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Academic Advising Manual - Carroll College

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Academic Advising Manual - Carroll College Powered By Docstoc
					Academic Advising
     Manual
      2010 – 2011
TABLE OF CONTENTS

WELCOME TO CARROLL ADVISING ................................................................................................................................5

ACADEMIC ADVISING OVERVIEW ..................................................................................................................................6

   Principles of Academic Advising ................................................................................................................................6

   Developmental Academic Advising ...........................................................................................................................7

   NACADA Core Values of Academic Advising ..............................................................................................................7

ADVISING AT CARROLL COLLEGE ...................................................................................................................................9

   Types of Academic Advising ......................................................................................................................................9

      Freshman Advising .................................................................................................................................................9

      Transfer Student Advising ......................................................................................................................................9

      Continuing Student Advising .................................................................................................................................9

      Returning/Readmit Student Advising ....................................................................................................................9

      Withdrawn Students ..............................................................................................................................................9

   Advising: Shared Responsibility ...............................................................................................................................10

      Advisor Responsibilites in the Advising Process ..................................................................................................10

      Advisee Responsibilites in the Advising Process ..................................................................................................10

   Advising Terms, Definitions and Processes..............................................................................................................11

   Legal Considerations in Academic Advising .............................................................................................................14

      Introduction to Legal Considerations ..................................................................................................................14

      FERPA ...................................................................................................................................................................14

      FERPA: Family Educational Rights And Privacy Act Of 1974 ...............................................................................15

   Tips for Advisors ......................................................................................................................................................17

      The Advising Appointment ..................................................................................................................................17

      Note and Record Keeping ....................................................................................................................................18

      Advisor’s Responsibilitis And Student’s RightsTo Privacy ....................................................................................19

      Referring Students ...............................................................................................................................................20

   Special Populations ..................................................................................................................................................20

      Alpha Semeinar Advisees (Undeclared/Deciding) ...............................................................................................20




2010-2011                                              Carroll College Academic Advising Manual                                                                       Page 2
      Student Athletes ..................................................................................................................................................21

      Academic Difficulty ..............................................................................................................................................21

      International Students .........................................................................................................................................22

      Learning Disabilities .............................................................................................................................................23

      Non-Traditional Students ....................................................................................................................................24

      Working Students ................................................................................................................................................24

      Programs Requiring Formal Acceptance .............................................................................................................25

ADVISING GUIDES AND RESOURCES ............................................................................................................................26

   Degree Requirments Including Core ........................................................................................................................26

      Bachelors Degree .................................................................................................................................................26

      Core Curriculum–Bachelor Degree ......................................................................................................................26

      Associate of Arts Degree......................................................................................................................................27

   Writing Intensive, Global Diversity & National Diversity .........................................................................................28

   Accessing Advisee Information Via MyCarroll .........................................................................................................30

   External Exam Policy ................................................................................................................................................31

      IB: International Baccalaureate ..........................................................................................................................31

      CLEP: College Level Examination Program..........................................................................................................31

      Military Training and Education Credit ................................................................................................................31

      AP: Advanced Placement ....................................................................................................................................32

   Course Placement Guidelines ..................................................................................................................................33

      Biology Students Placement Guidelines ..............................................................................................................33

      Calculus (MA 121/MA 131) Placement Guidelines ..............................................................................................33

      English Placement for Entering Freshmen ...........................................................................................................34

      Language Placement Guidelines ..........................................................................................................................35

   Pre-Professional Programs ......................................................................................................................................36

      3-2 Engineering: Major in Mathematics ..............................................................................................................36

      Pre-Medical and Pre-Dental Programs ................................................................................................................36

      Pre-Optometry Program ......................................................................................................................................36




2010-2011                                            Carroll College Academic Advising Manual                                                                    Page 3
     Pre-Physician’s Assistant Program .......................................................................................................................36

     Pre-Physical Therapy Program .............................................................................................................................36

     Pre-Pharmacy Program ........................................................................................................................................37

     Pre-Veterinary Program .......................................................................................................................................37

     Pre-Law Program .................................................................................................................................................37

  Special Programs .....................................................................................................................................................38

     Internship Programs ............................................................................................................................................38

     Honors Scholars Program ....................................................................................................................................38

     Military Science and Leadership (ROTC) Program ...............................................................................................38

     Education Abroad Programs ................................................................................................................................39

  On Campus Contact Information .............................................................................................................................39

     Campus Offices and Contacts ..............................................................................................................................39




2010-2011                                            Carroll College Academic Advising Manual                                                                   Page 4
WELCOME TO CARROLL ADVISING

Carroll’s goal in academic advising is to assist students in exploring their areas of interest while
providing them with the advice and knowledge that will allow them to pursue those areas of
interest to their fullest extent. This advice is not solely academic but personal and professional
as well. Professors work as academic advisors and pride themselves on being available to
students.

We know that the first year is the most important decision-making period in a student’s career.
Alpha Seminar serves as a critical component to achieving our goals in academic advising. Every
first-year student takes this seminar-style course in their first semester at Carroll. In addition to
the critical reading, writing and thinking skills they develop in this course, their professor serves
as their academic advisor. We believe that the teacher/student relationship serves as the
backbone of the advisor/advisee relationship, and our students enjoy high rates of success
during their time at Carroll and beyond because of that relationship.

The purpose of the Carroll College Academic Advising Manual is to provide background
information on the principles and values of academic advising, define the advising relationship
between advisor and student, define advising terms and procedures, and provide Carroll-
specific advising resources such as placement guidelines for courses/majors and accessing
advisee information using MyCarroll.

Comments and suggestions regarding the Carroll College Academic Advising Manual can be
directed to Annette Walstad, Director of Academic Support and Advising. She can be reached
at awalstad@carroll.edu, (406) 447-5434, or in person at 214 O’Connell Hall.


Carroll College would like to acknowledge the Academic Advising offices at Elmhurst College,
Rensselaer Polytechnic Institute, Montana State University—Bozeman for use of information
from their advising manuals and websites.




2010-2011                       Carroll College Academic Advising Manual                       Page 5
ACADEMIC ADVISING OVERVIEW


“THE FUNDAMENTAL PURPOSE OF
ACADEMIC ADVISING IS TO HELP
STUDENTS BECOME EFFECTIVE AGENTS
FOR THEIR OWN LIFELONG LEARNING
AND DEVELOPMENT.”
                                                                     -Art Chickering, 1994

PRINCIPLES OF ACADEMIC ADVISING

 Academic advising should provide guidance and a means to assist student’s intellectual, physical, and
 social development. For most effective advising, the following should be observed:
            Advising must be systematic, consistent, and continuous with a number of contacts
             between the advisor and the student. These contacts must have direction and purpose.
            Advising must be goal-related. Students should be encouraged to explore and establish
             academic, career and personal development goals.
            Advising requires a caring environment. The advisor shares responsibility in initiating
             advisor-student contact.
            Advising includes modeling behaviors which lead to self-responsibility and self-
             directedness.
            The advising system should be an integration of services and expertise from academic and
             student affairs.
            Advisors should utilize as many campus and community resources as possible when
             assisting students with academic and career options, services and resources.


 Adapted from Winston, R.B., Ender, S.C., & Miller, T.K. (Eds.) (1982). Developmental approaches
 to academic advising. New Directions for Student Services, No. 17. San Francisco: Jossey-Bass.




2010-2011                        Carroll College Academic Advising Manual                              Page 6
DEVELOPMENTAL ACADEMIC ADVISING

This brief introduction to the topic is based on Gary L. Kramer’s “Advising Students at Different
Educational Levels,” in Gordon et al.’s (2000) Academic Advising: a Comprehensive Handbook. San
Francisco: Jossey-Bass. The book is available in the Academic Support Services and Advising Office.

As emphasized throughout this manual, effective academic advising involves far more than helping
students select their courses. In the past two decades, the field has shifted to a model of “developmental
academic advising” based on a premise of student growth and success. According to Gary L. Kramer,
students are developmentally advised when advisors focus on growth that instills the following in them:

       Awareness of the relationship between education and life
       The ability to set realistic academic and career goals as well as a program to achieve them
       Awareness of life extending beyond the college years

Thus, advising includes helping students adjust to college, succeed in college, and prepare for life after
college. Along the way students face many tasks, including:
     Developing accurate expectations
     Becoming familiar with college requirements
     Integrating into campus culture
     Navigating through financial issues
     Setting appropriate goals
     Identifying responsibilities and making commitments
     Identifying and using resources effectively
     Reflecting on their learning and experiences
     Connecting academic plans with career goals
     Preparing for the transition to a graduate school or job

A student’s ability to meet these challenges depends on his/her learning style, academic preparation,
problem-solving skills, family/community responsibilities, motivation, and, in part, on the assistance
received from an academic advisor.




NACADA CORE VALUES OF ACADEMIC ADVISING

The National Academic Advising Association (NACADA) is an organization of professional advisors,
faculty, administrators, students and others from a variety of settings who do academic advising or
otherwise work to promote quality academic advising on college and university campuses. As members
of this organization or of the profession of academic advising, or as others who advise or provide related
programs and services to students, we must recognize our responsibility not only to students and the
institutions in which our advising is done, but to society, to colleagues, and to ourselves.

While not all those who do academic advising are professional advisors, anyone carrying out advising
functions should be expected to perform in a professional manner. The Core Values identified and
discussed here provide a framework against which those who advise can measure their own
performance.




2010-2011                         Carroll College Academic Advising Manual                            Page 7
In no way does this Core Values statement try to dictate that all academic advising needs to be done in
precisely the same way by everyone, or that there is one particular advising philosophy or model.
Instead, these are reference points for professionals to use. Furthermore, the Core Values do not carry
equal weight. Advisors will find some Core Values more important than others, depending on their own
philosophies and those of their colleges or universities.

The Power of Academic Advising
Few experiences in students' postsecondary career have as much potential for influencing their
development as does academic advising. Through regular contact with students--whether face-to-face,
through the mail, on the telephone, or through computer mediated systems--advisors gain meaningful
insights into student's academic, social, and personal experiences and needs. Advisors use these insights
to help students feel a part of the academic community, develop sound academic and career goals, and
ultimately be successful learners.

Because of the nature of academic advising, advisors often develop a broad vision of the institution.
Advisors can therefore play an important interpretive role with administrators, faculty, and staff, helping
them further understand students' academic and personal development needs. Advisors can teach
others to identify students who, with additional attention from academic support staff, may achieve
their goals to succeed academically and personally.

