-­‐mailing a group of students. Ø Do Not include the EmplID in the subject line of an e-­‐mail message. Ø Do Not include the EmplID on any document mailed by surface mail where the EmplID is visible on the document or in a window envelope. Ø Do Not display student scores or grades publicly in association with the student name, EmplID, Social Security number, or other personal identifier. Scores or grades may be posted using a code known only to the instructor and the student. Ø Do Not put papers or lab reports containing student names and grades in publicly accessible places. Students must not have access to the scores and grades of others in the class. Ø Do Not circulate printed class lists containing non-­‐directory information, such as EmplIDs, for purposes of taking attendance. Instead, use a blank “sign in” sheet. Ø Do Not conduct research using student information without first receiving approval from the Office of Institutional Advancement/Institutional Review Board and ensuring compliance with FERPA requirements. Ø Do Not make value judgments or use inappropriate language in any comments or notes that are entered into SIS or stored in shared student files such as SAILS, since these comments are considered part of the education record and are subject to the student’s right to review. Ø Do Not share student educational record information with other faculty or staff members of the College unless their official responsibilities provide for a legitimate educational interests. Ø Do Not ask for the EmplID on any document that will be viewed by anyone other than a College employee with an educational need to know. Examples: 22 On exams, homework assignments and attendance rosters, especially if other students may view these documents. o On questionnaires, surveys and other documents soliciting additional personal information. o On checks payable to the College or to the student. o On non-­‐academic documents such as an appointment sign-­‐in sheet. Ø Do Not share information from student educational records (including grades or grade-­‐point averages) by phone or correspondence (including within letters of recommendation) with parents or others outside the College without written consent from the student. o
23 Satisfactory Academic Progress (SAP) for Advisors – by Chad Sartini 1. What is Satisfactory Academic Progress (SAP)? Institutions that participate in federal financial aid programs like the Pell Grant and Direct Student Loans, must have a policy that ensures that a student receiving federal aid dollars is making progress toward the completion of his/her degree/certificate. Federal regulations state that in order for a student to continue receiving all types of federal financial aid for which the student is eligible (Pell Grant, FSEOG, Stafford Direct Subsidized Loan, Stafford Direct Unsubsidized Loan, Parent PLUS Loan, and Federal Work Study) he/she must be making satisfactory academic progress (SAP) toward degree/certificate completion. A student who fails SAP is also ineligible to receive Virginia state grants. 2. Who sets the college’s SAP policy? The current VWCC SAP policy is the common, agreed-­‐upon policy of the Virginia Community College System. This policy is the same for all 23 VCCS institutions. The policy is available at http://virginiawestern.edu/financialaid/sappolicy.php. 3. What are the main parts of the SAP policy? The SAP policy is made of two main parts, a qualitative (GPA) part and a quantitative (pace of completion) part. Failure of one of the two parts results in a student not meeting SAP requirements and may result in a student losing his/her financial aid for the upcoming semester. 4. What are the GPA requirements for a student to meet SAP? GPA requirements depend upon the total number of credits attempted as outlined in the chart below. The goal is to have a student reach the 2.0 minimum GPA requirement for graduation. Please note: SAP GPA requirements are not the same as the college’s academic standing requirements. Total Number of Credits Attempted GPA Requirement 1 -­‐ 15 1.5 16 -­‐ 30 1.75 31+ 2.0 5. What are requirements for pace of completion for a student to meet SAP? a. The first pace of completion requirement is the 67% Rule. To meet SAP requirements a student must receive satisfactory grades in 67% of cumulative credits attempted, including developments credits. Satisfactory grades include: A, B, C, D, S, and P. All credits attempted at the College count even if courses taken are not toward the student’s current program of study. Developmental course credits count. Unsatisfactory grades of W, U, I, R, and F count against a student when this is calculated. 24 i. Student A – end of semester grades for 12 attempted credits: B, B, D, F -­‐ 75% of credits attempted successfully completed -­‐ Student meets the 67% rule ii. Student B – end of semester grades for 12 attempted credits: C, B, F, F -­‐ 50% of credits attempted successfully completed -­‐ Student does not meet the 67% rule b. The second pace of completion requirement is the 150% Rule. In order to continue receiving financial aid, a student must complete his/her program of study before attempting 150% of the credits required for that program. Developmental and ESL courses are not counted in this calculation, but all other attempted credits from all enrollment periods at the College, whether or not the student was receiving aid for any of those enrollment periods, plus all accepted transfer credits are counted. i. A student in a 60 credit associate degree program must complete the program within 90 credits. (60 credits * 1.5 = 90) ii. A student in a 20 credit certificate program must complete the program within 30 credits. (20 credits * 1.5 = 30) iii. A student who already has an associate degree from VWCC and wishes to pursue a certificate will ALWAYS fail SAP. iv. A student who already has one associate degree from VWCC and wishes to pursue an additional associate degree will fail SAP at some point during completion of the second associate degree. v. Withdrawals (W) always count against a student for SAP purposes. vi. Incompletes (I) always count against a student for SAP purposes. Successful completion of a course for which a student has an incomplete may positively alter a student’s SAP status. 6. Is there a limit to the number of developmental course credits for which a student may use financial aid? Federal regulations limit the number of developmental credits that financial aid may cover to 30. This is not a negotiable number. Any developmental course(s) a student takes over the 30 credit limit must be paid for by the student. 