ACADEMIC ADVISING HANDBOOK RANDOLPH COLLEGE 2021-2022
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
ACADEMIC ADVISING HANDBOOK
RANDOLPH COLLEGE
2021-2022
1Contents
Introduction: Advising at Randolph College 3
Faculty Handbook Statement on Advising 3
Legal Issues and Contractual Relationship 4
FERPA: Advisor’s Responsibilities and Student’s Right to Privacy 5
Privileged Communications 5
Academic Due Process 6
Role sand Responsibilities of the Advisor and the Advisee 6
Expectations for Meeting and Communicating with Advisees 7
Communication Calendar 8
Concerns about Students 9
Making Referrals 9
Campus Resources: Who to Call on Campus 11
Academic Support for Students 12
Students with Disabilities 13
Academic Components – Requirements for Graduation 13
TAKE2: Advising for Graduation/Semester/Session Credits 14
Academic Components – General Education Program 14
Sample Meeting Agendas
Pre-Advising Suggestions for Advisors 20
Suggestions for Conducting the Individual 21
Advising Meeting with First Year Advisees
One-Week Follow-Up Session for First Year Student Advisees 22
Jan Meeting with First Year Advisees 24
Reminders to Students (Preparation for individual advising – all levels) 28
2INTRODUCTION: ADVISING AT RANDOLPH COLLEGE
To facilitate their growth and to help them reap the greatest benefit from the academic opportunities
that Randolph College affords, students need sound advice from faculty mentors whose familiarity with
the academic program can foster students’ own strategic thinking about the college years, not as eight
separate semesters, but as integrated stages of a personal four-year educational plan.
Each student works with the faculty advisor to devise a program that meets requirements in skills and
breadth of learning, major requirements, and, if the student chooses, requirements for a minor
program. Reflective of the College’s emphasis on developing a student’s sense of responsibility, the
advising process gives primary responsibility for establishing the academic program to the student. Prior
to matriculation at Randolph College, students are assigned a faculty advisor. Faculty members involved
in advising work with approximately 12 first-year students. These students remain with this advisor until
they declare a major in the second semester of the sophomore year.
Departmental chairs or their designated faculty representative(s) serve as advisors to students in the
major. Each student who declares a minor is advised by the department chair, designated departmental
representative, or program coordinator. Pre-professional advisors in pre-engineering, pre-law, the
health professions, and teacher education are available to students interested in pursuing these career
areas.
In addition, Randolph College’s vision for students embraces many other elements of the student’s
college experience. Community service, leadership activities, athletic participation, and career
development have the potential to enhance a student’s formal academic learning. As with academic
coursework, students stand to benefit most from making strategic choices about the roles and
experiences, both on and off campus, that will develop their leadership capabilities, challenge them to
discover new talents, and support their career goals.
Consequently, an advising process that takes into account their evolving strengths, intellectual interests,
and career plans is critical to helping students assess their academic and extra-curricular options, to
select wisely, and to make meaningful connections. The kind of advising system that is consistent with
the College’s philosophy is one that views the college years as an integrated four-year process,
encourages students to be equal partners with faculty in the advising relationship, and involves
collaboration of faculty with student affairs and career development staff to coordinate services and
share information about student activities, internships, and study abroad programs. (Academic Catalog)
To learn more about academic advising in higher education in general, visit NACADA.
FACULTY HANDBOOK STATEMENT ON ADVISING
Advising at Randolph College is an integrated four-year process that encourages students to be
equal partners with faculty in the advising relationship. Faculty advisors collaborate with
student affairs and career development staff to coordinate services and share information
about student activities, internships, and study abroad programs. Thus, information about the
student’s evolving strengths, intellectual interests, and career plans is used to assist in making
the best academic and extra-curricular choices.
3During orientation and throughout the first year and the first semester of the sophomore year,
the faculty advisor as pre-major advisor works actively with the student:
to help define educational objectives,
to guide the student in choosing an academic program that addresses the philosophy of
the General Education Program,
to provide counseling about academic difficulties that a student may encounter, and
to assist the student in identifying available campus resources.
Once a student declares a major, that student becomes the advisee of the chair of the
department or of another member of the department. It will be the responsibility of the major
advisor to continue general academic advising as well as to supervise the major program. Each
department shall determine the responsibility of advising departmental majors.
Unless extenuating circumstances exist, all non-first year faculty members must be active
participants in a high quality, pre-major and major faculty advising program, which operates
under the general supervision of the Provost and the Director of Student Success. Advising first-
year students is a responsibility of all departments. Advisees are assigned with the goal of a
uniform load of advisees.
For general academic counseling after the faculty advisor, a student should consult the Director
of Student Success or the Associate Provost of the College. See the Academic Catalog for an
expanded statement on advising and the Randolph Plan.
LEGAL ISSUES AND CONTRACTUAL RELATIONSHIP
Academic advising occurs under the umbrella of academic affairs. The advisor's job falls within this
academic affairs area, and, thus, advisors must understand the legal issues involving four major areas:
1) the contractual relationship between student and institution,
2) guidelines governing privacy of student records,
3) the concept of privileged communications, and
4) academic due process and the need for grievance procedures.
In academic affairs, a contractual relationship exists between the student and the institution.
The basic provisions of the college catalog, recruiting brochures, various bulletins, and the student
handbook become part of the contract. The institution sets forth certain requirements for passing
courses and for successful completion of programs and subsequent graduation.
If students fail to meet the required standards, they can be penalized through such actions as dismissal,
suspension, or failure to graduate on schedule; if the institution fails to respect its own regulations, then
the student may seek judicial relief.
Most institutions' catalogs state that the ultimate responsibility for knowing degree requirements rests
with the student. This type of statement normally would protect advisors if they commit an advising
4error. Generally, the advisor is not going to be held personally liable for erroneous advising in the
absence of gross negligence, irresponsible behavior, or arbitrary or capricious treatment of the student.