Students place a great deal of trust in their advisors. That trust warrants quality programs and services.
It is through our Core Values that students' expectations of academic advising are honored.

Beliefs about Students
Like other educators, academic advisors work to strengthen the importance, dignity, potential, and
unique nature of each individual served within the academic setting. Our work as advisors is guided by
our beliefs that:
     Students can be responsible for their own behavior;
     Students can be successful as a result of their individual goals and efforts;
     Students have a desire to learn;
     Learning needs vary according to individual skills, goals and experiences; and
     Students hold their own beliefs and opinions.

Why Our Core Values Are Important
Out of these beliefs grow our Core Values. Regardless of our professional preparation and experience,
each of us in the field of academic advising is ultimately guided in our work by what we perceive as
important, what we value, and what we believe about those we serve--primarily students, but also
others in the institutions within which we work, and even the institutions themselves.

We recognize the complex nature of academic advising, the wide variety of settings and tasks for which
academic advisors are responsible, and the diverse backgrounds and experiences of academic advisors.
Yet, while values and beliefs are by their very nature individual, there are many that are subscribed to by
those who advise students. Through this statement of Core Values we communicate to others what they
can expect from us. These Core Values may be used to validate our conduct in our diverse roles and our
relationships within the academic community.

Carroll College is an Institutional Member of NACADA. For a complete list of the NACADA Core Values,
see http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/Core-Values.htm .




2010-2011                         Carroll College Academic Advising Manual                           Page 8
ADVISING AT CARROLL COLLEGE

TYPES OF ACADEMIC ADVISING

FRESHMAN ADVISING

All freshmen take a 3-credit Alpha Seminar course during their first semester at Carroll. The Alpha
Seminar instructor serves as academic advisor for the entire academic year for all students enrolled in
the section. Alpha Seminar allows students to establish a personal relationship with the faculty advisor
teaching the course as well as a community with the other students. The purpose of Alpha Seminar is to
introduce the distinctive practices and values of a Catholic liberal arts education. The course revolves
around an interdisciplinary project that incorporates instruction and practice in critical reading, writing
and discussion.

TRANSFER STUDENT ADVISING

A student transferring to Carroll will be assigned an academic advisor in the major/program indicated on
his/her application for admission. The Registrar makes all final decisions regarding the transfer of credit
from other institutions. A copy of the transcript evaluation is part of the advising file.

CONTINUING STUDENT ADVISING

Once a student has completed one academic year at Carroll he/she has the option of declaring a major
and selecting an advisor in the department of the major. Some 2nd year students will remain with their
Alpha Seminar advisors until the second semester of their sophomore year. Ideally, all students will
declare a major and select an advisor by the time they have completed 45 semester credits or
completed their 4th semester, whichever comes first.

RETURNING/READMIT STUDENT ADVISING

Former Carroll students returning to the college after a break in attendance of one or more semester
must apply for readmission. If readmitted, an attempt is made to locate the student’s original advising
file. In the event it was destroyed, a new advising file is created and sent to the advisor. If the student is
returning from suspension and/or is on academic probation, conditions of readmission will be set forth
in writing and a copy will be sent to the assigned advisor.

WITHDRAWN STUDENTS

When an advisee does not return to Carroll College the advisor returns the advising file to the Office of
Academic Advising located at 214 O’Connell Hall.




2010-2011                          Carroll College Academic Advising Manual                            Page 9
ADVISING: SHARED RESPONSIBILITY

ADVISOR RESPONSIBILITES IN THE ADVISING PROCESS

               Be accessible to students on a regular, predictable basis
               Encourage students in self-direction, in learning and assuming responsibility for their
                own educational plans
               Reinforce the responsibilities of advisees
               Assist students in selecting courses that reflect individual interests and abilities
               Help students with academic planning – re-evaluate plans regularly
               Assist students in achieving academic, career and personal goals
               Know graduation requirements and other institutional policies outlined in the college
                catalog
               Refer students to appropriate campus resources
               Help students learn about academic policies and procedures
               Increase advising skills through regular training
               Understand the shared responsibilities among advisor, advisee, and the Advising Office



ADVISEE RESPONSIBILITES IN THE ADVISING PROCESS

               Make appointments with advisor – give at least 24-hour notice
               Be prepared for meeting with your faculty advisor; bring your academic records; bring
                questions
               Read the Catalog
               Become familiar with graduation requirements and other institutional policies and
                procedures
               Develop plans for taking courses required for graduation
               Keep track of your own academic records
               Develop plans for achieving academic, career and personal goals
               Check class schedules and learn how to navigate MyCarroll
               Make use of the full range of campus resources
               Apply for graduation [request official degree audit] one year prior to your anticipated
                graduation date
               See your advisor and course instructor at the first sign of academic difficulty
               Take responsibility for your decisions
               Understand the shared responsibilities among advisor, advisee, and the Advising Office




2010-2011                        Carroll College Academic Advising Manual                        Page 10
ADVISING TERMS, DEFINITIONS AND PROCESSES

ACADEMIC ADVISORS:
Degree seeking students are assigned to an academic advisor in relation to the grade level and major.
Advisors assist students in developing educational plans that are consistent with their life goals, provide
students with accurate information about academic progression and degree requirements, assist
students in understanding academic policies and procedures, and help students access campus resources
that will enhance their ability to be academically successful.

ADVISING FILE:
The Office of Academic Advising prepares an academic advising folder for every new degree-seeking
student and an advisor is assigned to each student. The typical contents of an advising file includes
admissions application, high school and/or college transcripts, writing sample, and standardized test
scores. The academic advisor maintains the student advising folder in his or her office. The folder
follows the student through his/her entire career at Carroll College. Advisors should keep notes of their
discussions with students during advising sessions. An accurate record of advising sessions will help
solve any disputes over the content of previous advising and also serve as legitimate protection against
claims of erroneous advising.

ALPHA SEMINAR:
This 3-credit course is required for all first-year students and typically is taken in the fall semester. Alpha
Seminar is taught by a faculty or staff member who serves as the students’ first-year advisor for both the
fall and spring terms. This is a unique opportunity for students to make a real connection with their
advisor, as they spend a minimum of three hours of classroom time a week together, in addition to more
traditional advising appointments. After the freshman year, students select or are assigned faculty
advisors in their majors or areas of interest.

AP CREDIT:
High school students who receive scores or 3, 4, 5 on the College Board Entrance Examination Board
Advanced Placement Exam (AP) may, upon enrollment, be granted advanced placement and college
credit in appropriate subjects. A grade of “P” is assigned for these credits. For additional information
and a list of approved AP courses refer to the Advisor’s Guide and Resources Section of this manual.

ACADEMIC PROBATION:
After a semester of unsatisfactory work (less than a 2.0 grade point average), a student taking 12 or
more semester hours will be placed on academic probation. The records of part-time students will be
reviewed after an accumulation of 12 or more semester credits. If a total of 12 or more semester credits
have been attempted and the cumulative G.P.A. is unsatisfactory, the student will be placed on
probation. A student is taken off probation and restored to good standing when his/her semester and
cumulative grade point average are both 2.00 and higher.

ACADEMIC SUSPENSION:
Academic suspension will result upon completion of a second consecutive semester of unsatisfactory
work or upon completion of a total of three non-consecutive semesters of unsatisfactory work. A
detailed explanation of these can be found in the catalog.

CALCULATING A GRADE POINT AVERAGE:
Each grade has a corresponding point value: A=4 points; B=3 points; C=2 points; D=1 point; F=no points;
Incomplete=no points. The numerical average is computed by dividing the total grade point by the total
credit hours attempted. In the case of a Pass/Fail course, the "P" grade is not figured into the G.P.A., the


2010-2011                          Carroll College Academic Advising Manual                             Page 11
"F" grade is used in the calculation. Courses a student withdraws from during the semester are marked
as “W” on the transcript and are not figure in the grade point average calculation.

CHANGING MAJORS OR ACADEMIC ADVISORS:
Students who wish to declare or change a major, or change advisors, should fill out and return a
"Request for Change of Major and/or Academic Advisor" form available from the Registrar or in the
Registrar section of MyCarroll.

COURSE SUBSTITUTION:
Students wishing to waive or substitute a required course should utilize the form "Request for Waiver or
Course Substitution" that is available from the Registrar. In both instances, approval must be received
from both the department chairperson and the Registrar. The form is available on MyCarroll.

CORE REQUIREMENTS:
Carroll College requires all students to participate in a broad spectrum of academic disciplines. These
include the humanities and fine arts, the social and natural sciences, as well as the reflective disciplines
of philosophy and theology. The specific requirements are outlined in the catalog, and on the Student
Evaluation Records.

CREDIT LOAD:
The typical course load is 15 credits per semester. Any course load exceeding 18 credits must have the
approval of the Registrar. Many freshmen have difficulty successfully completing 15 credits the first
semester. Many students work full or part time. Adult learners returning to school may have special
considerations. Recommend a lighter load if academic ability or time constraints are in question.

DECLARING A MAJOR:
All degree seeking students enter Carroll as Undeclared-BA candidates and may elect a standard major
or develop a multi-disciplinary major at the end of their second semester. Declaring a major is a formal
process which requires the student to submit a “Declaration of Major/Minor” form to the Registrar’s
office. Students should declare a major no later than the end of the sophomore year or after completing
45 semester credits.

DROP/ADD PROCESS:
Explain this process to the student. Drop/Add cards are available from the Registrar. Remind them of
the deadlines for making changes, and the possible consequences for some, of dropping below a
minimum of twelve credit hours. Courses dropped before the drop deadline will not appear on the
student's transcript. Students may withdraw from a class until the deadline for withdrawal. The
student's transcript will show a "W" if a course is dropped between the drop and withdrawal deadlines.

FERPA:
The Family Educational Rights and Privacy Act of 1974 is a federal law that protects the privacy of
educational records, allows students to inspect their own educational records, and limits types of
personal information an institution discloses to others. Students enrolled in a post-secondary institution
must provide written permission naming those eligible to review their academic information. A summary
of the complete FERPA guidelines is included in the Advisor Manual. Signed release forms are kept on file
in the Registrar’s office.

FINANCIAL AID:
Financial aid administered by the Financial Aid Office is based on an evaluation of academic
accomplishments, financial needs, and availability of resources. Academic advisors and students should



2010-2011                          Carroll College Academic Advising Manual                           Page 12
be aware that changes in enrollment status may result in a revision of financial aid awards. Actions such
as changing the number of enrolled credits, academic probation, and withdrawal from the college may
have an adverse effect on a student’s financial aid. For detailed information see the Financial Aid section
of the catalog or contact the Carroll College Financial Aid office at ext. 5425 or 5424.