7. What are the different student statuses for SAP in SAILS? a. Meeting Sat Acadm Progress – student is meeting SAP requirements b. Warning – student is in his/her SAP Warning term. If the student does not meet SAP requirements at the end of the current semester, the student will lose his/her financial aid. Warning term is only for a student not meeting the GPA and/or 67% requirement(s). A student receives only 1 warning term during the student’s academic career at VWCC. c. Not Meeting Sat Acadm Progress – student is not meeting SAP requirements. Financial aid is discontinued. 25 d. Academic Plan – student has submitted an appeal to have financial aid reinstated and the appeal has been approved Information about SAP Status and Appeals 8. How does the Financial Aid Office notify a student of his/her SAP status? A student will receive an email from the Financial Aid Office notifying him/her of a change in SAP status. We check SAP status and notify students throughout the aid year, but we send most notifications at the end of a semester once grades are posted. 9. What is the easiest way for a student to tell that he or she has failed SAP in SIS? The student will have an “FAD” service indicator in SIS. “FAD” – Financial Aid Discontinued – keeps a student from receiving aid but does not keep a student from enrolling in classes. Students can see this indicator on the Student Center page in the “Holds” box. The “FAD” service indicator will remain on the student’s account for as long as the student remains ineligible for financial aid. The “To Do List Box” below the “Holds” box will list the SAP failure reason(s). Please note that some reasons may be listed more than once if a student has failed SAP more than once. Click on “details” in the “To Do List” box then on the individual “To Do Item” for more information. “To Do Items” are grouped by item type with the most recent SAP failure reason item listed last in the item type group. IGNORE THE “DUE DATE” COLUMN. 10. What is the process to appeal for financial aid reinstatement? a. A student completes the Appeal for Reinstatement of Financial Aid form, available in the Financial Aid Office or at http://virginiawestern.edu/financialaid/forms.php. b. All appeals must have supporting documentation. The documentation must support the reason(s) the student states he/she did not meet SAP for the semester. i. Some forms of acceptable documentation include: doctor’s letter, hospital admission forms, obituary, court record, accident report, letter from an unbiased third party confirming the reason, letter from an instructor or program/faculty advisor, etc. It is impossible to list all acceptable forms of documentation because appeals are case-­‐by-­‐case. Letters from relatives and/or friends are not acceptable. ii. A student who fails the 150% rule and submits an appeal must submit an Academic Plan Completion Form that has been reviewed and signed by the student’s program/faculty advisor as documentation. The form is available in the Financial Aid Office or at http://virginiawestern.edu/financialaid/forms.php. A student may also complete the Career and Course Planner portion of the Virginia Education Wizard (available in MyVWCC) to meet this requirement. This must be printed, reviewed, and signed by the student’s program/faculty advisor. Beginning fall 2014, the Academic Plan Completion Form will be discontinued, and a student failing the 150% rule will be required to complete the Career and Course Planner portion of the Virginia Education Wizard. 26 iii. An appeal submitted without supporting documentation will not be read. A student will receive notification via email to provide supporting documentation by a certain deadline. If supporting documentation is not received by the deadline, the student’s appeal will be denied. c. Appeals are read weekly throughout the semester unless the college is closed for a holiday, a scheduled break, or inclement weather. The Financial Aid Office emails a student notification of the decision. Email notification usually is sent to the student within a week of submitting an appeal. i. Appeal deadlines are on the Appeal for Reinstatement of Financial Aid form. The priority dead means that an appeal submitted by this date will be reviewed so an approved student may register by the last day to register for full semester courses. d. Appeal decisions are final for the semester for which the student has appealed. A student may re-­‐appeal for a subsequent semester and should be able to explain and document in the re-­‐appeal how circumstances have changed since the previously denied appeal. e. A student whose appeal is approved must go to the Financial Aid Office to complete and sign a Satisfactory Academic Progress Agreement form in order for his or her aid to be awarded. 11. What is the easiest way to tell that a student’s appeal for reinstatement has been granted in SIS? A student will be able to see his/her status on the Student Center page in the “Holds” box. A student also receives email notification when his/her aid is reinstated. a. Financial Aid Status Service Indicators in SIS i. Financial Aid Reinstated (FAR) – added after successful appeal ii. Financial Aid Reinstated with Limitations (FAL) – added after successful appeal and reinstatement of aid includes enrollment stipulations iii. Financial Aid Reinstated Three-­‐Quarter Time (FAT) – student may enroll in no more than 11 credits iv. Financial Aid Reinstated Half-­‐time (FAH) – student may enroll in no more than 8 credits – student may not self-­‐register* v. Financial Aid Reinstated Quarter Time (FAQ) – student may enroll in no more than 5 credits vi. Financial Aid Obligation (FAO)– student must go to the Financial Aid Office to complete a Satisfactory Academic Progress Agreement form REMEMBER – Satisfactory academic progress regulations exist to encourage a student to make progress toward his/her ultimate goal of receiving a degree. The regulations also exist to prevent abuse of tax payer dollars. 27 Virginia Western Student Policies All student polices are housed on the Virginia Western website. Within the student policies, the ones that are most relevant and useful within academic advising sessions include: o
o
o
o
Student Grievance Policy, Including Grade Appeal Course Repeat Policy Student Conduct Policy And Procedure Student Rights & Responsibilities 28