Advisors should keep notes of their discussions with students during advising sessions. An accurate
record of advising sessions would help solve any disputes over the content of previous advising and also
serve as a legitimate protection against claims of erroneous advising.
FERPA: ADVISOR'S RESPONSIBILITIES AND THE STUDENT'S RIGHT TO PRIVACY
Since advisors maintain educational records--records of advisees' grades and other academic
information--they must understand the provisions of the Family Educational Rights and Privacy Act of
1974 (commonly referred to as The Buckley Amendment – See page 61 of the Academic Catalog 2020-
2021). Basically, this act provides students with access to information placed in their advising files.
Furthermore, it ensures that only school officials with a legitimate educational interest may see the
student's file. The student's permission must be obtained before any other party may have access to the
student's file. Thus, advisors, upon request, must allow students access to their advising file. This fact,
however, does exclude a student's right of access to personal notes that the advisor may have made
during the advising sessions. Under this Act, these notes constitute records made by educational
personnel and kept solely in their possession. Advisors may allow someone who temporarily performs
their advising duties to see the notes; if the advisor is to be replaced permanently, however, advisors
should remove any personal notes from the student's file before transferring the file to the
replacement.
Under legislation, the student has the right to an informal hearing regarding material in his record. If at
this hearing the student does not receive satisfaction, then the student may insert explanatory material
in the file. The Act specifically denies students the right to a hearing regarding grades received. The
student, however, may challenge the accuracy of transferring grades to the student's record.
PRIVILEGED COMMUNICATIONS
Although the law recognizes the student's right to privacy of her or his educational records, it also
recognizes the advisor's right to privileged communication. Thus, in an effort to help a student, advisors
can discuss confidential information regarding that student with other appropriate individuals. The
courts generally will respect the right to such communications and will not hold the advisor liable for
statements considered as privileged communications. This right, however, is not an absolute one, and
advisors must exercise good judgment in making all confidential statements. To determine the
appropriateness of confidential discussions, an advisor should simply ask if such a discussion would
serve the student's best interest.
Whether or not a student has signed a release (Consent to Disclose Form) is information that is not
available to advisors online at this time. If you receive a call from a parent, guardian, relative, etc.,
requesting information about an advisee’s education record or performance, explain that you are
bound by FERPA, that you must check with the Provost’s Office to find out if the advisee has signed a
release, and that you will call back as soon as possible. If you wish to confer concerning a strategy for
working with those requesting information on an advisee, call Kim Sheldon at ext. 8066.
5ACADEMIC DUE PROCESS
The institution should outline procedures that students will follow in registering any grievances resulting
from erroneous advising or any other action taken by the advisor. The following suggested procedures
should not be construed as specific prescriptions to cover every case but rather as guidelines:
Institutions should define clearly and publish the responsibilities of advisors and students in the
advisor-advisee relationship.
Information the student is expected to know, such as academic requirements for continuance
and graduation, should be clearly specified and publicized.
A well-documented and orderly procedure of appeal should be established and promulgated.
The grievance policy for Randolph College is available in the Student Handbook.
ROLES AND RESPONSIBILITIES OF THE ADVISOR AND THE ADVISEE
WHAT THE ADVISOR CAN EXPECT OF THE ADVISEE
1. That the advisee decided to attend Randolph College for some useful purpose and that the advisee
is seriously interested in making the most of the investment in time, energy, and money.
2. That the advisee will have done some kind of thinking and planning ahead of time about personal
goals, ability, and aspirations, perhaps even programs or courses under consideration, and that the
advisee will discuss plans with the advisor as the advisee explores academic interests.
3. That the advisee will be willing to consider many options and ideas and will listen to information and
advice with an open mind.
4. That the advisee will ultimately accept responsibility for choices made.
5. That the advisee will learn and understand regulations and requirements of the various academic
programs.
WHAT THE ADVISEE CAN EXPECT OF THE ADVISOR
1. That the advisor will treat the advisee courteously and with respect.
2. That the advisor will be available and will spend time with the advisee reasonably free from
distractions, during Orientation and on a regular basis throughout the year. The advisee must
realize, however, that faculty members also teach, do research, are active on campus committees,
and advise other students.
3. That the advisor will be knowledgeable about regulations and requirements of the academic
programs and the College and be able to interpret them to the advisee if the advisee is confused.
4. That the advisor will be candid when he or she does not know the answer to a question and help the
advisee find out where to turn to receive reliable information.
65. That the advisor will give information and advice about academic options, programs, and careers,
but leave the final decision up to the advisee.
6. That the advisor will refer the advisee, when appropriate, to other campus services, such as the
Office of Financial Planning and Assistance, the Counseling and Health Centers, the Career
Development Center, Residential Life personnel and services, and academic support services.
ROLES OF THE ADVISOR
1. The advisor will give advisees information about courses, programs, regulations, procedures,
requirements, her or his discipline, other disciplines, careers, etc.
2. The advisor will seek to help advisees make decisions wisely based on reliable information with an
appreciation for the possible consequences and implications of advisee actions.
3. The advisor will be the advisee’s advocate in relation to other departments and offices of the
College. He or she may at times help the advisee make a case for an exception to policy.
4. The advisor is an agent of the institution and supports the regulations and policies of the College.
An advisee may not register, withdraw from a course, add a course, apply for a major, or apply for
transfer credit without the advisor’s approval.
5. The advisor is someone to seek when the advisee needs to talk about that advisee’s academic
program, to be sure, and simply when the advisee needs to talk.
6. The advisor will serve as a referral agent when it appears that the advisee’s needs will be met better
by other campus professionals.
MEETING AND COMMUNICATING WITH ADVISEES
Advisors should meet regularly with advisees. First year advisees will be assigned an LMA 1101 section
and the instructor for the section will operate as the advisor to the first years in the group until they
declare their majors. As a result, first year students enjoy weekly meetings and discussions with their
academic advisors. First year advisors will meet with their advisees in a group meeting during
orientation prior to the start of LMA 1101.
All advisors should meet or connect during the first week of classes with advisees. Advisors should meet
with sophomore students during September to ensure sophomores are on track for major declaration.
