ACADEMIC ADVISING SYLLABUS

Welcome to Clemson and the College of Behavioral, Social and Health Sciences (CBSHS)! We look forward to assisting you with planning your academic success at Clemson University (CU). We are committed to providing you with professional academic advising that will guide you towards your educational and professional goals. This document is your Academic Advising Syllabus, which will assist you with the advising process and your academic planning here at CU. We encourage you to read this document in full, be engaged in the academic advising process, and don’t hesitate to contact us with any questions. Our hope is this document will help you as a student along with all stakeholders to make the most of your experience here at Clemson and in your chosen major.

What is Academic Advising: Academic advising is the ongoing conversations and planning sessions between students and their professional advisors to establish a pathway to realization of educational, career and life goals.

Academic advisors work with a variety of students including services related to: academic advisement, course selection, transferability of courses, and completion of various academic forms. Academic advisors are also available to meet with prospective students considering change of academic program (major) into a CBSHS program.

Academic Advising Mission: To provide and maintain a positive academic advising environment for all CBSHS students to enhance student success and retention. Advisors will expect their advisees to become critical independent thinkers and decision makers in regards to their academic progress.

Advising Appointments

All students are assigned an advisor according to their major. Routine advising times near peak registration deadlines (October-November and March-April) are very short and may be a group advising experience. Opportunities for drop-in advising are also available. These appointments are not designed to, and should not be used to, answer all questions you have about your academic situation. Questions about long term planning, career planning, long-term academic goal setting, and study abroad should be taken care of at an appointment outside of peak advising times.

Academic Advisor Contact: please fill in the following blanks with your academic advisor information from orientation.

Primary advisor name (first and last): ______

Office location: ______Campus Phone #: 864-656-______

Clemson Email Address: Alternate Phone #: ______

Alternate advisor name (first and last): ______

Office location: ______Campus Phone #: 864-656-______

Clemson Email Address: Alternate Phone #: ______

Advisors Are:

  1. Here to serve as a resource for students.
  2. A confidential sounding board and source of referral for issues or problems when needed.
  3. Here to assist students with academic planning and course selection.
  4. Here to assist students with setting realistic professional and academic goals based on your academic performance, strengths and interests.
  5. Here to make referrals to other departments on campus as needed; we don’t have access to all your information as a student.
  6. Going to tell you the truth.
  7. Available throughout the academic year for guidance and support, not just at the designated “advising” times in October/November and March/April.
  8. Busy people! We try our best to get back as quickly as possible but emailing or calling several times in one day only puts us further behind in responding. When advisors are not in the office during regular office hours, they will leave an “out of office” auto response and students should read that and plan accordingly.

Advisors Are Not:

  1. Going to talk to or work with your parents through the advising process. We will meet in person with you and your parents together only at your request.
  2. Here to tell you what to do; you must be an equal (if not majority) partner in this relationship.
  3. Going to take charge of problems that you might be having with professors, roommates, financial aid, housing, or other campus departments.
  4. Going to have access to financial aid information in iROAR. We will refer you to the office of financial aid for all questions including those regarding scholarships information.
  5. Give final advice regarding professional school requirements. Entrance requirements vary from school to school. It is the student’s responsibility to investigate this with the schools of your choice.
  6. Going to have access to your daily class work or exams for any of your classes.

Your Academic Advisor will:

  1. Provide you with assistance in developing your academic plan.
  2. Provide you with information about your major (or change of major plan, if applicable).
  3. Provide assistance in planning your schedule for the semester.
  4. Provide you with information on how to monitor your academic progress (degree works, iROAR, etc. – see Resources section).
  5. Assist you with developing an action plan if you are on academic or financial aid probation.
  6. Provide you with a professional, courteous and understanding academic advising experience.
  7. Help you understand CU policies, procedures, and deadlines.
  8. Protect the privacy of student information as set forth by the Family Education Rights and Privacy Act (FERPA).