4-YEAR PLANS:
Every degree offered at Carroll has a published 4-Year Plan that shows the sequence of required courses
semester by semester. Copies of 4-Year Plans are available from the Registrar’s Office, the Academic
Support and Advising Office, and by accessing the public files on Outlook. To access the public files, click
on the “Folder” icon located on the bottom, left side of the screen; click on “public folders” or “all public
folders”; click on “Student Evaluation Records” and select the desired 4-Year Plan.

GRADE OF INCOMPLETE:
An "I" grade is only given under unusual circumstances which cause a delay in a student's completion of
a course. The student must be doing passing work before an Incomplete can be given. The student must
make specific arrangements with a faculty member for the completion of the course, and a formal
written "Request for Grade of Incomplete" must be filed in the Office of the Registrar before the
assignment of the grade as Incomplete.

GRADE REPORTS:
Midterm and Final Grades are available to both students and advisors on-line through MyCarroll. For the
first year only, the Office of Academic Advising will mail midterm grade reports to parents at the request
of the student. A signed “Release of Midterm Grades” form must be on file with the Director of Advising.

GRADUATION REQUIREMENTS:
Graduation requirements are outlined in the Carroll catalog. The correct catalog to use for
determination of requirements is the catalog that was in effect at the time that the student enrolled for
the first time as a regular student at the college. If the student interrupts attendance or changes
majors, he/she is expected to graduate under the requirements of the catalog in effect at the time of
readmission or major change. Students can contact the Registrar for adjustments to this requirement.

PART-TIME/FULL-TIME:
A full-time student is one who is enrolled for a minimum of 12 semester credits of college courses. A
part-time student is one who is enrolled for 11 hours or fewer.

PASS/FAIL GRADE:
Certain selected courses are regularly graded on a Pass/Fail basis. Students may, however, take other
courses on a Pass/Fail basis under the following conditions: The student must have completed 60 or
more semester hours of college work with a cumulative G.P.A. of 2.0. Only one course per semester may
be taken on this basis, with a maximum of 4 such courses allowable toward graduation. The student may
indicate this choice during registration or the regular "add" period of each semester.

SER (STUDENT EVALUATION RECORDS):
Every degree offered at Carroll has a published Student Evaluation Record (SER) that lists every
requirement for the major/program. Copies of SERs by program are available from the Registrar’s
Office, the Academic Support and Advising Office, and by accessing the public files on Outlook. To access
the public files, click on the “Folder” icon located on the bottom, left side of the screen; click on “public
folders” or “all public folders”; click on “Student Evaluation Records” and select the desired SER.




2010-2011                          Carroll College Academic Advising Manual                           Page 13
STANDARDIZED TEST SCORES:
Students entering Carroll College must submit either ACT or SAT scores. Test scores are utilized when
considering students for admission to the college, and for placement into certain courses. The Admissions
Office and the Registrar can provide definitive information and answer related questions.

TRANSFERABILITY OF COURSEWORK:
All final decisions regarding transfer of credit from other institutions are made by the Registrar. Carroll
students wishing to take courses at another institution are encouraged to obtain prior approval by utilizing
the form entitled "Request to Enroll in Courses at Another Institution” available from the Registrar.


LEGAL CONSIDERATIONS IN ACADEMIC ADVISING

INTRODUCTION TO LEGAL CONSIDERATIONS

The academic advisor is on the "front line" of the college when dealing with students. It is a critical
position, and the success or failure of the student's education and growth is influenced greatly by the
advising function. In today's litigious atmosphere, the advising function is more critical than ever.

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 action 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.

It is the responsibility of both the advisor and student to understand the academic requirements and
procedures set forth in the college catalog. Advisors are expected to understand such things as
scheduling and registration procedures and degree and program requirements. Advisors should keep
notes of their discussions with students during advising sessions. An accurate record of advising
sessions will help solve any disputes over the content of previous advising and also serve as legitimate
protection against claims of erroneous advising. Guidance and support for academic advising is
available from the Registrar, Director of Academic Advising, Associate Vice President of Enrollment
Management, and other campus officials.



FERPA

The Family Educational Rights and Privacy Act commonly known as FERPA is a federal law designed to
protect the privacy of educational records while upholding the right of students to inspect or review
their records and to provide guidelines for the correction of inaccurate or misleading data. In essence
this means that college students must be permitted to review their own educational records and that
colleges may not disclose personally identifiable information about students nor allow inspection of
their records by a third party without their written permission, unless the disclosure is covered by
certain exceptions permitted by the act.




2010-2011                          Carroll College Academic Advising Manual                           Page 14
FERPA: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974

WHAT IS FERPA?
"a federal law designed to protect the privacy of education records, to establish the right of students and parents
to inspect and review their education records, and to provide guidelines for the correction of inaccurate and
misleading data through informal and formal hearings." Enforced by the Family Policy Compliance Office, US
Department of Education

THE ESSENCE OF THE ACT FOR HIGHER EDUCATION:
     Eligible students must be permitted to inspect their own education records.
     School officials may not disclose personally identifiable information about students nor permit inspection
        of their records without written consent unless the disclosure is covered by certain exceptions permitted
        by the act.

WHO IS AN ELIGIBLE STUDENT? An individual who has reached the age of 18 or who attends a postsecondary
institution, regardless of age.

WHAT IS AN EDUCATION RECORD?
   Any record, with certain exceptions, maintained by an institution that is directly related to a student or
       students.
   These records include: files, documents, and materials in whatever medium (electronic, written, print,
       tapes, disks, film, microfilm, microfiche) which contain information directly related to students and from
       which students can be personally (individually) identified.

EXCEPTIONS TO EDUCATION RECORDS:
    Sole possession notes
    Law enforcement records
    Employee records except for records of individuals employed as a result of their status as students -
       work study records are education records
    Doctor/counselor -patient privilege records
    Alumni records after graduation and admission files prior to first day of attendance

WHO IS AN EDUCATION OFFICIAL? A “school official” can be a person:
   Employed by the college in an administrative, supervisory, academic, research, or support staff position
       including law enforcement and health staff personnel
   Elected to the board of trustees
   Individuals or entities employed by or under contract to the college to perform a special task
   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.

WHAT MAY BE INCLUDED IN DIRECTORY INFORMATION?
   Student’s name                                                  Degrees and awards received
   Address                                                         Enrollment status
   Telephone number                                                Student ID that qualifies as an electronic
   Date/place of birth                                              identifier
   Major fields of study                                           Most recent educational institution attended
   Participation in officially recognized activities               Other similar information as defined by the
      and sports                                                     institution that would not normally be
   Height/weight of athletic team members                           considered an invasion of a student’s privacy
   Dates of attendance                                              i.e. class schedules, class rosters, email
                                                                     addresses and photographs




2010-2011                            Carroll College Academic Advising Manual                                Page 15
DIRECTORY INFORMATION MAY NOT INCLUDE:
        Race                                                          GPA
        Gender                                                        Country of citizenship/nationality
        Social security number                                        Religion
        Grades                                                        Student ID unless it qualifies as an electronic
                                                                        identifier

WHAT IS A “LEGITIMATE EDUCATIONAL INTEREST”?
The demonstrated need to know by those officials of an institution who act in the student’s educational interest,
including faculty, administration, clerical and professional employees, as well as other persons who manage
student record information. FERPA does not define “legitimate educational interest”; it states that institutions
must specify the criteria for determining it.

REQUIREMENTS FOR COMPLIANCE
Provide annual notification to students of their FERPA rights to privacy and to:
 Inspect and review their education records
 Request an amendment to their education records
 Right to a hearing if the request for an amendment is unsatisfactory
 Request that the institution not disclose directory information items about them or provide written consent to
    release their records
 File a complaint with the US Department of Education
 Know that school officials may obtain information from education records without obtaining prior written
    consent; the criteria for determining school officials and what “legitimate educational interests” will entitle
    school officials to have access to education records

WHAT ABOUT PARENTS?
 Parents may obtain directory information at the discretion of the institution.
 Parents may obtain non-directory information with signed consent from their child.
 Parents may obtain non-directory information at the discretion of the institution if:
      o the child is a legal dependent as defined by internal revenue code of 1986, section 152
      o the disclosure is a result of a health or safety emergency as specified in the regulations
      o the student is under 21 and has violated a federal, state or local law or any rule or policy of the
          institution governing the use or possession of alcohol or a controlled substance

IS IDENTIFICATION OR AUTHENTICATION NECESSARY FOR DISCLOSURE?
The regulations require a college to use reasonable methods to identify and authenticate the identity of students,
parents, school officials or other parties to whom they disclose educational records.

EXCEPTIONS TO DISCLOSURE WITHOUT PRIOR, WRITTEN CONSENT:
 Authorized representatives for audit, evaluation, or enforcement of federal & state programs
 Officials of other institutions in which the student seeks to enroll
 For the provision and determination of student financial aid
 Accrediting organizations carrying out their accrediting functions
 Disclosures to comply with a judicial order or a lawfully issued subpoena,
 Persons in an emergency, if the knowledge of information, in fact, is necessary to protect the health or safety
   of the student or other persons
 Disclosures of information regarding registered sex offenders
 Information on any student found by a campus disciplinary body to have committed a crime of violence or
   non-violent sexual offense.

WHO DO YOU CALL?           REGISTRAR’S OFFICE        (406) 447 – 4300 Ext. 5435          cdday@carroll.edu

Final regulations amended December 9, 2008




2010-2011                           Carroll College Academic Advising Manual                                 Page 16
TIPS FOR ADVISORS


THE ADVISING APPOINTMENT

Source: Adapted from Darley's Interview Techniques. Prepared by the University of Delaware College of
Arts and Science Advising Center. As retrieved 8/11/04 from the NACADA Clearinghouse of Academic
Advising Resources Web site: http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/newadvisor.htm.

Though the variety of topics covered in an advising appointment depends upon the purpose of the
appointment, a certain structure or process is common to all. The following is an overview of some
techniques that can be used in an advising session.

Opening
Greet the student by name and in a relaxed manner. The student may be nervous so a warm welcome
and a low-key question such as "What can I help you with today?” can be reassuring at the same time
that it gets the session started.

Talking with the Student
The student may find it difficult to express himself/herself. Resist the temptation to "help" by putting
words in the student's mouth, finishing the sentence yourself or otherwise taking over the conversation.
Careful phrasing of your questions and indicating that you are receptive to the responses should
facilitate good communication.