Advising for the following semester will require meetings with all advisees during the designated
advising period prior to registration. Advisors should meet with advisees on probation as needed during
the semester to ensure the student is complying with contracted support in the Academic Services
Center. Other advising sessions should be scheduled as needed.
7FALL 2021, SESSION ONE Event Suggestions for Advisors
(S1)
August 23 Mon Fall S1 classes begin
August 25 Wed End of S1 add period, including Check with advisees re: Session
Independent Studies 01 course adjustments; check in
with probationary advisees
September 3 Fri Last day to drop S1 course or Check in meeting for FY advisees
change to pass/fail or audit (LMA 1101)
September 10 Fri Last day for seniors to apply to
graduate in May 2022
September 15 Wed Mid-session grades available Check in with advisees re: mid-
session grades
September 24 Fri End of S1 “W” period
October 8 Fri Sat-Sun Reading Day October 9-10
October 11-13 Mon-Wed S1 Final Exams through noon
Wednesday
FALL 2021, SESSION TWO
(S2)
October 21 Thurs Fall S2 classes begin
October 25 Mon End of S2 add period, including Check with advisees re: Session
Independent Studies 01 course adjustments; check in
with probationary advisees
October 28 Thurs Spring 2022 advising begins (all Schedule advising meetings with
programs) all advisees
October 29 Fri End of full semester “W” period
November 3 Wed Last day to drop S2 course or
change to pass/fail or audit
November 12 Fri Mid-session grades available Check with all advisees re: mid-
session grades
November 15-18 Mon-Thurs Registration for Spring 2022 (all
programs)
November 19 Fri End of S2 “W” period
November 29 Mon Classes resume (all programs)
December 10 Fri S2 classes end
December 11-12 Sat-Sun Reading Days
December 13-15 Mon-Wed S2 Final Exams through noon
Wednesday
SPRING 2022, SESSION
THREE (S3)
January 18 Tues Spring S3 classes begin
January 19 Wed Make-up day for Monday class
schedule
8January 20 Thurs Last day to add S3 classes Check with advisees re: Session
01 course adjustments; check in
with probationary advisees
January 31 Mon Last day to drop S3 course, or
change to pass/fail or audit
February 9 Wed Mid-session grades available Check with all advisees re: mid-
session grades
February 18 Fri End of S3 “W” period
March 4 Fri End of S3 classes
March 7-8 Mon-Tues Reading Days
March 9-11 Wed-Fri Exams through noon Friday
SPRING 2022, SESSION FOUR
(S4)
March 21 Mon S4 classes begin
March 23 Wed End of S4 add period Check with advisees re: Session
01 course adjustments; check in
with probationary advisees
March 24 Thurs Fall 2022 advising begins Schedule advising meetings with
all advisees
April 1 Fri Last day to drop S4 course, or
change to pass/fail. End of full
semester “W” period
Last day for juniors to apply to
graduate in May 2023
April 11-14 Mon-Thurs Registration for Fall 2022 (all
programs)
April 13 Wed Mid-session grades avaialble Check with all advisees re: mid-
session grades
April 22 Fri End of S4 “W” period
May 6 Fri S4 classes end
May 7-8 Sat-Sun Reading Days
May 9-11 Mon-Wed S4 Final exams through
Wednesday at noon
CONCERNS ABOUT STUDENTS AND REFERRALS
Students may experience issues unrelated to academics and courses but affecting all aspects of their
lives. As an advisor, you may need to make referrals to support services on campus. Often an advisee
will feel comfortable talking with you but you do not need to have all the answers for the issues
students bring to you. A referral is often a good way to move services forward for a student.
TITLE IX AND CONFIDENTIALTY
Randolph College is committed to maintaining a community in which learning and working can be
carried out in an environment of human dignity and respect. The College stands opposed to all forms of
harassment, including sexual and gender-based harassment, and will work to prevent such behavior
9within the College community. Sexual misconduct is antithetical to the values and standards of the
Randolph community, is incompatible with the safe, healthy environment that the community expects
and deserves, and will not be tolerated. As a recipient of federal funds, Randolph College is required to
comply with Title IX of the Higher Education Amendments of 1972, 20 U.S.C. § 1681 et seq. (“Title IX”),
which prohibits discrimination on the basis of sex in educational programs or activities, admission, and
employment.
The College will make every feasible effort to preserve the confidentiality of and prevent the disclosure
of the identities of the parties involved in a sexual misconduct matter. However, information regarding
alleged sexual misconduct must be handled in accordance with applicable state and federal laws.
Individuals should understand, for example, that under conditions of imminent harm to the community,
the College may be required by federal law to inform the community of the occurrence of the incident(s)
of sexual misconduct. In addition, information regarding alleged sexual misconduct will be shared
among College administrators as appropriate and necessary. It is important to note that all College
employees (except for Health and Counseling Center staff and the Campus Chaplain) are mandated
reporters and are required by Federal regulations to report incidents of sexual misconduct to the
College’s Title IX Coordinator, whereupon such information will be used in compliance with this
policy, including notification of local police as required by law; Virginia Code § 23-9:15 and § 23-9:16.
(Randolph Student Handbook)
GENERAL SUGGESTIONS FOR MAKING REFERRALS
1. Keep referral information handy so you do not have to dig for it.
2. Call DOS or DOC if you need information to make the referral.
3. If you are uncertain about the accurate or best referral, call first so that the student will not
become frustrated and give up if the first place the advisee goes is the wrong place.
4. To help the student, write down the name, location, and reason for the referral if you are giving
multiple referrals at one time. A form or a follow-up email may be a time-saver for you.
5. Suggest the logical steps and timing sequences for multiple referrals. This way the student will
understand how the services build or mesh and that everything does not need to be done today.
6. If the referral is one that you feel is very important, offer to call the referral person or office
during your appointment with the advisee to schedule an appointment. Tell the person if you feel an
appointment is needed right away. After you identify yourself and explain that you have a student, an
advisee, who needs an appointment, hand the phone to the student so that student may negotiate a
time. This will usually strengthen the student’s desire to keep the appointment and make the student
feel part of the solution or process.