As a student you will:

1.  Check your Clemson email regularly. Do not forward your Clemson email to another account.

  1. Schedule your advising appointments well in advance to of your designated registration date as listed in iROAR each semester and seek out your academic advisor when you have questions or concerns.
  2. Come prepared to the advising sessions by being familiar with your academic program; be prepared to ask questions and take notes.
  3. Bring technology with you (computer, tablet, phone, etc.) to appointment to be able to view academic information in iROAR along with your academic advisor.
  4. Know how to access and follow your degree audit online in iROAR (see Resources section for more details on using iROAR).
  5. Be familiar with Clemson University’s Undergraduate Catalog and the policies, procedures, pre-requisites and degree requirements listed therein.
  6. Read and respond appropriately and in a timely manner to your academic advisor’s inquiries.
  7. Conduct yourself in a professional and courteous manner including: turning off or silence your cell phone during your appointment; arriving a few minutes early for your scheduled appointment; and identifying yourself through an email signature that includes your full name and contact info.
  8. Accept final responsibility for all decisions.

Student Learning Outcomes for the Academic Advising Experience:

  1. Students should understand and use available University registration, enrollment, and academic planning resources (iROAR, Undergraduate Announcements, etc.).
  2. Students should be able to advocate for themselves in a professional manner.
  3. Students should be able to identify their strengths, weaknesses, and interests in order to make positive academic progress and/or declare a major/academic program.
  4. Students should understand their responsibilities and their advisor’s responsibilities in the academic advising process.

Through a students’ first year of advising:

After Orientation/End of Summer / At the end of Fall Semester / At the end of Spring Semester
·  Understand what credits transfer (including AP and IB) to Clemson and how they may apply toward their degree progress
·  Know how to navigate iROAR; for example can search for and register for classes, find and print their class schedule, etc.
·  Find their major and identify their degree requirements in the undergraduate announcements
·  Have registered for fall semester
·  Understand and meet all requirements for your financial aid and scholarships / ·  Understand how to make an appointment with an advisor and know where the advising office is located
·  Have met with an advisor for a one on one advising appointment
·  Has come forward with any questions that they might have regarding the advising process, their major, or their transition to college
·  Have all AP, IB and dual enrollment credits posted to your official transcript
·  Be familiar with and used appropriate academic support services / ·  Have a clear understanding of their degree requirements and what courses need to be taken in the coming semesters to meet those requirements
·  Understand the advising process
·  Evaluate progress toward overall career plan(s)
·  If choosing to go abroad or take part in an internship – have an academic plan in place

Resources

1.  Online Access – for Class registration, bill pay, financial aid info, etc.

iROAR is where you can manage your student account online. You can update your personal information, add and drop classes, view your class schedule, view and accept financial aid awards, and access your student bill information. Link: iroar.clemson.edu

2.  Academic Progress - Using Degree Works

In iROAR, under the “Student Records” tab of the, you will find a link to Degree Works. Using Degree Works will help you keep track of your progress toward fulfilling the requirements to graduate. Link: iroar.clemson.edu

3.  Academic Calendar

Clemson plans their academic calendar far in advance and you should use this calendar to plan your schedule in advance as well. Follow the link to be aware of registration deadlines, last days to drop or add classes, withdrawal deadlines, and university holidays. Also, be aware of varying registration dates, which are assigned according to credits earned. You can find your registration date each semester also on iROAR. Link: http://www.registrar.clemson.edu/html/acad_cal.htm

4.  Undergraduate Announcements (Undergraduate Course Catalog)

Undergraduate Catalogs can be found online on the Registrar’s page. Be aware that unless you change majors, you should follow the catalog that corresponds with your date of enrollment.