Silences in the Conversation
Silences do not necessarily mean a breakdown in communication or a lack of activity. The student (or the
advisor) may be searching for words or reflecting upon something that has already been said.

Admitting Your Ignorance
If the student asks a question regarding factual information to which you do not know the answer, admit
it. Get the information immediately, if possible, or call the student back. While one person cannot be
expected to know everything, it is reasonable to expect the advisor to get the information in question.
Students have greater respect for the advisor who does not hesitate to admit ignorance.

Avoiding the Personal Pronoun
Using the word "I" turns the focus of the advising session away from the advisee, toward the advisor.
Expressions like "if I were you, I would" and "I think" express the advisor's opinion or experiences and are
inappropriate unless they are explicitly requested. Most of the time, the advisor's role is not to express
his/her point of view, but rather, to help the student to formulate his/her own opinion.

Bad News
When the advisor must give the student bad news, it is not helpful to minimize the gravity of the
situation or to be unrealistically optimistic about what the student can do to handle it. However, it is very
important that the advisor continue to express an attitude that is receptive and non-judgmental. He/she
can demonstrate his/her support of the student by helping to put the issue into proper perspective and
focusing attention on the positive actions that can be taken to resolve the problem. This may require
additional appointments.




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Additional Problems
Sometimes the student will have unexpressed questions or problems beyond the one which appears to be
the reason for the appointment. The advisor can give the student an opening by asking, "Is there
something else you would like to ask about?” or "Do you have something else on your mind?

The Frequent Visitor
An advisee that frequently meets with his/her advisor can be challenging in many ways. This student
appears to be receptive to the advisor's suggestions and will often say "I feel so much better after talking
to you," but, in fact, never follows up on the information and strategies discussed during the
appointment. This student seems to continue to hope that talking about something will make it happen.
Other frequent visitors are sympathy seekers, complainers and the overly dependent. While it is true that
their willingness to keep appointments indicates some success on the part of the advisor, they take up
time that could be available to other students.

Setting Limits on the Appointment
The appointment is normally a fixed length of time. It is better if the advisor and advisee realize this from
the beginning. Follow-up appointments can be made, if necessary. However, there are times when an
advisor sees a student in crisis and time constraints need to be set aside.

Ending the Appointment
When the advising session is finished, it is easy to get overly involved in casual conversation. This can
extend the appointment far beyond the allotted time. A phrase such as, "Do you think we have done all
we can for today?” or "Let's make another appointment to get into this further" effectively maintains a
friendly yet professional tone.



NOTE AND RECORD KEEPING

Source: Rensselaer Academic Advising Manual, 6/2008. http://www.rpi.edu/dept/advising/Advise-
manual-4-09.pdf

Keeping Notes from Your Advising Sessions
A critical source of information about your advisees will be written records you keep of your discussions
through the semesters. These notes will remind you of student concerns, and help you remember
personal information about students beyond the official school records. Reviewing your notes prior to
meeting with an advisee will remind you of topics to follow up on.

Advisors use a variety of approaches to keeping their notes, as described below. Whatever the
approach, files usually include background information for each student.
    Name
    Phone number
    Email address
    Class year

The following information is then noted for each contact:
     Student’s name (to be sure that the information doesn’t get misfiled)
     Date of contact
     Form of contact (email, phone call, in-office meeting, other)
     Topic(s) of discussion



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       Decision(s) reached (i.e., courses to be taken, next steps of exploration, etc.)
       Referral(s) to services: be sure to track referrals
       Printouts or copies of special requests and/or agreements, such as requirement waivers or
        course substitutions

Additional Suggestions:
    Hard-copy files can be kept in separate folders, in alphabetical order by name.
    Some advisors prefer to group or color-code files by school year, while others just use a single
        alphabetical listing.
    Some advisors find it easier to annotate records electronically rather than in hard-copy. In this
        case, session notes could be maintained in a single document for each student, in an advising
        directory.



ADVISOR'S RESPONSIBILITIES AND STUDENT'S RIGHTS TO PRIVACY

 The Family Education Rights and Privacy Act of 1974 (The Buckley Amendment) requires that
educational institutions maintain the confidentiality of student education records. This means that:

    1. The student has the right to access his/her file contents (within 45 days from date of request)
       specifically including but not limited to identifying data, completed academic work, achievement
       test scores, attendance data, scores on standardized intelligence, aptitude, and psychological
       tests, interest inventory results, health data, family background information, teacher and
       counselor ratings and observations, and verified reports of serious or recurrent behavior
       patterns.

        The right of inspection and review does not extend to psychiatric, medical, or counseling records
        which are intended for personal, diagnostic, or treatment purposes only, or to items previously
        obtained with assurances that confidentiality would be maintained.

    2. The student may challenge accuracy and/or inclusion of any file contents, have a hearing if the
       challenge outcome is unsatisfactory and submit explanatory statements for inclusion in the
       folder.

    3. Education records or personally identifiable information from those records are kept
       confidential and will not be released to third parties without the student's written consent, with
       the following exceptions:
                 to college personnel for legitimate reasons
                 in connection with a student's financial aid
                 to person's in compliance with judicial order
                 to officials of other institutions in which the student seeks to enroll
                 to accrediting agencies carrying out accreditation

Academic advisors may wish to keep personal notes on advisees separate from the student advising
file and should not pass them on as part of the official student record.




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REFERRING STUDENTS

Advisors are not expected to be all things to students and at times the most appropriate course of action
is to refer the student to other campus or community resources.
      Determine what the referral need is: sometimes students won’t ask for help directly, or
         sometimes they ask for help in one area but you can see the problem is more basic or in another
         area.
      Talk with the student about the purpose/goal of the referral (cognitive aspect of referral) and
         how success will be measured.
      Reassure the student about his or her right to the service requested and the referral source’s
         ability to provide it (affective aspect of referral).
      Help the student outline the process (steps to be taken) and try to keep the referral chain as
         simple as possible.
      Explore with the student crucial questions that he or she needs to ask and perhaps even role
         play a part of the process with the student.
      Make the telephone call to set up the initial appointment with the referral source while the
         student is in your office. Perhaps you need to explain the situation or perhaps you can give the
         telephone to the student to do so. If the referral source is not accessible by telephone, agree
         with the student on a time frame within which he or she will contact the referral source.
      Make an appointment with the student for a return advising session to follow up on with the
         student.
      Summarize the referral goals/purposes and specific directions you want to follow up on with the
         student.
      When the student returns for the next advising session, discuss results and how he or she feels
         the referral went. If the student did not follow through, discuss the reasons. Reexamine the
         problem again. Consider whether you need to take a more or less active role. Consider whether
         a different referral is necessary.


SPECIAL POPULATIONS

ALPHA SEMINAR ADVISEES (UNDECLARED/DECIDING)

All students entering Carroll as new first-year students are admitted with an “undeclared” program of
study. Some students enter college with firm career and education goals while others have no idea
“what they want to be when they grow up.” Alpha Seminar advisors play a critical role in helping
students not only transition from high school to college but also discern their future.

Some questions to help undeclared/undecided students start to think about their interests and goals:
       What things interest you the most? (Or, sometimes it’s easier for students to start by
           talking about the things they really aren’t interested in or don’t like to do.)
       What do you do in your spare time?
       What were your favorite subjects in high school?
       Do you read for pleasure?
       Do you like math?
       What comes easily to you?
       What do you envision yourself doing 5 or 10 years after college?
       How important is working with people?


2010-2011                        Carroll College Academic Advising Manual                        Page 20
            Do you want to help people?
            How important is money to you?
            What do you secretly want to do? (This one is really important!)

Once students have started the process of thinking about the answers to these questions, they can also
benefit from making an appointment with Rosie Walsh at the Career Center. Rosie can help students
further examine their values, interests, and abilities, and can help them identify the many influences
that affect decision making.

If your advisee is nervous about being undecided, it may help him or her to focus on the skills that a
degree from Carroll will refine, regardless of major. These include communication skills (reading,
writing, and listening effectively), analytical reasoning skills, an ability to work collaboratively, ethical
skills, and an aesthetic understanding that will help him or her see the world in a different light.


STUDENT ATHLETES

When advising student athletes it is important to keep the lines of communication open between the
student, Advisor, Athletic Director, Coach and the Registrar. Changes in a student athlete’s schedule,
credit load, etc. can affect eligibility. For this reason when a student athlete desires to change his/her
semester schedule he/she must obtain the signature of the Athletic Director in addition to the advisor,
instructor teaching the course, and the Registrar. For more information about advising student athletes
contact the Director of Academic Advising or the Registrar.


ACADEMIC DIFFICULTY

Retention of "at risk" students is an important advising activity and integral to enrollment maintenance.
Quality academic advising intervention can and does make a difference with "exit-prone" students and
students in academic difficulty.

Assess the problems
Determine the reasons for poor academic performance. It is imperative that the student be actively
involved in this determination, and the formulation of an "action plan" for positive change.

Advisor involvement
At risk students need high quality academic advising. Early detection of problems is necessary and can
be facilitated by progress reports from the faculty and monitoring student attendance.

Advisor follow-up and consistency
Students in difficulty often do not see an advisor regularly and therefore problems may not be noticed
until they are chronic. Students in difficulty benefit from frequent and consistent advisor contact.

Attention and education
Most students in academic difficulty do not just need to "study harder." Often students need positive
and consistent advising attention to ensure proper course placement, development of study and time
management skills, evaluation of educational and career goals, and encouragement to shift college
course work to a higher priority.




2010-2011                           Carroll College Academic Advising Manual                             Page 21
Referrals to appropriate services
Once a problem assessment has been made, the student must be referred to support services available
on campus to rectify the problem.


   Situation                                        Responsible Party or Referral
   Chemical dependency                              Wellness Center
   Excess extracurricular activities                Advisor, ARC (time management)
   Financial problems                               Financial Aid Office
   In college only for parents                      Advisor, Career Services, ASA Office*
   Inadequate academic preparation                  ARC, faculty
   Inappropriate major                              Career Services, faculty, advisor, ASA Office
   International student/language problems          International Programs
   International student/social adjustment          International Programs
   Lack of basic study skills                       ARC
   Lack of good advising                            Advisor, ASA Office
   Lack of major/career goals                       Career Services
   Learning disabled                                ARC
   Not interested in major                          Advisor, faculty, ASA Office, Career Services
   Personal or emotional problems                   Wellness Center
   Physical health problems                         Wellness Center
   Relationship problems                            Wellness Center
   Schedule adjustments                             Advisor, Registrar/ ASA Office
   Social problems                                  Wellness Center, Community Living
   Taking inappropriate courses                     Advisor, ARC, ASA Office
   Taking too many credits                          Advisor, ARC, ASA Office, Registrar
   Time management issues                           ARC, ASA Office
   Unbalanced schedule                              Advisor
   Working too many hours                           Advisor, Financial Aid Office

   *Academic Support and Advising Office



INTERNATIONAL STUDENTS

Carroll is pleased to welcome both international degree seeking and exchange students to campus.
They come from a wide variety of countries and academic systems, including different academic
calendars. Many of them will be in the U.S. for the first time, so it takes some time to adapt to the
language, the culture and possibly living with a roommate for the first time.