7. After the student has left, call the person or office back with additional information about the
concern, problem, or issue if it is appropriate to do so. This way you can pass on information about the
student's emotional state, background, or agenda.
8. If the referral is to a one-person service, tell the student a bit about the person involved. If the
referral is to a service with several possible staff members, tell the student a bit about the service but
don't tell the student which person he or she should see.
9. If the problem is very complex without discernable boundaries, refer the student to a generalist
in DOS or POC first. That person can then sort out the issues and make additional referrals.
1010. Don't refer too soon. Just because students say they have a family problem, boyfriend or
girlfriend problem, or personal problem doesn't mean a referral is needed. The student’s problem may
be very limited and need only a listener to help sort out the pros and cons.
11. Don't feel as though you need to handle issues about which you do not feel comfortable or do
not feel you have the expertise to handle. Even if you have assisted a student with the initial stages of a
problem, it may be necessary to refer if the issue becomes too time-consuming or too complex.
12. Encourage the student to come back and let you know how things worked or give the student a
call or drop the student a note a week or so later asking "How are things?"
Important Campus Contacts
Academic Advising and Student Success
Kimberly Sheldon, Director of Student Success
434-947-8066 or ksheldon@randolphcollege.edu
Teresa Harris, Program Coordinator
434-947-8141 or tharris@randolphcollege.edu
Academic Services Center – Tutoring and Learning Resources for Student
Grant Kittrell, Director of the Academic Services Center and the Writing Program
434-947-8147 or gkittrell@randolphcollege.edu
Diane Roy, Coordinator of Disability Services
434-947-8132 or droy@randolphcollege.edu
Associate Provost of the College
Bunny Goodjohn, Associate Provost of the College
434-947-8126 or bgoodjohn@randolphcollege.edu
Kim Bowers, Administrative Assistant to the Associate Provost
434-947-8126 or kbowers@randolphcollege.edu
Career Development Center (CDC)
Maegan Fallen, Director of Career Development
434-947-8480 or mcrews@randolphcollege.edu
Center for Student Research (CSR)
Peter Sheldon, Director
434-947-8488 or psheldon@randolphcollege.edu
Luisa Scott, Office Assistant
434-947-8918 or lscott@randolphcollege.edu
11 Counseling Center and Services
Jennifer Bondurant, Director of Counseling Center
434-947-4113 or jbondurant@randolphcollege.edu
Provost of the College
Carl Girelli, Vice President for Academic Affairs and Provost of the College
434-947-8820 or cgirelli@randolphcollege.edu
Pam Wise, Executive Assistant to the Provost of the College
434-947-8820 or pwise@randolphcollege.edu
Dean of Students
Chris Lemasters, Dean of Students
434-947-8119 or clemasters@randolphcollege.edu
Amanda Denny, Assistant Dean for Residence Life and Student Conduct
434-947-8291 or adenny@randolphcollege.edu
Health Center and Services
Ruby Bryant, Director of the Health Center
434-947-8130 or rbryant@randolphcollege.edu
Information Technology
The Help Desk
434-947-8326 helpdesk@randolphcollege.edu
From off campus 434-947-8103
Identity, Culture, and Inclusion
Keesha Burke, Chief Diversity Officer & Director of Identity, Culture, and Inclusion
434-947-8579 kburke@randolphcollege.edu
Registrar
Jeannette Rork, Registrar
434-947-8289 or jrork@randolphcollege.edu
ACADMIC SUPPORT FOR STUDENTS
On the first Wednesday and the second Monday of each TAKE2 session, the Director of Student
Success will send a survey link to all faculty asking them to identify students in their courses who are
struggling (absences, missing assignments). We want to identify students who are at risk as early as
possible so that advisors and support staff may contact them. The survey is a quick, efficient way to
identify students who will need support immediately at the start of a TAKE2 session.
12During a session, faculty file an Academic Alert with the Director of Student Success whenever a
student’s progress in a course (fall session 01 or 02, spring session 03 or 04 or summer sessions 1 or 2) is
unsatisfactory or when the midterm or final grade is a D+ or below. During the summer, the Director
will, via email, counsel Randolph students who receive alerts for online coursework. During the fall and
spring semesters, copies of academic alerts are sent to the student and to the student’s faculty advisor
who counsels the student; after two alerts have been received for a first-year student, sophomore, or
junior, or one for any senior, the Director of Student Success also counsels the student.
Students who fail to maintain a cumulative grade point average of 2.0 are placed on academic
probation. Students on academic probation who fail to show significant improvement in cumulative GPA
within one semester may be declared academically ineligible to continue. Students on academic
probation are required to complete an individually prescribed program through the Academic Services
Center as a condition for eligibility to continue. All enrolled undergraduate students validly registered
are considered to be in good academic standing for the purposes of enrollment verification and athletic
participation.
See Academic Services Center.
STUDENTS WITH DISABILITIES
Randolph College reasonably accommodates students with disabilities in accordance with federal
regulations. Any student with a disability should meet with the Coordinator of Disability Services (Diane
Roy) in the Academic Services Center, who will request documentation in order to determine what, if
any, classroom or other accommodations are reasonable and appropriate. In the event the student is
eligible for accommodations, the Coordinator will provide a letter outlining these accommodations for
the student to present to his or her instructors. If any student attests to a disability and requests
accommodations without this letter, advise them to meet with the Coordinator to determine if a letter
is necessary. Faculty are asked not to offer or implement accommodations until the student has
followed the requisite procedure and is able to provide the faculty member with an official letter
describing the accommodations prescribed.
