Faculty & Staff Undergraduate Academic Advising Handbook

Faculty & Staff Undergraduate Academic Advising Handbook

TABLE OF CONTENTS

About the College

Our Vision

Our Mission

Our Faculty

Leadership

Advising and Resource Center Staff

ACADEMIC ADVISEMENT

Role of Academic Advising

Goals of Academic Advising

Mission Statement

Values

Family Educational Rights and Privacy Act (FERPA)

ADVISOR RESPONSIBILITIES

Effective academic advisors

STUDENT RESPONSIBILITIES

STUDENT LEARNING OUTCOMES OF ADVISING

Academic Policies

Bulletin

Pott College Advising Policies

Advising

Early Alert

Progress Reports

Academic Recovery

UNIV 101

Advising Notes for Mathematics Courses

Academic Programs in Pott College

Biology

Chemistry

Engineering

Geology and Physics

Kinesiology and Sport

Mathematics

Teacher Education

University Core 39

Four-year Plans

General Courses

Student Transition to Departmental Advising

Academic Advising Resources

myUSI

Class Schedule

Class Search and Registration

Degree Works

Blackboard

Credit by Exam

College Achievement Program (CAP)

Dual Credit

GPA Calculators

Transfer IN.net

Transferology Lab

Academic Assistance Resources for Students

Academic Skills

Academic Coaching

Career Counseling

General Studies Courses

Placement Testing

Supplemental Instruction

Strategies for College Success

Student Support Services

Success Series Workshops

Tutoring

Campus Services

Admissions, Office of

Bursar’s Office

Campus Store

Career Services and Internships

Children’s Learning Center

Counseling Center

Dean of Students Office

Dental Clinic

Disability Resources, Office of

Emergency

Financial Assistance, Student

Food Services

Graduate Studies

Health Center, University

Honors Program

Housing and Residence Life

Information Technology

International Programs and Services

Multicultural Center

Public Safety, Office of

Parking Department

Registrar’S Office

Religious Life

ROTC

Student Affairs, Office of

Student Development Programs

Study Abroad

University Division

Veterans’ Support Services

About the College

Our Vision
The Pott College of Science, Engineering, and Education strives to be a leader in quality undergraduate education and experiences including professional development and community partnerships.

Our Mission
The mission of the Pott College of Science, Engineering, and Education is to provide students with a rigorous and diverse undergraduate education by developing analytical, problem-solving, and communication skills that prepare students for careers and post-graduate pursuits. We promote student and faculty interactions in state-of-the-art facilities and provide opportunities for students to participate in undergraduate research, scientific discovery, and hands-on learning experiences.

Our Faculty

Our faculty, dedicated to teaching, scholarship and service, create a learning environment where students:

Interact closely with faculty members, encouraging achievement at the highest levels.
Collaborate with faculty and community partners on research projects and unique learning opportunities and discoveries.
Become part of an academic community that values learning and accomplishment.
Develop intellectual pride and appreciation for new ideas and opinions.

Leadership

Dr. Scott Gordon
Dean of the Pott College of Science, Engineering, and Education
Professor of Biology
Education Center 1104
Phone: 812/464-1977
Email: / Dr. Mark Krahling
Associate Professor of Chemistry
Director of University Core Curriculum
Associate Dean of the Pott College of Science, Engineering, and Education
Education Center 1103A
Phone: 812/465-1268
Email:

Dr. Bonnie Beach

Interim Chair of Teacher Education Department
Associate Dean of Teacher Education
Professor of Education
Education Center 1103B
Phone: 812/465-1620
Email: /

Dr. Glenna Bower

Chair of Kinesiology and Sport Department
Associate Professor of Kinesiology and Sport
Assistant Dean of the Pott College of Science, Engineering, and Education
Education Center 1104
Phone: 812/464-1709
Email:

Dr. Henri Maurice

Chair of Biology DepartmentAssociate Professor of BiologyContact: 812/461-5231 Science Center 1267Email:

Dr. Jeffery Seyler

Chair of Chemistry Department
Professor of Chemistry
Contact: 812/464-1923
Science Center 2273
Email:

Dr. Zane Mitchell

Chair of Engineering Department
Associate Professor of Engineering
Contact: 812/228-5039
Business and Engineering Center 2017
Email: /

Dr. William Elliott, Jr.

