They may have looked it over, but most will require help interpreting what is expected of them. For example, every year, I have to explain the sequence to at least one or two advisees. They understand that they must take a sequence of courses but often misread the second requirement and insist that they have to take only one additional course in the sequence. The only remedy is to open up the catalogue and point out the line that says â€śone three-hour course from each Humanities sequence not chosen above.â€ť
Try to keep advisees from putting off requirements they fear, particularly those in math and foreign language. Remind them that itâ€™s best to take such course while they still retain some of their understanding from high school. Professors from both departments tell me that students who delay these requirements donâ€™t perform as well. English is a similar case. Once theyâ€™ve made it out of English 111, students put off taking English 112 because itâ€™s â€śnot related to their major.â€ť Remind them that their professors will expect them to write well and have the research and documentation skills taught in English 112, regardless of whether or not theyâ€™ve completed the composition sequence.
On the other hand, advisees need not take every general education course in their first two years. Many juniors and seniors are glad to take a general education course to give themselves a break from upper division courses for the major and minor.
In their second semester, freshman advisees often share their intentions of completing general education requirements at other institutions over the summer. Tell them they have some leg work to do. They need to get a catalogue description of the course. They need to get a pink transfer card from the registrar. They need to take both to the chair of the department where the course is offered. Department chairs have discretion to approve or reject a transfer request.
Review the g.p.a. requirements for retaining a scholarship in the catalog with your student (3.3 for students with half-tuition and above; 3.0 for students with below half tuition). Many are mistaken about what g.p.a. they must earn to keep their funding. Remind him to focus on the immediate problem of improving his work in the course about which he is concerned. If itâ€™s appropriate, point out that there is an appeals process that will keep him from losing his scholarship if he just misses the g.p.a. requirement.
Yes, Georgetown offers dual degree programs in Engineering and Nursing Arts. Your student will earn her degree by completing its requirements during three years at Georgetown and two at the University of Kentucky. Also, make sure she is in contact with the appropriate program advisor (David Bowman for Engineering; Mark Johnson for nursing). This advisor should take over as her primary advisor as soon as possible.
Over the past few years, the Foreign Language department has experienced problems with students who insist on taking the introductory courses out of insecurity or for the sake of an easy â€śA.â€ť For this reason, students who are placed in 102 or above cannot earn credit for taking the entry level course.
I donâ€™t experience this too often but occasionally high schools donâ€™t get the information about credit earned to students. Because the problem is probably not an error by the Registrarâ€™s office, have the student follow up with her high school.
The core curriculum requires one math course above MA 104. The appropriate math course is dictated by the studentâ€™s major and high school preparation. Typically, students who are not prepared for calculus or are not majoring in Math, the Sciences or Business enroll in MA 107 (College Algebra), MA 111 (Statistics) and CSC 114 (Introduction to Computer Science).
No. Math 103 are 104 are courses for students preparing to teach in elementary schools.
Education students must arrange their schedules to leave time for their TA assignments. In addition, they must complete a curriculum that often requires more courses than a stand-alone major. For example, English majors working toward certification as secondary education teachers are asked to take American Literature Survey I and II while regular majors are required to take only one course in American Literature. Make sure your advisee has a copy of the teacher certification handbook and is taking the right set of courses for her or his area of circulation. If you have trouble interpreting the appropriate curriculum contract, talk the matter over with the studentâ€™s education advisor.
Since you will be working in my.georgetowncollege.edu this is a good time to go over CEP totals and to check whether the student is on track to earn 39 upper-level hours. If the student needs an additional help with planning, I usually schedule an appointment for a less hectic time of the semester.
Students appreciate your help with creating a four year plan. Once theyâ€™ve defined their academic goals, I tell them to write down every course they need to earn their majors and minors and then draft a schedule that records in what semester the student will take each course. Once they have that work done, I go over it with them and make sure they have planned for all graduation requirements. I keep a hard copy on my computer for later consultation. This can be time consuming, but it makes advising a snap during their junior and senior years. If the student changes advisors, I send along a hard copy of their proposed course of study in their folders.
In most cases, I direct the student to the appropriate source of support â€“ the Counseling Center, Student Life, Campus Safety etc. When a student seems particularly distressed, I write down the phone numbers for him or her. I report these conversations to Gretchen so that she can follow up with the Student Life Office.
For many freshmen, graduation seems a long way off. Coupled with a lack of direction, apathy strikes. Some students expect to be told to what to take; others just havenâ€™t had take the time to look over the schedule. When you post your advising schedule, include a message that instructs students to bring a draft schedule.
Over the years, Iâ€™ve found that the â€śI am on the verge of transferringâ€ť announcement means a lot of things. It might mean the student has not discovered what Georgetown has to offer. It might mean that the student is starting to worry about the debt heâ€™s taking on to finance his education. It might mean that heâ€™s heard other students talk about transferring. If you can, get the student to expound on his decisions. This is often the time I have the â€śwherever you go there you areâ€ť talk with students, reminding them that their problems transfer with them. When itâ€™s appropriate, I relay the studentâ€™s concerns to the Dean of Retention for further attention.
Many students tend to become very attached to their freshman advisors and wonâ€™t make the move to an advisor in their major without being pushed. Take inventory of your advisees before advance registration. If itâ€™s time for one to move on, get a change of advisor form and fill out your part. Instruct the student to take the form to the advisor of his choice and get his or his signature. Send the yellow advising folder to the new advisor.