The Office of International Programs, located in St. Charles 17 (X5406 or X5460) is your best resource for
help or advice regarding an international student. All international students are required to maintain
immigration status while in the U.S. Part of remaining in status includes being a full time student (12+
credits). Though there are exceptions to this rule, only the director of international programs, who also
serves as a secondary advisor to ALL international students, can grant the exception.

The most common challenge that international students face while studying in the U.S. is adapting to
our writing style and classroom culture. Most classrooms around the world are very formal. Students
stand up when the professor comes in and they wait to be dismissed when the class ends. Many
countries also use a circular writing style, while in the U.S. we use a linear writing style. For example, in
many Asian cultures, it is disrespectful to come out and say what a student thinks. Critical thinking is not


2010-2011                         Carroll College Academic Advising Manual                            Page 22
encouraged and challenging a professor or another classmate is considered quite rude. Therefore, it’s
best to work with these students to explain that we expect critical thinking skills to be used in the
classroom so students must write in a more direct manner and speak up in class. Passive silence = failing
grades.

Other cultures perceive what might be defined as “cheating” as helping fellow classmates. The idea of
plagiarism doesn’t even exist in some cultures. Therefore, these topics need to be clearly explained in
syllabi and in person. American students often need a review of plagiarism as well, so this is something
that is useful for all students.

Questions about advising international students can be directed to Michelle Lewis (X5406) or Kim Kelley
(X5460).

LEARNING DISABILITIES

The term learning disabilities has been used to describe a variety of problems in acquiring, storing,
and/or retrieving information. People with learning disabilities have difficulty taking information in
through the senses and processing the information with accuracy to the brain. Learning disabilities
occur regardless of race, culture, or class. People with learning disabilities possess average or above
average intelligence levels; however, the disability is often confused with other difficulties.

Without reasonable accommodations, the person with a learning disability is presented with
innumerable barriers. At Carroll College, learning disability documentation and evaluation is conducted
by the Academic Resource Center (ARC). Joan Stottlemyer, ARC Director, offers these steps to obtain
classroom accommodations for students with learning disabilities.

Steps for Students
        ● meet with the ARC director to discuss disability needs.
        ● provide ARC with adequate documentation of a disability that limits one or more life activities.
        ● sign and date academic waiver forms.
        ● discuss needed accommodations with classroom instructors.
        ● keep ARC informed of any changes in the situation/condition.
        ● request accommodations ahead of time, especially for tests/exams.
        ● contact ARC at the beginning of each semester to renew and update the accommodations.

Steps for ARC
        ● collects documentation provided by students.
        ● works with students to identify reasonable accommodations.
        ● sends letters identifying recommended accommodations to classroom instructors. (These
          letters also state the general nature of the disability and any special concerns.)
        ● maintains confidential student files
        ● responds to requests for information from other campus faculty/staff as needed or required.

Steps for Classroom Instructors
        ● include a disability statement in all course syllabi.
        ● provide approved accommodations.
        ● contact ARC with questions or comments.

 Please note: Classroom accommodations are a renewable resource. At the student’s request, new
accommodation letters go out at the beginning of each semester. Instructors who do not receive letters
should refer those students requesting accommodations to ARC.



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NON-TRADITIONAL STUDENTS

In recent years there has been a dramatic increase in the number of students entering or returning to
school who are older than the traditional-aged students. Though identical academic requirements are
placed on non-traditional and traditional students, there are some differences that should be
considered.

            The adult student comes to the college with knowledge based on first-hand experience, and
             must relate this experience to new learning.
            Adult learners often carry heavier responsibilities than traditional students. These
             responsibilities are more likely to be related to their home, family and jobs, rather than the
             Carroll community.
            Traditional students tend to store knowledge and learn skills for use when they enter their
             chosen professions, while non-traditional students generally enter college in order to utilize
             this learning for the solving of immediate personal or career concerns.
            Education for the traditional student is frequently due to peer or parental pressure, while
             the non-traditional student normally enters college because of a sincere desire to learn and
             achieve.
            Most non-traditional students have been out of the "educational system" for some time.
             This may necessitate reviewing or relearning math, writing, time management, and study
             skills.

Other opportunities that may benefit non-traditional students are:

COLLEGE LEVEL EXAMINATION PROGRAM (CLEP): CLEP provides people of all ages and backgrounds an
opportunity to demonstrate college-level proficiency on the basis of standardized examinations
designed to reflect course curricula. Through CLEP exams, students can demonstrate mastery of general
areas and specific subjects for credit and advanced placement. Additional information concerning dates
and fees is available through the Registrar’s Office and in the catalog.

CREDIT BY CHALLENGE EXAMINATION: Upon application by the Registrar and approval by the
appropriate faculty member, examinations for advanced credit in courses offered by the college may be
taken. Restrictions and fees are outlined in the catalog.

CREDIT FOR MILITARY TRAINING AND EDUCATION: Credit for training and education in the armed forces
of the United States may be allowed veterans in accordance with the recommendation of the American
Council on Education. Inquiries should be directed to the Registrar.



WORKING STUDENTS
Many Carroll students work while they attend college and should be cautioned to plan their time
carefully. Studies indicate that it is difficult to successfully attend college full time and work full time. If
a student is carrying 15 credit hours during the semester, it is recommended that he or she work no
more than 20 hours per week. If the student is working full time and taking classes, it is recommended
that he or she take a maximum of 6-9 credit hours.




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PROGRAMS REQUIRING FORMAL ACCEPTANCE

NURSING: There have been significant changes in the Nursing Department admission criteria which are
important for advising first year students. Clinical placement constraints as well as nursing faculty
shortages have resulted in our limiting the number of students accepted into the Nursing Department in
their sophomore year to 40 students. This is a decision made by the entire nursing faculty in an effort to
continue to provide safe, quality nursing education. The limitation of students into nursing programs is
not unique to Carroll College--41,385 qualified baccalaureate nursing students were turned away from
nursing programs across the US in 2008. Here are the most important changes that will impact
freshman applying to the nursing major:

       Required courses for application: BI 201, BI 202, CH 111, CO 101, ENWR 102, PSY 105, PSY 203.
        Students may be enrolled in these courses at the time of application. Some substitutions such
        as CH 101 + CH 102 = CH 111 are allowed.
       Overall GPA as well as a selected GPA (BI 201, BI 202, CH 111, CO 101, ENWR 102 and PSY 105)
        will be considered during the application process.
       Applications will be due in February but students won’t be notified until after spring semester
        grades are available in May. We understand that this raises difficulties with financial aid and
        registration but we are working with those offices and believe that this will give us a much
        better predictor of student success than just one semester worth of grades.
       Freshman students will be eligible for nursing advisors following their acceptance into the
        program.
       Minimum GPA requirement for application remains at 2.75. However, please let your students
        know that the average GPA for freshman students accepted into the nursing major was 3.6 last
        year.
       Students who apply to the nursing major will be required to complete a medication math test
        and will be asked to write an essay (on-site). Information will be provided in advance about
        these requirements to pre-nursing students.
       Meeting the minimum requirements does not guarantee admission to the nursing program.
       Please feel free to contact Jennifer Elison, Nursing Department Chair (X5495) or
        jelison@carroll.edu.




2010-2011                        Carroll College Academic Advising Manual                          Page 25
ADVISING GUIDES AND RESOURCES

DEGREE REQUIREMENTS INCLUDING CORE


BACHELORS DEGREE

To earn the Bachelor of Arts or Science* degree from Carroll College, the following requirements must be met:
l. Completion of the Carroll College Core Curriculum (CORE) for the Bachelor degree;
2. Completion of all program requirements in the major and minor (if one is taken);
3. Completion of 122 semester credits, only 2 of which may be physical education activity courses (HPE 101-
   102); and
4. Achievement of a cumulative 2.0 grade point average in
  a.   All courses taken,
  b.   The requirements in the major, taken as a unit,
  c.   The requirements in the minor, taken as a unit, and
  d.   The CORE, taken as a unit.
*NOTE: The only Bachelor of Science Degree offered at Carroll College is a Bachelor of Science in Nursing.



CORE CURRICULUM–BACHELOR DEGREE

The Carroll College Core Curriculum (the CORE) is the cornerstone of the Carroll experience. A liberal
education integrates the department major, the CORE, and a set of elective courses. While the major enables
students to gain in-depth knowledge in their chosen field, the Core provides a foundation for liberal learning
by introducing students to a broad array of disciplines and enabling them to develop critical intellectual skills.
Thus, the CORE reflects the academic objectives for all students that are articulated in the Carroll College
Goals and the Carroll College Mission Statement: preparing students to understand the diversity of the
contemporary world; helping them to acquire aesthetic, scientific, quantitative, ethical, and religious insights;
aiding them in developing a full range of communication skills; and helping them to appreciate the
interrelationships among branches of knowledge.
I. Foundations: 13 credits to be completed within the first forty-five semester hours at Carroll College
  LAS 101 Alpha Seminar...................................... 3 credits               (required of all first-year students/fall semester)
  TH 101 Theological Foundations ....................... 3 credits
  ENWR 102 College Composition........................ 4 credits
  CO 101 Basic Communication ........................... 3 credits
  Note: Foundations classes may not be used to meet other CORE requirements.
II. Areas of Knowledge: 30-31 credits
  Fine Arts (ART, DNC, MUS, THT) ........................ 3 credits
  History ............................................................... 3 credits



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  Mathematics ..................................................... 3 credits
  Literature .......................................................... 3 credits
  Natural Sciences (AS, BI, CH, EAS, PHYS) ........ 3-4 credits                     (lab course is required)
  Philosophy ......................................................... 6 credits
  Social Science (AN, EC, GEOG, PO, PSY, SO) ...... 6 credits
  Theology ............................................................ 3 credits   (TH101 may not be used to fulfill this requirement)

III. Writing-Intensive Requirement (WI): 2 courses, the two WI courses must be selected from two different
    disciplines with one in the major.