5.  TCEL – the Transfer Course Equivalency List

The TCEL is an online list of all courses that have ever been presented for transfer to Clemson. This list will tell you what your courses will transfer into Clemson as equivalent. However, if your institution or course is not listed, the credit will be evaluated by transfer admissions counselors upon presentation of an official transcript. Link: http://virtual.clemson.edu/groups/tcel/

6.  FERPA – the Family Education Rights and Privacy Act

Under FERPA, our office will keep your records confidential. Whether or not you have signed a written release allowing others, specifically your parents, access to your records, we will not discuss your records over the phone with anyone but the student.

More Information - http://www.registrar.clemson.edu/FERPA/ferpa.htm

7.  Study Abroad

Many of our majors provide the opportunity to study abroad. Studying abroad does however, require extensive planning. If you are interested in study abroad you should meet with your advisor as soon as possible and set up an appointment with the study abroad office. Link: http://www.clemson.edu/studyabroad/

8.  Center for Career and Professional Development

The Center for Career and Professional Development is a highly recommended resource, which not only can provide assistance with resumes and interview prep, but specialized workshops and internship programs. More suitable for first year students, career counselors can discuss career and major opportunities. Interest inventories are also provided. Link: https://clemson.career.edu

9.  Academic Success Center (ASC)

Numerous programs are offered through the ASC, most notably, Supplemental Instruction, tutoring and specialized workshops. Getting acquainted with the ASC your first year will help you throughout your college career. Personalized attention is also offered through Academic Coaching and Counseling. Link: http://www.clemson.edu/asc/

10.  Student Accessibility Services (SAS)

The office of Student Disability Services (SDS) is located in the ASC. SDS can help provide additional accommodations for student with identified diagnoses. These accommodations can range from building and classroom access to additional support during class and testing times.

Link: http://www.clemson.edu/campus-life/campus-services/sds/

11.  Can’t find it?

Take some time to become acquainted with the Clemson’s website (www.clemson.edu). Most pages are easily found using the search bar, but if you’re still having trouble finding what you need, then try these resources.

A-Z index: http://www.clemson.edu/site-index/

Clemson Phone Book: https://phonebook.app.clemson.edu/home.php

Parent/Family Checklist

Parents, or other designated family members, serve as integral parts of the college experience. To maximize the student experience, make the most out of the financial investment and ensure students stay on track to graduation, please sit down and review the following statements with important stakeholders. While not every statement may immediately (or ever) apply, it is a great starting point to ensure open, effective lines of communication, which is essential for success.

¾  We have shared our ideas about college with our student and are giving them the opportunity to experience it in their own way.

¾  We have checked with our student to make sure they have contacted their advisor.

¾  Our student and their advisor share responsibilities for making sure they are on the right track, and our student has shared this information with us.

¾  Our student has had an opportunity to share the specifics of their daily life with us so we understand where we may offer advice or support.

¾  We have asked our student what they like and dislike about living in their residence hall.

¾  We encouraged our student to become as involved in campus life as time allows

¾  If our student is the first in our family to attend college, we have discussed with her/him the importance of contacting their advisor if they have questions about academics or college life in general.

¾  We have asked our student about their academic major and have encouraged them to talk to their advisor about their decision.

¾  If our student is undecided about a major or questioning their choice of major, we have encouraged them to discuss this immediately with their advisor.

¾  Our student has shared their academic plan with us. We are encouraging our student to monitor it every term with their advisor.

¾  We know when pre-registration is scheduled and about the pre-registration process. We have discussed our student’s decisions about courses with them.

¾  We have discussed the possibility that academic problems may arise with our student and how we might approach working through them.

¾  We have discussed the differences between course selection and course scheduling with our student and have encouraged them to consult with their advisor about their choices.

¾  We have asked our student about their instructors and the syllabus for each course.

¾  We have talked to our student about their classes. We have a sense of their classroom comfort level and have encouraged them to be an active participant in the classroom.

¾  We know approximately when mid-term exams are over, and we have discussed our student’s results with them. If needed, we have also talked about campus resources to help them.

¾  Our student has had an opportunity to share one or more of their course syllabi with us, and we discussed the importance of referring to them frequently.