ACADEMIC COMPONENTS: REQUIREMENTS FOR THE UNDERGRADUATE DEGREE
1. Students must take courses in at least four different departments in their first year.
2. A senior, in order to qualify for graduation, must present credit for at least the following:
a. 124 credit hours of work, which may include a maximum of 8 credit hours in physical
education activity courses.
b. 8 courses (no fewer than 32 credit hours) in a Major Program are required as a minimum; any
department, however, may set the requirements for the major above this minimum. See
Courses of Instruction for requirements for particular majors (whether departmental or
interdisciplinary), including the Senior Program.
c. Requirements for the General Education Program. See General Education Program.
3. 52 credit hours of courses completed through Randolph College, i.e., excluding transfer credit (see
General Transfer of Credit Policies), which must include:
13a. 20 credit hours of courses in the major, including the equivalent of the senior program, must
be completed through Randolph College, with the exception of the dual degree program in
Engineering Physics.
b. 8 credit hours of the courses in any minor must be completed through Randolph College
c. NOTE: with the support of the major or minor department, students may appeal to the Board
of Review for exceptions to the major or minor residency requirements.
4. The student must have earned a cumulative grade point average of 2.0 (rounded) both for all courses
taken for a grade and for all courses counted toward major requirements.
TAKE2: Advising for Graduation/Semester/Session Credits
TAKE2 was designed for students to complete 16 credits per semester and 8 credits per session in order
to graduate in four years with the required minimum of 124 credits. We recommend that all students
meet regularly with their academic advisors to plan out a program of study that will meet the required
124 credits.
Students must be enrolled in a minimum of 12 credit hours per semester to be eligible for full-time
financial aid support. We recommend that students register for no fewer than 6 credits or more than 10
credits in any session. Registering for fewer than 12 credits in a semester or 6 credits in a session may
have financial aid and housing implications.
First Year Credits:
First time first year students must enroll in a minimum of 4 credit hours each session (1, 2, 3, and 4).
First Year Summer Advisors will enroll students in 8 credits (LMA + 1 other course), and these advisors
will work with departments and athletics to enroll students in additional small-credit options--options
which are already part of their planned experience (sports team PE credit) or are an important part of
their past extracurricular activities (orchestra, dance, etc.).
Sophomores, Juniors, & Seniors Credit:
After their first year in college, students must enroll in a minimum of 1 credit hour, excluding activity
courses and team sports, in Sessions 1 and 3.
Technically, after the first year there is a zero credit limit in Sessions 2 and 4, but students need to keep
in mind that taking fewer than 12 credits in a semester or 6 in a session may have negative financial aid
or housing implications. We do not recommend that students attempt more than 10 credits in one
session.
ACADEMIC COMPONENTS: THE GENERAL EDUCATION PROGRAM
The academic program is the heart of Randolph College. Designed to develop the student as a
whole person, the academic program is the vehicle for acquiring a broad base of knowledge
while simultaneously preparing for a meaningful career. The liberal arts curriculum fosters
numerous intellectual virtues, including critical thinking, scientific inquiry, and artistic
14expression. Additionally, the curriculum reinforces at all levels the fundamental importance of
effective writing and speaking. Randolph College’s TAKE2 program supports student success in
these virtues by allowing them to intensely focus on two courses at a time over seven weeks.
THE GENERAL EDUCATION PROGRAM
Randolph College celebrates excellence in the liberal arts and sciences. Our liberal arts
education teaches students to reason creatively, humanistically, scientifically and
quantitatively; speak and write with clarity and accuracy; cultivate habits of lifelong learning;
develop cultural literacy (regarding their own culture and cultures beyond their own), and
consider how to lead a meaningful life (vita abundantior). The General Education Program
contributes to these goals by granting students broad exposure to several disciplinary ways of
knowing as well as helping students develop core competencies that lay a firm foundation for
the work they will do within and beyond the red brick wall.
Courses fulfilling General Education requirements are noted in the course descriptions with the
following indicators: WR: Writing; WI: Writing Intensive; QR: Quantitative Reasoning; LA:
Language; CE: Common Experience—Life More Abundant; AE: Artistic Expression; HE: Human
Experience; CI: Culture and Identity; SS: Social Science; NS: Natural Science; PE: Physical
Education.
Core Competencies
WR. Writing.
Every student should develop the ability to write English effectively, to use College library
resources and research processes, and to follow appropriate conventions in academic writing.
Unless granted an exemption by the Department of English on the basis of an English
Composition Placement Test or earned college credit for the equivalent, each student must
take WRIT 1103 (or its equivalent) during their first year.
WI. Writing Intensive.
Each student must complete a course in any discipline with a Writing Intensive (WI)
designation. This course may also fulfill one of the Ways of Knowing General Education
requirements.
AMCP 3322; ARTH 2277, 2280; BUS 2271, 3367; CHEM 3307-3307L*; CHEM 3378-3378-L*; CLAS
1132; ENGL 1111, 1112, 1140, 1142, 1161, 2256, 2263, 2265, 2266, 2276, 2277, 2279; EVST
3326; HIST 1124, 1167, 2203, 2204, 2258, 2277, 2278; MAC 1101, 2204, 2277; PHIL 1122, 1132,
2280, 3351; PHYS 3331, 3332, 3378-3378L*; POL 2265, 3372; PSYC 4401; RELG 1147, 1172,
2202; SES 3307, 3364; THTR 2276, 2277, 2279
*If using chemistry or physics, both the lecture and lab must be passed in order to fulfill the
requirement.
QR. Quantitative Reasoning.
15Every student should demonstrate fundamental quantitative reasoning and application skills.
Students can demonstrate these skills by passing an optional competency exam or by
successfully completing (or receiving transfer credit for) one of the following courses:
ASTR 1101, 1103; BUS 3334; CHEM 1105, 1106; ECON 2227; EVST 2201; MATH 1109, 1117,
1118, 1119, 1149, 1150, 2208, 2227; PHYS 1105, 1106, 1115, 1116, 3301; POL 2231; PSYC 2227;
SOC 3395
LA. Language.