IV. Diversity Requirement: 2 courses/experiences (one from A and one from B)
  A. Global Diversity
      i. approved study abroad
      ii. class (GD) that meets criteria
      iii. approved second language course
  B. National Diversity
      i. class (ND) that meets criteria
      ii. approved experiential learning opportunity
      iii. approved second language course


Note: Members of the Honor Scholars Program (HSP) have unique course requirements and fulfill 15 of their
49 Carroll College Core Curriculum (CORE) credits by participating in HSP seminars.



ASSOCIATE OF ARTS DEGREE

The Associate of Arts degree serves the student who does not wish to pursue a four-year baccalaureate
program. It is designed to promote cultural growth and acquaintance with the major areas of study and to
create a strong foundation in one area. Associate of Arts degrees are available with curricula in Art, Business
Administration, Computer Science, English, English Writing, and Communication Theory. For a complete list
of requirements for earning an Associate of Arts degree from Carroll College please consult the college
catalog.




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WRITING INTENSIVE, GLOBAL DIVERSITY & NATIONAL DIVERSITY

The following courses were approved to fulfill Writing Intensive, Global Diversity, and National Diversity
core class requirements. Please note that no single course can fulfill both the GD and ND requirement.
(Updated April 2010)


Writing Intensive (WI) Courses                                  FR 404 Le Conte francais
                                                                HI 305 The Long Nineteenth Century: Europe 1789-1914
BA 392 International Business
                                                                HI 307 Contemporary Europe
BA 406 Auditing II
                                                                HI 312 History of Modern Britain
BI 211 Ecology
                                                                HI 314 History of Modern France
BI 420 Topics in Biological Sciences
                                                                HI 316 History of Modern Germany
BI 477 Biology Thesis Writing
                                                                HI 494 Historiography
CH 306 Instrumental Methods
                                                                HNR 250 Judeo-Christian Thought
CHS 405 Senior Seminar in Community Health
                                                                HPE 405 Senior Seminar in Health and Physical Education
CHS 489 Grant Writing for Health Programs
                                                                IR 495 International Relations Research Seminar
CO 289 Arts Journalism: Writing About Movies
                                                                MA 341 Probability and Statistics
CO 351 / EN 351 Writing for the Media
                                                                CS.MA 342 Numerical Computing and Visualization
CO 426-427 Prospector Internship
                                                                NU 307 Nursing Research
CS 230 Software Engineering
                                                                PAD 205 Intro to Public Administration
CS.MA 342 Numerical Computing and Visualization
                                                                PHIL 256 Social and Political Philosophies (for now: Roncalli
ED 102 Foundations of Education
                                                                only, starting spring 08)
ENLT 215 Survey of Classical Literature
                                                                PHIL 324 Ethical Theory
ENLT 215 British Literature to 1800
                                                                PO 205 Early Modern Political Thought
ENLT 215 Survey of British Literature II (usually Satre only)
                                                                PO 330 Green Political Thought
ENLT 215 Survey of American Literature (usually not summer)
                                                                PO 495 Senior Seminar
ENLT 215 The Family in Literature
                                                                PSY 309 Research Methods I
ENWR 264 Introduction to Creative Writing
                                                                PSY 310 Research Methods II
ENWR 203 Advanced Writing: Expository
                                                                SA 275: West Africa: Language, Culture, and Science (WI credit
ENWR 337 Creative Writing Genres: Nature Writing
                                                                possible for biology majors)
ENWR 305 Technical Writing
                                                                SO 495 Senior Seminar in Sociology
ENWR 301 Business Writing
                                                                SP 306 Spanish Morphology and Syntax
ENWR 347 Imaginative Writing (summer course 2007)
                                                                TESL 392 TESOL Methods and Applications: Reading & Writing
ENWR 461 Advanced Creative Writing
                                                                TH 207 Introduction to the Old Testament
ENWR 498 English Capstone Workshop
                                                                TH 208 Introduction to the New Testament
ENGR 307 Fluid Mechanics
                                                                TH 289 Theology and Film
FR 301 Literature francophone du Maghreb
                                                                TH 495 Theology Seminar: Systematic
FR 302 French Literature through the 18th Century
                                                                THT 318/319 Theatre History 1/Theatre History 2
FR 401 French Literature through the 19th Century
                                                                THT 426 Survey of Drama
FR 402 French Literatue of the 20th Century
FR 403 Le francais en action



National Diversity (ND) Courses                                 LAS 206 Perspectives on Gender
AS 189 American Indian Astronomy and Star Lore                  NU 414 Community Health Nursing
AN: See SO/AN below                                             PSY 216 Social Psychology
BA 393: The Socio-economic Impact of Gender: India (for         SO 102 Introductory Field Service in Sociology
either ND or GD credit)                                         SO 200 Social Problems
CHS 330 Community Health Methods (for ND or GD credit)          SO/AN 208 The Family
CO 280 Gender Communication                                     SO 215 Contemporary Issues in Rural and Urban Sociology:
CO/SO 289 Immigration and Cultural Politics                     The Effects of Globalization on Rural Life
CO 325 Intercultural Communication (for ND OR GD credit)        SO/AN 218 Introduction to Native American Studies
ENLT 393 The Jazz Age and the Harlem Renaissance                SO 289 See CO/SO 289
ENLT 410 Women's Literature: Latina/Chicana Writers             SO 309 Crime and Criminology
ENLT 411 African American Literature                            SO 310 Field Service in Criminology
ENLT 412 Native American Authors                                SO 312 Juvenile Delinquency and Deviant Behavior
HS 335: Health Policy, Management and Issues (ND or GD)         SO 313 Field Service in Juvenile Delinquency
                                                                SO/AN 317 Ethnic and Racial Relations
                                                                SO 352 Field Service in Medical Sociology



2010-2011                               Carroll College Academic Advising Manual                                     Page 28
Global Diversity (GD) Courses                                     PHIL 203 Islam: Philosophy and Culture
                                                                  PHIL 223 Oriental Philosophy
(For AN courses see below: SO/AN)                                 PO 115 Introduction to International Relations
BA 392 International Business                                     PO 280 Introduction to Comparative Politics
BA 393 Socio-economic Impact Gender: India (for either ND or      PO 326 The Communist and Post-Communist World
GD credit)                                                        PO 328 The Developing World
BA 395 Business Study Abroad                                      PO 348 International Negotiations
CO 325 Intercultural Communication (for either ND OR GD           SA 275 Cultures and Natural History of Belize
credit)                                                           SA 275 Exploring Compassionate AIDS Care in Southern Africa
CHS 330 Community Health Methods (for either ND or GD             SA 275 Exploring the Language, People, and Medical Spanish
credit)                                                           in South America
                                                                  SA 275: India Psychology East and West
CO 389 Intercultural Media Studies: Communicating Terrorism
                                                                  SA 275 West Africa: Language, Culture, and Science
EN 289 Australian Literature (Special topics course, spring 06)
                                                                  SA 275 A Natural History of the Amazon Basin-Peru
ENLT 334 World Literature                                         SA 275 I International Experience in Italy
ENLT 416 Myth in Literature                                       SO/AN 204 Cultural Anthropology
FR 101-102 Elementary French                                      SO 202 The Culture and Justice System in Ireland
FR 203-204 Intermediate French                                    SO 314 Sociology of Law
FR 301 Francophone Literature of the Maghreb                      SO/AN 318 American Indians
FR 302 French Literature through the Eighteenth Century           SO 351 Medical Sociology
FR 401 Nineteenth-century French Literature                       SO/AN/HI 4xx Irish Lit and Film, Gaelic Lit and Culture, Irish
FR 402 Twentieth-century French Literature                        Archaeology, Irish Society, Irish History, Traditional Music and
FR 403 French in Action                                           Dance of Ireland (Study Abroad in Ireland, Murphy Fox and
                                                                  Galway Faculty)
FR 404 The French Short Story
                                                                  SP 101 and 102 Acquisition of Spanish I and II
GM 101-102 Elementary German
                                                                  SP 204 and 203 Acquisition of Spanish III and IV
GM 203-204 Intermediate German                                    SP 205 and 206 Spanish Conversation
GM 405 Neuigkeiten in Deutschland                                 SP 301 Spanish Short Story I
HI 251 Introduction to East Asia                                  SP 305 Spanish Reading and Writing
HI 271 History of Modern Latin America                            SP 401 and 402 Culture and Literature of Spanish I and II
HI/SA 275 CE Central Europe and the Holocaust                     SP 403 and 404 Culture and Literature of Latin America I and II
HI 289: Modern African History                                    TESL 391 Methods and Applications: Listening and Speaking
HI 289: Modern Middle Easter History                              TESL 392 Methods and Applications: Reading and Writing
HI 372 History of Modern Mexico                                   TH 289-D Theologies of Liberation
See also below, SO/AN/HI 4xx, Study Abroad HS 335: Health         TH 206 Comparative Religion
                                                                  TH 209C Eastern Christian Traditions
Policy: Management and Issues: National and Global
Perspectives (for either GD or ND credit)




2010-2011                                Carroll College Academic Advising Manual                                        Page 29
ACCESSING ADVISEE INFORMATION VIA MYCARROLL

      Go to MyCarroll on the Carroll website
           o Access via the “Carroll Quick Links” drop-down menu on the Home page; or
           o MyCarroll icon in the upper left hand corner of the Student Affairs page
      Go to the WebAdvisor menu (upper left) and select “Faculty Information”
           o Select “My Advisees” from the menu
           o Select the desired term (Fall 2010, etc.) from the drop-down menu and enter “select”
           o A list of your advisees for the term should appear
      Click on the drop-down arrow under the “Action” column




      Select the desired function:
           o View Transcripts – List all earned credit (Carroll, transfer, AP, etc.)
           o View Student Schedule – Shows the student’s current class schedule
           o Evaluate Program (not functioning yet) – Degree audit
           o View Student Test Summary – ACT and SAT test results
           o Express Register – Quickest method of registering a student
           o Search and Register – Allows searches for courses with the ability to select times/days of
                the week/department etc.
           o Drop Section – Drops classes (deactivated during certain times of the semester)
           o View Student Profile – Lists personal information about the student including addresses,
                phone numbers, email address, degree program, advisor(s), etc.
           o View Retention Cases (not functioning yet) – will allow faculty/staff working with the
                student access to notes, etc.

PLEASE NOTE: Use the “BACK” button to move from screen to screen. If you select “OK” on the bottom
of the page it will take you back to the WebAdvisor menu.