Chair of Geology and Physics Department
Associate Professor of Geology
Contact: 812/228-5053
Science Center 2213
Email:

Dr. William Wilding

Acting Chair of Mathematics Department
Associate Professor of Mathematics
Contact: 812/465-1021
Science Center 3273
Email:

Advising and Resource Center Staff

Mrs. Kristy Dedmond
Academic Advisor
Education Center 3104D
Phone: 812/228-5054
Email: / Mrs. Joellen Bush
Options Advisor
Education Center 3104A
Phone: 812/228-5195
Email:
Dr. Keith Powers
Director of Advising
Education Center 3104B
Phone: 812/228-5079
Email: / Dr. Nils Johansen
University Division Advisor
Education Center 1142
Phone: 812/465-1097
Email:
Mrs. Lisa Wilson, MSED, MS
Academic Advisor
Education Center 3104C
Phone: 812/461-5345
Email: / Mr. Joe Loge
Academic Advisor
Education Center 3104A
Phone: 812/228-5195
Email:

ACADEMIC ADVISEMENT

The University of Southern Indiana recognizes academic advising to be a critical component of the educational experience of its students. Through individual, collaborative relationships with academic advisors, students are best able to define and implement sound educational and vocational plans that are consistent with their personal values, goals and career plans. Academic advisors represent and interpret University policies and procedures to the student and help the student navigate the academic and organizational paths of the institution.

The University acknowledges its obligation to provide students with accurate and timely academic advising, delivered through its academic departments and colleges, as well as through additional units and offices devoted to specific student populations such as undecided and conditionally admitted students.

Role of Academic Advising

CAS Standards on Advising
The mission of Academic Advising Programs (AAP) is to assist students as they define, plan, and achieve their educational goals. The AAP must advocate for student success and persistence.
NACADA Concept of Advising
Curriculum, Pedagogy, Student Learning Outcomes
NACADA Statement of Core Values of Academic Advising

Advisors are responsible to the individuals they advise.
Advisors are responsible for involving others, when appropriate, in the advising process.
Advisors are responsible to their institutions.
Advisors are responsible to higher education.
Advisors are responsible to their educational community.
Advisors are responsible for their professional practices and for themselves personally.

Goals of Academic Advising

Students will identify values, abilities, interests, and limitations
Students will develop an educational plan consistent with these that will lead to career and life goals

Mission Statement

Advisors in the Pott College will strive to enhance student success by providing timely and accurate advising information, assisting students as they define and plan their educational goals,and by empowering students to make wise educational decisions.

Values

Academic Advising in the Pott College of Science, Engineering, and Education reflects the university’s commitment to being an engaged learning community advancing education and knowledge through collaborating with students in a dynamic and interactive process by which students are able to define and implement sound educational strategies.

Family Educational Rights and Privacy Act (FERPA)

A FERPA tutorial and online training program is available through myUSI. After logging into myUSI, look for the gold certificate icon to the left.

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. These rights include:

The right to inspect and review the student's education records within 45 days of the day the University receives a request for access.
Students should submit to the registrar, dean, head of the academic department, or other appropriate official written requests that identify the record(s) they wish to inspect. The University official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the University official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed.

The right to request the amendment of the student's education records that the student believes are inaccurate or misleading.
Students may ask the University to amend a record that they believe is inaccurate or misleading. They should write the University official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the University decides not to amend the record as requested by the student, the University will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing.

The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent.
One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

The right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with the requirements of FERPA.

ADVISOR RESPONSIBILITIES

making advising readily available;
tailoring the advising approach to individual students;
being responsive to discussions of student's personal values and goals as they relate to academic and career-related needs;
providing accurate and timely information about institutional policies, procedures, resources and programs consistent with the needs and characteristics of their advisees;
conveying information on academic requirements, policies, and procedures as well as graduation requirements for the chosen curriculum;
assisting the student in identifying and pursuing educational goals and objectives and in securing information about career opportunities;
monitoring progress toward advisee's educational and career goals using major four-year plans, Degree Works, and other resources; and
being sensitive to issues relating to the student's retention at USI, and making appropriate referrals when necessary/possible.

Effective academic advisors

recognize that academic advising is an extension of the teaching/learning process;
engage in academic advising that develops students' ownership of their overall academic success rather than just semester course scheduling;
are available and in contact with advisees often, during registration periods and during other times throughout the academic year;
monitor student progress and suggest appropriate correction or re-evaluation of academic goals;
invest time in learning how to assist students with academic, career and personal decisions that will lead to student success;
learn about University policies, programs and procedures that will contribute to student success; convey them to students and make appropriate referrals when needed;
stay current with all policy changes and new information pertaining to students' academic decisions and success.

STUDENT RESPONSIBILITIES

determining a course of study that satisfies the requirements defined for the appropriate degree in the USI Bulletin;
scheduling and appearing promptly for appointments with the advisor when necessary;
preparing for an advising session by having a list of questions and courses (and alternatives) needed;
being knowledgeable about policies, procedures, and requirements as published in the Bulletin;
being prepared to discuss personal values and goals as they relate to academic and career-related needs;
following through with appropriate action after the advising meeting; and
accepting responsibility for the academic decisions to be made.

