Guidelines, Policies, and Procedures
Graduation and Degree Requirements
Through working with their Academic advisor, students should become aware of how they must meet all Graduation and Degree requirements in order to graduate, and be knowledgeable of at least the most fundamental of these requirements:
- They must earn at least 120 credits.
- They must have a cumulative GPA of at least 2.0.
- They must meet all General Education and Basic Skills Math requirements.
- They must successfully complete at least one major field of study, and at most two, (students majoring in Elementary or Early Childhood Education must choose a "second major", and that they must meet all degree requirements, as well as any allied or related requirements, where applicable.
- They must usually earn a C or better for a course that is part of a major in order to satisfy a degree requirement in that major, but the minimum grade that a student must earn for a course within a major is sometimes higher than this.
Basic Skills Math
Students who place into Basic Skills Math (MATH096: Basic Arithmetic, and/or MATH098: Basic Algebra) must successfully meet these requirements, usually by the end of their Sophomore year.
- If a student places into both MATH096 and MATH098, they cannot take them concurrently, but must take and pass MATH096 before taking MATH098.
- A grade of C or better is required to pass MATH096 and MATH098.
If a student places into Basic Skills Math, (which are pre-College level), they cannot take a College-level Math course (whether through the Math Program or in General Education), unless they first meets the Basic Skills Math requirement. They should not take PSY230 or PSY233 in the Psychology program, or CHEM151 or CHEM153, which are part of the Biology, Chemistry, and Biochemistry Majors, until the Basic Skills Math Requirement is met.
How Many Credits?
Students must register for at least 12 credits to be considered full-time (9 credits for graduate students), and complete 24 credits (18 for graduate students) over the course of the academic year to maintain sufficient academic progress. This is often important for Financial Aid.
Falling below 12 credits (by dropping or withdrawing from a class), can adversely impact qualifications for financial aid, the ability to remain in residency, and college-based health insurance. Currently, 31 credits are required to proceed from freshman to sophomore status.
CAPs (College Achievement Program students are limited to 12-16.5 credits per semester during their first year. Non-CAPs students can take up to 18 credits per semester covered by tuition. Any credits above 18 in a given semester will be billed additionally and immediately at the current rate of $846 per credit.
Other Important Policies
- Traditional Undergraduate students generally cannot take 7-week accelerated courses unless they are only for 2 credits (exceptions are sometimes made for Seniors).
- If a student needs information about Financial Aid or billing, it is usually best for the Academic Advisor to refer them to the appropriate office, or to the Student Support Specialist, or for the Advisor to seek assistance directly from the Student Support Specialist.
- Summer courses at CSE are not covered by regular tuition for Traditional Undergraduate students, but must be paid for additionally.
- For a Traditional Undergraduate student, Winter Intersession courses count toward the Spring course/credit-load, but not to achieve full-time status for Financial Aid. A student must have at least 12 credits in Spring courses for this.
- It is important that students are aware of the deadlines for Add/Drop and for Withdrawing from courses. Advisors must carefully review and approve any changes to student schedules.
Academic Advising File
It is necessary for departments/divisions to create and maintain accurate advising files for all advisees within the department/division. Each department/division should determine the appropriate materials to include in the advising file.
The advisor should record information in the advisees' files which may be helpful in future advising sessions with the students and for possible use by other advisors in case of referral or change of major. The advisor should also keep a record of those courses which the students were advised to take and a record of the students' final selections.
When students change their major, the contents of the student's advising file should be sent to the new department/division that houses the new major. Each time a Change of Major/Minor Form is submitted to your department/division, please forward the file to the appropriate area.
Advising File Documents
- Academic Advisement Sheet
The purpose of the Academic Advisement Sheet is to provide advisors with a tool to use when assisting students with course selection. Advisors document the courses students would like to enroll in for the upcoming semester, along with possible alternate courses in the various General Education categories. There is also an area for advisors to document notes based on discussion with students. This form should be given to students and a copy should be placed in the student's advising file.
- Advisement Checklist
The Advisement Checklist should be placed in student files and is used to assist advisors with recording potential items advisors may discuss with students.
- Advising Information Log
The Advising Information Form should be placed in student files following the initial appointment. Students complete the first section of the form, while advisors initial, date, and indicate the type of visit following each appointment. This form allows for an easy tracking system of how often students visit with their academic advisor. Departments/divisions are encouraged to monitor advising appointments by entering data into a spreadsheet.
- Advising Notes
The Advising Notes page is available for advisors to document key conversation points following advising session, when needed. Documenting is a critical component of each ad-vising session.
- Course Schedule Grid
The Course Schedule Grid can be provided to students who would like a tool to help them build their class schedules for the upcoming term.
Five C's of the Skilled Academic Advisor
The most concise way to clearly define tasks of academic advisors would be through the following five C's of a skilled academic advisor. The skills and competencies needed to establish a quality ongoing relationship with an advisee are:
Knowledge of the academic discipline, the institutional policies, and the application of degree plans, course content, transferability, and degree planning are at the center of the information component of advising.
Through effective questioning, skillful reflection, and modeling appropriate behaviors, the advisor should assist students in gaining both confidence and understanding of self within the academic environment.
The ability to act cordially and with a modicum of kindness to students is a foundation on which trust and confidence begin to build.
Advisors must continually work to be well informed, connected to key personnel on campus, and respected for their work as an advisor. Faculty advisors must recognize that their role as advisors must parallel their academic role in credibility.
Finding ways to assist students in exploring issues previously not considered, to attempt actions that were previously too scary to attempt, and to link students to resources and personnel that are new and unknown, requires that advisors be clever, quick, creative, and always exploring new ways of assisting students.