Every student should develop some capability in a language, ancient or modern, other than her
or his own. Fulfillment of this requirement may be accomplished in one of the following ways:
1. Successful completion of two sessions of a single foreign language not previously studied; or
2. Successful completion of two sessions of a single foreign language at the elementary or
intermediate level in a language previously studied, depending on placement; or
3. Successful completion of a course above the intermediate level; or
4. Exemption based on a qualifying SAT II score, an Advanced Placement score of 4 or better, an
International Baccalaureate score of 5 or better, or departmental examination. International
students fluent in a language other than English may request an exemption from the Office of
the Provost of the College. Other students fluent in a language other than English may apply to
the Board of Review for exemption.
LMA 1101. Life More Abundant.
This course, taken in the first session of the first year, is intended to expose students to a
variety of different disciplinary traditions and approaches through the exploration of
contemporary issues and questions in society, and to provide an intellectual experience
common to all students in an entering class. Includes academic skills workshops and a selection
of required out-of-class activities. Transfer students entering with 12 or more hours completed
are exempt from this requirement.
Ways of Knowing
AE/HE. Arts and Letters.
Every student should learn how humanists and artists “chronicle, record, analyze, transmit, and
deepen our understanding of the human condition and experience.” This requirement may be
fulfilled by successfully completing 9-12 credit hours in at least 3 courses in the arts and letters
division, including at least 3 to 4 credit hours in each of the following two categories:
AE. Artistic Expression
ARTH 1101, 1102, 1107, 1179, 2204S, 2277, 2238, 2242, 2243, 2244, 2257, 2263, 2264, 3315,
3380, 3382, 3384; ARTS 1103, 1181, 2279; CLAS 1183, 2275; DANC 1101, 1102, 1131, 1132,
1141, 1142, 2231, 2232, 2241, 2242, 2261, 2262; ENGL 1111, 1112, 1113, 1142, 1161, 2253,
2255, 2263, 2265, 2266, 2276, 2277,2279, 3336, 3343, 3357; GREK 3301, 3302, 3304, 3305,
163307, 3309; LATN 3301, 3303, 3304, 3305, 3306, 3308; MAC 1181, 1183, 2277, 2279, 3344,
3351, 3382, 3384; MUSC 1103, 1107-1107L, 1129, 1131, 1133, 1134, 1147, 1149, 1151, 1159,
1161, 1163, 1165, 1167, 1172, 1173; THTR 1111, 1117, 1123, 1142, 2215, 2216, 2217, 2218,
2228, 2275, 2276, 2277, 2279.
HE. Human Experience
ARTH 1101, 1102, 1107, 1179, 2204, 2214, 2215, 2238, 2242, 2243, 2244, 2257, 2263, 2264,
2277, 2280, 3378, 3384; CHIN 1105, 1106; CLAS 1132, 1144, 1175, 1179, 1180, 2275; DANC
2207, 2208; ENGL 1140, 3333, 3378; EVST 3326; HIST 1101, 1102, 1104, 1111, 1115, 1123,
1124, 1139, 1140, 1167, 1180, 2203, 2204, 2221, 2222, 2226, 2230, 2237, 2240, 2242, 2258,
2277, 2278; MAC 1101, 1175, 2204, 2277, 3344, 3380, 3384; MUSC 2219, 2220, 2224, 2227,
2228; PHIL 1101, 1122, 1132, 1133, 1175, 1177, 1183, 2226, 2280, 3351; POL 1102, 1107, 2203,
2222, 2225, 3372; RELG 1111, 1112, 1128, 1147, 1168, 1172, 1183, 1199, 2201, 2202, 2203,
2238, 2253, 2264, 2266, 2268, 2270; SES 1175; SPAN 3366; THTR 2241, 2275
CI. Culture and Identity.
Students should be able to think about differences in culture and identity. Each student should
take at least one course dealing substantively with issues related to gender, race, class, or
disability, or focusing on a culture other than Europe or the United States.
AMCP 3322; ARTH 2214, 2215, 3380, 3378, 3384; CHIN 1105, 1106; EDUC 2213; ENGL 1111,
1140, 3333, 3343, 3378; EVST 1101; FREN 3320, 3365, 3366; G ST 2203; GEO 2203; HIST 1123,
1124, 1167, 2221, 2222, 2226, 2230, 2237, 2258; MAC 1101, 2204, 2205, 3342, 3380, 3384;
MUSC 2220, 2227, 2228; POL 1115, 2205; PSYC 2212; RELG 1128, 1147, 1168, 1199, 2202, 2203,
2238, 2253, 2264, 2266, 2268, 2270; SES 2262; SOC 1114, 2216, 2231, 3327, 3335, 3342
SS. Social Science.
Every student should learn how social and behavioral scientists acquire, organize, and apply
knowledge in the study of society or human behavior. This requirement may be fulfilled by
successfully completing one course in the social or behavioral sciences.
ECON 1101, 1102; EDUC 1101, 1108; EVST 2250; MAC 2204, 2205; POL 1101, 1106, 1113, 2201,
2222, 2225, 2245, 2265, 3332; PSYC 1105; SOC 1101, 1114, 2209, 2218, 2222, 2265, 2276, 3310,
3321, 3394
NS. Natural Science.
Every student should learn how scientists acquire, organize, and apply knowledge about nature
based on experiments and observations. This requirement may be fulfilled by successfully
completing a course in the natural sciences and its laboratory component.
ASTR 1101-1101L, 1103-1103L; BIOL 1103-1100L, 1108-1100L, 1118-1100L; CHEM 1105-1105L,
1106-1106L; EVST 1104-1104L, 1117-1117L, 3325-3325L; PHYS 1105-1105L, 1106-1106L, 1115-
1115L, 1116-1116L
PE. Physical Education.
17A liberal arts education includes development of the mind and body. Through active
participation in a wide range of physical activity options, students gain an appreciation for the
benefits that come from physical activity and exercise. One hour of credit is required and
completion in the first two years of study is strongly recommended. Choose from the following
list of courses.