2010-2011                       Carroll College Academic Advising Manual                       Page 30
EXTERNAL EXAM POLICY

IB: INTERNATIONAL BACCALAUREATE

High school students who receive a score of 5, 6 or 7 on the International Baccalaureate higher-level
examinations only are granted college credit in appropriate subjects. Credit is not awarded for
subsidiary level examinations, Theory of Knowledge or extended essays. A grade of "P" is assigned for
these credits. Courses and credits are posted to the student's Carroll transcript upon receipt of the
official International Baccalaureate transcripts.

Credit is awarded only for scores of 5 or higher.

             EXAMINATION TITLE                      CREDITS     CARROLL COURSE
                                                    AWARDED     EQUIVALENCY
             ART (Visual)                           3           ART 102
             Biology                                4           BI 101
             Chemistry                              4           CH 198
             Economics                              6           EC 201 and EC 202
             English Language & Composition         4           ENWR 102
             History of Europe                      3           HI 189
             History of the Americas                3           HI 189
             French Language                        6           FR 101 and FR 102
             German Language                        6           GM 101 and GM 102
             Geography                              3           GEOG 201
             Mathematics                            3           MA 117
             Music                                  3           MUS 189
             Physics                                8           PHYS 101 and PHYS 102
             Psychology                             3           PSY 105
             Social /Cultural Anthropology          3           AN 204
             Spanish Language                       6           SP 101 and SP 102

                                                                                     REVISED 04/06/10

CLEP: COLLEGE LEVEL EXAMINATION PROGRAM

CLEP provides people of all ages and backgrounds an opportunity to demonstrate college-level
proficiency on the basis of standardized examinations designed to reflect course curricula. Through
CLEP exams, students can demonstrate mastery of general areas and specific subjects for credit and
advanced placement. Additional information concerning dates and fees is available through the
Registrar’s Office and in the catalog.



MILITARY TRAINING AND EDUCATION CREDIT

Credit for training and education in the armed forces of the United States may be allowed veterans in
accordance with the recommendation of the American Council on Education. Inquiries should be
directed to the Registrar.


2010-2011                        Carroll College Academic Advising Manual                        Page 31
     AP: ADVANCED PLACEMENT

     High school students who receive scores of 3, 4, or 5 on the College Board Advanced Placement
     Examination are granted college credit in appropriate subjects. A grade of "P" is assigned for these
     credits. Courses and credits are posted to the student's Carroll transcript upon receipt of the official
     College Board scores.

   EXAMINATION TITLE            CREDITS                                  CARROLL COURSE EQUIVALENCY
                               AWARDED
         Test Scores           3   4 5                    3                               4                              5
ART: 3D Design                 6   6 6        ART 289 (portfolio required)   ART 289 (portfolio required)   ART 289 (portfolio required)
Art: Studio Art-Drawing        3   3 3        ART 112 (portfolio required)   ART 112 (portfolio required)   ART 112 (portfolio required)
Art: Studio Art–General        3   3 3        ART 102 (portfolio required)   ART 102 (portfolio required)   ART 102 (portfolio required)
Biology                        8   8 8        BI 101 and BI 102              BI 101 and BI 102              BI 101 and BI 102
Calculus AB                    3   6 6        MA 189                         MA 121 and MA 122*             MA 121 and MA 122*
Calculus BC                    3   6 6        MA 189                         MA 121 and MA 122*             MA 121 and MA 122*
Chemistry                      8   8 8        CH 198 and CH 199              CH 198 and CH 199              CH 198 and CH 199
Computer Science A             4   4 4        CS 110                         CS 110                         CS 110
Computer Science AB                           equivalency not                equivalency not                equivalency not
                                              determined                     determined                     determined
Economics: Micro               3     3   3    EC 201                         EC 201                         EC 201
Economics: Macro               3     3   3    EC 202                         EC 202                         EC 202
English Language/Comp.         0     3   7    credits not awarded            ENWR 101                       ENWR 101 & ENWR 102
English Lit./Composition       0     6   7    credits not awarded            ENWR 101 and ENLT 215          ENWR 102 and ENLT 215
Environmental Science          6     6   6    ES 101 and ES 102              ES 101 and ES 102              ES 101 and ES 102
European History               6     6   6    hi 209 and HI 210              HI 209 and HI 210              HI 209 and HI 210
French Language                0     3   6    credits not awarded            FR 101                         FR 101 and FR 102
French Literature              0     0   0    credits not awarded            credits not awarded            credits not awarded
German Language                0     3   6    credits not awarded            GM 101                         GM 101 and GM 102
Government & Politics: US      3     3   3    PO 104                         PO 104                         PO 104
Government & Politics:                        PO 189                         PO 280                         PO 280
                               3     3   3
Comparative
History of Art                 3     3   3    ART 110                        ART 110                        ART 110
Human Geography                3     3   3    GEOG 202                       GEOG 202                       GEOG 202
International English                         equivalency not                equivalency not                equivalency not
Language                                      determined                     determined                     determined
Latin: Vergil                  0     3   3    credits not awarded            LA 189                         LA 189
Latin Literature               0     3   3    credits not awarded            LA 189                         LA 189
Music Theory                   3     3   3    MUS 189                        MUS 189                        MUS 189
Physics B                      8     8   8    PHYS 201 and PHYS 202          PHYS 201 and PHYS 202          PHYS 201 and PHYS 202
Physics C – Mechanics          4     4   4    PHYS 201                       PHYS 205                       PHYS 205
Physics C:                                    PHYS 202                       PHYS 206                       PHYS 206
                               4     4   4
Electricity/Magnetism
Psychology                     3     3   3    PSY 105                        PSY 105                        PSY 105
Spanish Language               0     3   6    credits not awarded            SP 101                         SP 101 and SP 102
Spanish Literature             0     0   0    credits not awarded            credits not awarded            credits not awarded
Statistics                     3     3   3    MA 207                         MA 207                         MA 207
United States History          6     6   6    HI 219 and HI 220              HI 219 and HI 220              HI 219 and HI 220
World History                  6     6   6    HI 103 and HI 104              HI 103 and HI 104              HI 103 and HI 104

     * Students who accept this credit cannot then take MA 121-122 or MA 131. However, students who feel
     uncomfortable with their calculus background may opt to decline their AP calculus credit. It will be noted in the
     catalog that no student may receive credit for both MA 121-122 and MA 131. REVISED 04/06/10


     2010-2011                            Carroll College Academic Advising Manual                                     Page 32
COURSE PLACEMENT GUIDELINES

BIOLOGY STUDENTS PLACEMENT GUIDELINES

Placement into Freshman courses is very difficult. The following guidelines should be tempered with
individual evaluation of personal factors - motivation, study skills, and maturity. These attributes can be
evaluated by high school GPA and difficulty of high school curriculum – AP courses (any area), advanced
science courses: Biology II, Chemistry II, Physics, advanced math courses: pre-calculus, calculus. Math
placement should follow the guidelines provided by the Math, Engineering, and Computer Science
Department.
 ACT scores of 24 (SAT 1650) or better, signs of strong personal factors: Course schedule A
 ACT scores of 22, 23 (SAT 1530) or better, signs of very strong personal factors: Course schedule A or B
 ACT scores of 21 (SAT 1500) or better, concerns over personal factors: Course schedule B or C
 ACT scores of 21 (SAT 1500) or lower: Course schedule C

Course schedule A             Course schedule B          Course schedule C
Alpha Seminar                 Alpha Seminar              Alpha Seminar
Chemistry 101                 Chemistry 101              Chemistry 101
Biology 171                   Biology 171                Freshmen Core courses**
Math 131 or 121*              Freshmen Core course**
*see math placement guidelines.                    ** ENWR 102, CO 101, TH 101

Please Note:
     If math is deferred it can be taken sophomore year,
     Pre-calculus can be taken in the spring of the Freshman year; if biology is deferred it can be
        taken the sophomore year.
     neither option affects a student’s ability to graduate in 4 years
     There is no perfect algorithm to ensure academic success. If you are unsure about an individual
        registration placement, a biology faculty member can review the file.



CALCULUS (MA 121/MA 131) PLACEMENT GUIDELINES

The following are the placement guidelines for MA 121/MA 131. Please note that the sequence MA
121-122 is considered to be the equivalent of MA 131. For strong students, it is advantageous to take
MA 131 to complete calculus in 4 credits rather than 6. Placement of students with border-line
background may require discussion between the student and math or science faculty.

Math/Engineering/Chemistry/Computer Science Majors
    SAT Math score of at least 600 or ACT Math score of at least 25 -> place into MA 131
    SAT Math score between 550 and 590, or ACT Math score of 23 or 24 -> discuss with student
    SAT Math score of 540 or less or ACT Math score of 22 or less -> place into MA 121

Biology Majors
     SAT Math score of at least 600 or ACT Math score of at least 25, plus previous calculus
        experience -> place into MA 131 (Due to the difficult course-load of the freshmen biology major,
        a stronger background in mathematics is recommended for MA 131.)




2010-2011                        Carroll College Academic Advising Manual                        Page 33
        SAT Math score between 550 and 590, or ACT Math score of 23 or 24, or higher score with no
         previous calculus experience -> likely place into MA 121, but discuss with student, using
         questions below
        SAT Math score of 540 or less or ACT Math score of 22 or less -> place into MA 121 or defer
         math for the first semester and enroll in MA 112 (pre-calculus) in the Spring. Use questions
         below to determine appropriate placement of the individual student.

Discussion questions to help determine placement for those with border-line background
     How are your pre-calculus (algebra, trigonometry) abilities? Do you feel that you have strong
        algebra skills?
     Have you done the math placement questions on the math web page? Are you comfortable with
        that material?
     Have you had calculus before?
     How well do you feel you learned the material in that course?
     Do you feel ready to see that material at a faster pace, or would you appreciate a moderate
        pace with some pre-calculus review?
     Do you like math?

Place in courses depending on the answers…
     If the answers to these questions are all affirmative, definitely place the student in MA 131.
     If the answers are affirmative but the student has not had calculus before, then this is still a
        borderline case – ask the student which they would be more comfortable with – a fast-paced, 4-
        credit course, or a slower-paced, 6-credit sequence.
     If the answers are somewhat affirmative, but not real strong, then place the student in MA 121.
        If the answers are quite negative and the student has low test scores, consider placing the
        student in MA 117 in the Fall and MA 112 in the Spring, or deferring math in the Fall and taking
        MA 112 in the Spring.
     If a student has not had pre-calculus in high school, do not place the student in MA 121. Place
        either in MA 117 followed by MA 112, or wait to take MA 112 in the Spring.