STUDENT LEARNING OUTCOMES OF ADVISING

student knows degree requirements
student knows college and university policies
student uses an education plan to manage progress toward degree completion and goals
student engages with appropriate resources to meet individual needs for success
student appreciates how personal characteristics relate to career and life goals
student values having a sense of ownership of one’s educational experience

Academic Policies

Bulletin

Academic Calendar
The University
Admission requirements:
Student Financial Assistance Enrollment Status
Fees and Expenses
Undergraduate Academic Information and Policies
Academic Records
Registration
Grades and Grading Policies
Policies and Procedures
Academic Progress
Good Standing
Academic Probation
Academic Dismissal
Classification
Fresh Start Program
Grading System
Readmission Procedures
Provisional Readmission
Schedule Changes
Withdrawal
Course Repeat Policy
Change of Academic Program
Change of Academic Bulletin
The Honors List

Pott College Advising Policies

Retention Initiatives - Effective Fall 2014

Advising

All students are required to meet with an advisor each semester. Registration holds will be placed on all students prior to Priority Registration and removed by the academic colleges after meeting with an advisor.

Early Alert

Instructors should have graded assignments within the first three weeks of class for 200-level courses and below.
Early Alert reporting is required for all 200-level courses and below. The Early Alert grading and non-attendance grading will be available to instructors through myUSI at 8:30 am on the Wednesday of the 3rd week of classes and will remain open until 4:30 pm on Wednesday of the 4th week of classes. If a student has not attended the course, a grade of NA should be recorded. Students will be notified via letter that non-attendance has been reported by the instructor(s). Students with deficiency grades (D, F, NP, DNP) will receive a letter providing a list of campus resources to provide academic support.

Progress Reports

Progress Reports are mandatory and will replace Mid-term Grades. Progress report grading will be available to instructors through myUSI beginning at 8:30 am on the Monday of the 6th week of classes and will remain open through 4:30 pm on Friday of the 6th week. If a student has not attended the course, a grade of NAW should be recorded, which will withdraw the student from the course. Students will be notified via USI email that Progress Reports are available through secure myUSI accounts. Students with deficiency grades (D, F, NP, DNP) will receive a letter providing a list of campus resources to provide academic support. Letters will also be sent to all students who have been withdrawn for non-attendance.

Academic Recovery

New first year students on academic probation at the end of the first semester will be required to complete an academic recovery seminar during the following semester.
All students on probation will be advised in the center or department where they are currently.

UNIV 101

Students who do not successfully complete UNIV 101 will repeat UNIV 101 during the next semester.

Advising Notes for Mathematics Courses

Course / Placement / Additional Information (Revised 05/2014)
Math 100
Intermediate Algebra (3) / Placement in MY USI will read Math 100 /

Students placing into GENS 097 must successfully complete GENS 097 prior to enrolling in Math 100.
All sections of Math 100 taught in ED 2112 are Course Redesign and taught via lectures on the computer and individualized homework assignments.
Students attempting Math 100 twice will need a limit override and must enroll in the expanded offering of Math100/101.

Math 114
Quantitative Reasoning (3)
Math 111
College Algebra (4)
Math 103
Math for Elementary Teachers I (3) /

Placement in MY USI will read Math 114
Placement is based on a regression equation
Placement in Banner will always read Math 114; students enroll in Math 114, Math 111, or Math 103 depending on discipline of study.

Students starting in Math 100 must earn a grade of C or better before enrolling in Math 114, Math 111 or Math 103.
Placement is mandatory; however, exceptions are made for students when there is conflicting information such as a high Math SAT score and a low CLM (College Level Mathematics) score. Students should have a minimum Math SAT score of 520 to enroll in a college-level math course (Math 114, Math 111, or Math 103).

Math 115
Pre-Calculus (3) / Placement in MY USI will read Math 115 /

Students should have a foundational knowledge of trigonometry before enrolling in this course; the topics in Math 115 are the same as the topics in Math 118; however, Math 115 moves much faster with less time to develop the concepts. For this reason, Math 115 is a more difficult course than Math 118.

Math 118
Comprehensive Pre-Calculus (5) /

Placement in MY USI will read Math 114
Look for the CLM score, if this score is greater than 39.5, the student may enroll in Math 118.

This course was designed to prepare students for Calculus I. The five credit-hour course permits time for the development of concepts; the course is designed to transition students from a procedural to a conceptual approach to mathematics

Math 230
Calculus I (4) /

Placement in MY USI will read Math 230.
Students with a placement reading EXEMPT may take a course up to the level of Math 230.

Students EXEMPT by virtue of having a Math SAT score of 600 should not automatically enroll in Math 230; enrolling in Math 230 should happen only after having a discussion with an academic advisor.
Students who do not place into Math 230 should enroll in either Math 115 or Math 118 depending on their CLM score.