DANC 1121, 1131, 1132, 1141, 1142, 2222, 2231, 2232, 2241, 2242, 2261, 2262; P ED Activity
and Team Courses; THTR 2228
General Education Program Policies
1. A minimum of 30 hours are required to fulfill the General Education Program. Students who
are exempted from a requirement must complete additional hours in another Core
Competency or Ways of Knowing category to reach 30 hours.
2. With the exception of the writing intensive course and the culture and identity requirement,
no single course can be used to fulfill the requirements of the General Education more than one
time.
a. A single course cannot be used to fulfill more than one requirement if it drops a
student’s total General Education credit hours below 30.
b. No course can be used to simultaneously fulfill three General Education
requirements.
3. Courses included in a Major or Minor Program may also be used toward General Education
requirements.
4. Credit given for Advanced Placement, the International Baccalaureate, CLEP subject tests, by
college examination,
and for courses taken at other institutions may be used to satisfy the requirements.
5. Excluded from fulfilling the requirements are Independent Study, Experiential Learning, and
4400 level courses.
6. Transfer credit may be used to fulfill General Education requirements. If the title and/or
description of a course is substantially the same as that of a Randolph College course, the
Registrar may automatically approve the course as one which counts toward the requirements.
If a course does not duplicate but approximates a Randolph College course, the Registrar, in
consultation with pertinent department chairs or other appropriate members of the faculty,
may approve the course to count toward the requirements. If the student disagrees with the
rulings described above, a written appeal may be submitted to the Board of Review for further
consideration.
7. For General Education requirements, the governing catalog is the one in effect upon
matriculation. These requirements remain in effect for as long as the student is continuously
enrolled at the College. Following a gap in enrollment for any reason, a student who is
18approved for readmission will be subject to all General Education requirements of the catalog
in effect at the time of re-enrollment, unless otherwise approved by the Board of Review.
8. For one-time only courses fulfilling general education requirements, please reference the
class schedule.
19PRE-ADVISING SUGGESTIONS FOR ADVISORS
1. Review the DEPARTMENTAL PLACEMENT SHEETS for each advisee concerning:
English Placement
Foreign Language Placement
Mathematics Placement
Necessary consultations
Special admissions information
Comments
2. Refer to the Major Course Rotation documents on the Advising and TAKE2 webpage.
3. Review Advanced Placement (AP), International Baccalaureate (IB), GCE A- Level, and
Transfer Credit forms (in individual advising folders) and refer to policy charts or
correspondence for placement determinations.
4. Review the COURSE PREFERENCE FORM for each individual advisee.
a. What are the student’s academic interests? Can you tell?
b. What doesn't the advisee understand about academic programming?
c. What extracurricular interests does your advisee have?
20SUGGESTIONS FOR CONDUCTING THE
INDIVIDUAL ADVISING MEETING FOR FIRST YEARS
1. Use the PRE-ADVISING SUGGESTIONS FOR ADVISORS to organize materials prior to the
meeting.
2. Get further acquainted with your advisee. Use the COURSE PREFERENCE FORM to
facilitate your dialogue.
3. Use the COURSE PREFERENCE FORM to trigger questions.
e.g.: What questions arose while the student was making a list of courses?
What are the student’s "high-level" interest courses?
In which course(s) does the student feel the need for support services?
4. Use the TAKE2 SCHEDULE as your "working" advising tool.
5. Go over the program of study, once it appears to be complete, pointing out:
o what skills are being addressed and developed,
o what requirements are being met,
o the reading load for each session,
o the rhythm of the student’s weekly schedule,
o lunch times,
o the importance of the syllabus of each course for setting weekly, monthly, and
session time management calendar/work sheets (available in the Academic
Services Center), and
o the impact of first session's program of study on subsequent sessions.
6. Use an ONLINE REGISTRATION FORM or any other tool you have adopted to confirm
the final listing of course selections upon which you and your advisee have agreed.
7. Go over the final check list outlined below to make sure you have:
√ Filled out PASS/FAIL and/or AUDIT FORMS (normally for second-semester first-
year students, sophomores, juniors, and seniors).
√ Instructed the student, if appropriate, concerning consultations for Music
performance courses and any other consultations necessitated
21√ Checked to ensure that first-year advisees have not been enrolled in a course not
open to them.
√ ADVISED FOR ALTERNATE COURSES.
√ Remind the advisee of the necessity to schedule a one-week follow-up session
See ONE-WEEK FOLLOW-UP.
7. COMPLETE the schedule adjustment form for first year students:
https://www.surveymonkey.com/r/advising_adjustments_2021-2022
ONE-WEEK FOLLOW-UP SESSION for FIRST-YEAR STUDENT ADVISEES
TIME: During the First Week of Each Session of the First Year
PREPARATION:
1. Decide when and how advisees should schedule the post-advising session.
Recommendation: Group Meeting during LMA 1101
2. Remind advisees at the end of advising meetings of the importance of the
follow-up session.
PURPOSE: Interaction and Assessment
1. To ensure that the student is enrolled in appropriate course levels, particularly in
foreign language and mathematics courses.
2. To evaluate whether or not the student has a balanced workload relative to
reading, writing, frequency of papers, tests, pledged work, etc.
3. To assess students’ attitudes about and perceptions of their programs of study
and experience at the College. If there are signs of significant dissatisfaction,
consult Kim Sheldon.
4. To check for scheduling conflicts.
5. To assess the need for immediate academic support.
6. To remind advisees of academic support services available (and why) to prevent
future problems, e.g., subject-matter tutoring, Learning Strategies Program
elective contracts, Writing Lab, etc.
7. To make suitable referrals to appropriate student affairs services and resource
personnel.
8. To encourage advisees to share positive aspects of their experience in courses.
229. To forecast and emphasize a course's relevance to the next session's program
of study.
10. To gauge the level of challenge of the program and continuity in relation
to the student's high school experience.
23AGENDA – JAN MEETING WITH FIRST YEAR ADVISEES
1. REVIEW THE GENERAL EDUCATION PROGRAM. Ask students to assess their progress
toward meeting General Education Program requirements by taking into consideration
both semesters’ course selections. Use the General Education Audit (Portal) to
demonstrate how to track progress.
2. OUTLINE DEGREE REQUIREMENTS, particularly those which affect advisees prior to the
declaration of a major. Use the student's own academic record to demonstrate the
following:
Hours Toward Graduation: 124.0 Total Hours
Remind students that the expectation for progress in hours toward the degree is 16 per
semester or 32.0 hours per year.
Point out the difference on the student’s record between “Total Hours” and “GPA
Hours.”
Total Hours: Total of all credit earned to date, including courses for which no grade has
been entered, e.g., AP Credit, IB Credit, Transfer Credit, etc. Credit in courses for which
a "P" has been received is not counted in the GPA; however, it does count in computing
“Total Hours.”
GPA Hours: Total hours attempted in courses for which a grade with a grade point value
has been recorded.
Discuss options, if applicable, for making up deficiencies in hours, such as:
a. A P.ED. activity course each session, i.e., 9 hours per session
b. Summer school at an alternative institution. Point out that this
option should be used with the following caution:
When a student repeatedly drops courses or takes less than an average course load, it is
obvious to someone evaluating an academic record that that student is using summer school to
remedy problems rather than to enhance educational preparation. Unless there are
extenuating circumstances, e.g., acceleration, medical exigencies, etc., students should know
that they are leaving their records open to this interpretation. See #5 below.
c. Overloads
Caution students that quantity in course loads at the expense of quality
in performance is normally not advisable.
24Cumulative Grade Point Average: 2.0
Instruct students in figuring out a GPA and show them how to project a desirable or
necessary GPA for a current or future semester. See CALCULATING YOUR GRADE POINT
AVERAGE.
3. Eligibility and Probation Requirements
Point out to advisees that these requirements represent minimum requirements. Put
them in the context of the degree requirements in hours and GPA. For students on
academic probation, the guide to calculating a GPA and projecting a GPA can be
particularly helpful.
The advisor's copy of the probation letters should be reviewed carefully. Advisor/
Advisee conferences during the first week of classes of each semester are required of
students who are on academic probation.
For students who have a deficiency in hours, advisors should carefully evaluate any
requests from the student to drop courses during the term. In many instances, the
dropping of a course could automatically make the advisee fall below eligibility
requirements. It is helpful for the student to be aware of this possibility at the beginning
of the term.
4. Suggestions for Faculty Advisors of students who are experiencing academic
difficulties whether or not they are on probation. They may be relevant not only at
any time but also, and particularly, during the appointment in response to Midterm
Grade Reports.
Describe the academic support services which are available and how to enlist them.
For students who have received low ratings on writing evaluations, make sure that they
understand the policy.
For students who agree that more work in composition is advisable, suggest the use of
the writing support services available through and in the Writing Lab.
Point out deadlines for dropping a course, the effects of the P/F option, and the policy
concerning repeating a course.
Remind the student of:
The importance of consulting promptly with course instructors and/or of
enlisting tutors as problems arise.
The importance of improving class attendance. Explain the value of "active"
learning in the classroom.
25 The value of examining the effectiveness of study habits and study environment.
The study guide materials available in the Academic Services Center.
ACADEMIC ALERTS, normally offering useful and concrete examples of the
general points you are making.
If the student's academic problems appear to be related to social, personal, or career
concerns, refer that student to the appropriate counseling staff. The referral should be as
specific as possible with reference to the name of the person the student should
consult and the type of assistance which can be provided. See GENERAL SUGGESTIONS
FOR MAKING REFERRALS.
5. Other Items to Check on the Academic Record
Academic records include entries concerning exemptions in English and foreign
language. If you find discrepancies between the records in the advising folder
(DEPARTMENTAL PLACEMENT SHEET) and the transcript, notify Kim Sheldon.
A student who has earned an F in a comma course first semester should not continue
with the second portion of the course without first consulting the course instructor and
receiving permission.
26REMINDERS TO STUDENTS
PREPARE FOR YOUR INDIVIDUAL ADVISING MEETING. (Remember that you will not be authorized to
register until you have met with your Faculty Advisor.)
□ Use the Class Schedule (online) and the Academic Catalog (online) to select your courses.
Take a listing of courses you are considering and be prepared to talk about why each course is
important to you. Be sure to include two or three alternative selections. Remember that the course
list you prepare is tentative.
□ Use the TAKE2 Schedule to work out a tentative course schedule.
□ Take your copy of the Class Schedule to the meeting.
REVIEW THE “ESSENTIALS” LISTED BELOW.
□ GENERAL EDUCATION PROGRAM REQUIREMENTS
Review the General Education Program as described in the Academic Catalog.
Familiarize yourself with the General Education requirement codes. Read the “General Policies”
governing the General Education Program.
WR. Writing (4)
A. WRIT 1103 Writing in College in the first year
WR. Writing Intensive (WI) (4)
QR. Quantitative Reasoning (4)
LA. Language (6-8)
LMA. Life more Abundant First Year Experience LMA 1101 (4)
Ways of Knowing
AE/HE. Arts and Letters (total 12)
AE. Artistic Expression (4-8)
HE. Human Experience (4-8)
CI. Culture and Identity (4)
SS. Social Science (4)
NS. Natural Science (4)
PE. Physical Education (1)
□ COURSELOAD See the Academic Catalog.
Every traditional-age student must maintain a full-time course load, i.e., 12.0 hours,
27exclusive of physical education activity courses for a semester. A course load in excess of 20.0 hours is
considered to be an overload. There is a charge for any hours over 20.0.
□ DEGREE REQUIREMENTS See the Academic Catalog.
1. Every first-year student must include in the program of study for each semester, courses in
at least four different departments.
2. Degree Requirement in Hours Toward Graduation: 124.0 semester hours, i.e., 32.0 hours
per year for four years, or 16 hours per semester for eight semesters to achieve a minimum of 124.0
credit hours.
3. Degree Requirement and Major Requirement in GPA: Cumulative 2.0
4. Requirements for the General Education Program
5. Requirements for the Major
28You can also read