ENGLISH PLACEMENT FOR ENTERING FRESHMEN

The Department of Languages & Literature provides the following English placement guidelines for entering
students. After evaluating the diagnostic meaning of English and Essay scores that entering freshmen submitted
as part of their SAT and ACT test scores, the Department of Languages & Literature has developed the following
policy for placing entering students in composition courses:

    I.      STUDENTS HAVING NO ENGLISH PLACEMENT SCORES:

Students who have not submitted English scores from ACT, SAT, or the Montana Writing Assessment Test will be
automatically placed in ENWR 101.

Students who wish to demonstrate that they have college-level proficiency in writing have the opportunity to
take the Educational Testing Service’s Criterion™ Online Writing Evaluation at their own expense. If they are
able to demonstrate proficiency with the Criterion test, the department will assign them to an ENWR 102
course, either the Fall semester or the Spring semester, depending upon availability in different sections of this
course.



2010-2011                         Carroll College Academic Advising Manual                          Page 34
    II.        SAT ESSAY SCORES:

 Each SAT essay is scored by two readers, who combine their scores. A score of 6 is the highest, and a score of 1
is the lowest (highest score possible = 12; lowest = 2). Thus, a composite score of 8, for example, means that
each reader gave the essay an evaluation of 4. For students who have submitted the SAT Essay Scores, the
following criteria will apply:

 a. Students having a composite score of 8 and above will be placed in ENWR 102.
 b. Students having a composite score of 7 and below will be placed in ENWR 101.

    III.       ACT ENGLISH SCORES:

  a. Students having an English score of 23 and above will be placed in ENWR 102.
  b. Students having an English score of 22 and below will be placed in ENWR 101.

The placement policy is based on the reliability that these tests have had for decades in predicting students’
success in college writing courses. Other indicators, including high-school grade point averages, are not reliable
for predicting success in college writing.                                           Revised: April 7, 2006




LANGUAGE PLACEMENT GUIDELINES

Placement into foreign language courses at Carroll is based on previous study in high school or college.
The Language Placement Guidelines offer suggestions for course selection in French, German or Spanish.
If advisors or students are uncertain about the course placement level, or if they wish to request an
exception, they should consult with Language faculty.

           HIGH SCHOOL                         COURSE PLACEMENT AT CARROLL
           One year or less of French,
                                               FR/GM/SP 101
           German, or Spanish
           Two years of French,
                                               FR/GM/SP 101 or 102
           German, or Spanish
           Three years of French,
                                               FR/GM/SP 203
           German, or Spanish
           Four years of French,
                                               FR/GM/SP 203 or 204
           German, or Spanish



           COLLEGE COURSES                     COURSE PLACEMENT AT CARROLL
           None                                FR/GM/SP 101
           FR/GM/SP 101                        FR/GM/SP 102
           FR/GM/SP 102                        FR/GM/SP 203
           FR/GM/SP 203                        FR/GM/SP 204
           FR/GM/SP 204                        FR/GM/SP upper level courses




2010-2011                            Carroll College Academic Advising Manual                      Page 35
PRE-PROFESSIONAL PROGRAMS



3-2 ENGINEERING: MAJOR IN MATHEMATICS
Mr. Terence J. Mullen, Advisor
A student who completes the requirements for the 3-2 Engineering Major in Mathematics earns two
degrees: 1) a Bachelor of Arts degree with a major in mathematics from Carroll College, and 2) a
Bachelor of Science degree with a major in a selected field of engineering from the affiliate institution.
A complete list of the affiliated schools and the engineering fields available are listed in the catalog.



PRE-MEDICAL AND PRE-DENTAL PROGRAMS
Dr. Sam Alvey, Pre-Dental Advisor
Dr. Dan Gretch, Pre-Medical Advisor

Admission to medical or dental school requires completion of courses in biology, chemistry, physics,
mathematic, and English. While most premedical students graduate from Carroll College with a degree
in biology, the choice of a major field of study is left open to the student. A complete list of
recommended minimum requirements and additional information are listed in the Carroll catalog.



PRE-OPTOMETRY PROGRAM
Dr. Jennifer Geiger, Advisor

Admission requirements for doctor of optometry programs vary from program to program and students
should check individual web sites for specific information. General requirements include calculus,
statistics, organic chemistry, anatomy, physiology, microbiology and psychology. Carroll students often
major in either biology or chemistry since many of the course requirements coincide with these majors.
However a science degree is not required.



PRE-PHYSICIAN’S ASSISTANT PROGRAM
Dr. Grant Hokit, Advisor

There is a great diversity in the requirements for admission to Physician Assistant programs and the
student is advised to check individual web-sites for specific information. Generally, 1000-2000 hours of
direct patient care is required as is human anatomy and physiology, microbiology and chemistry. A
science major is not required.



PRE-PHYSICAL THERAPY PROGRAM
Dr. Grant Hokit, Advisor

Although students interested in physical therapy may select any major, the following are the most
frequently chosen: Health Science, Psychology, Sociology, Health and Physical Education, and Biology.
Students who choose to major in Biology may need to spend extra time in college to complete all major


2010-2011                         Carroll College Academic Advising Manual                           Page 36
requirements and all physical therapy requirements as well. Strong academic performance is
considered paramount; the degree emphasis is secondary. Although many schools list an overall
minimum GPA of 3.0 for admission, to be competitive a GPA of at least 3.5 is needed. The prerequisite
GPA is usually higher. Additional information and a list of recommended courses can be found in the
Carroll catalog.



PRE-PHARMACY PROGRAM
Dr. Kyle Strode, Advisor
Pharmacy programs usually consist of a pre-pharmacy program followed by four years of pharmacy
school. Beginning in 2001, all pharmacy schools in the U. S. began granting only pharmacy doctoral
degrees. A typical pre-pharmacy student at Carroll would take the courses listed in the pre-pharmacy
program section of the college catalog to meet the pharmacy prerequisites for the University of
Montana, with which we maintain a close relationship. It is possible to finish these pharmacy
prerequisites in two years. In addition, Carroll students, regardless of their original state of origin, are
considered “in-state” applicants at the University of Montana and pay the corresponding in-state
tuition. Additional information and a list of recommended minimum requirements for Pre-Pharmacy
program can be found in the Carroll catalog.



PRE-VETERINARY PROGRAM
Dr. Jennifer Geiger, Advisor

Students interested in veterinary medicine should take a core of science courses that are required for
admission. Each professional school will have its own set of pre-admission courses and students should
check individual websites for specific information on admission requirements. Most Carroll students
major in either Biology or Chemistry since the course requirements coincide with these majors.
However a science degree is not required. In fact the applicant can be accepted before completion of an
undergraduate degree, but students are advised to pursue a specific major. Additional information and
a list of recommended courses can be found in the Carroll catalog.



PRE-LAW PROGRAM
Dr. Bill Parsons, Advisor

Accredited law schools require the bachelor’s degree for admission, yet rarely do they specify a
particular major field of study. Law schools are particularly interested in applicants who have had broad
exposure to the humanities and social sciences and have proven ability for cogent written and oral
expression. Degrees in English, History, Political Science, Philosophy, Sociology, Mathematics,
Accounting, Economics, Business, and other areas are suitable for the pre-law student. Students
interested in law school are urged to become familiar with the requirements of the specific schools to
which they plan to apply. More information about the pre-law program is available in the catalog. Also
available is the Carroll College Pre-Law Handbook, a short guide to prepare for the study of law and law
school admissions processes.




2010-2011                          Carroll College Academic Advising Manual                            Page 37
SPECIAL PROGRAMS

INTERNSHIP PROGRAMS
Nisan Burbridge, Internship Coordinator

Recognizing that learning can take place outside the classroom, Carroll College allows its students to
participate in a work program that relates to their area of studies. This employment must relate directly
to classroom work in order to qualify for an internship. Close cooperation between Carroll and the
participating companies insures a work experience that contributes significantly to the student’s overall
growth and professional development.

Juniors and seniors in any major area may participate with the approval of the department chairperson,
academic advisor, and the internship coordinator. Students will receive academic credit and may or may
not receive monetary compensation for an internship. A student may earn a maximum of 6 semester
hours in the internship program. Enrollment in the course must be during the same semester in which
the majority of the work experience takes place. Interested students should contact their academic
advisor and the internship coordinator at the Career Services Office.

HONORS SCHOLARS PROGRAM
Dr. Chris Fuller, Interim Director

The Carroll College Honors Scholars Program (HSP) is designed for those students who excel in academic
scholarship, personal character, and social commitment. Enhancing these three qualities is the
educational goal that Carroll College celebrates in its Mission Statement.

The Honors Scholars Program affirms three basic components - academic scholarship, cultural learning,
and service learning. Such integration is critical for the living quest: moving from the realm of
information into the world of knowledge. These components are held in the heart of the overall mission
of Carroll College. No simple formula can accomplish this mission. Success depends upon the heart of a
student’s professor, and the religiosity of spirit found at Carroll College.

The Honors Scholars Program (HSP) has unique course requirements that fulfill 15 of the 49 Carroll College
Core Curriculum (CORE) credits through participation in HSP seminars. See the catalog for HSP and more
information on specific CORE courses for HSP students. For a complete description of the program and
specific course requirements, please consult the college catalog.

MILITARY SCIENCE AND LEADERSHIP (ROTC) PROGRAM
Major Mark McGinley, Director

Army Reserve Officer Training Corps (ROTC) offers Carroll College students the opportunity to serve as
Commissioned Officers in the U.S. Army, the Army National Guard, or the U.S. Army Reserve upon
graduation from College. ROTC enhances a student’s education by providing unique leadership and
management training, along with practical leadership experiences beyond the usual classroom
academics. Students develop many of the qualities basic to success while earning a college degree in
their selected majors and an Army officer’s commission at the same time. Army ROTC can be completed
in two or four years, depending on the student’s qualifications, through the Basic Course and the
Advanced Course.



2010-2011                            Carroll College Academic Advising Manual                         Page 38
EDUCATION ABROAD PROGRAMS
Shannon Ackeret, Assistant Director for Education Abroad

Carroll College encourages students to study abroad to enhance their educational experience and to
provide an enriching international exchange between individuals, cultures, and ideas from around the
world. Carroll believes that students learn about themselves, their host country, and their country
through international experiences. Opportunities for full-year, semester, or summer studies in another
country are available to all Carroll students in good standing. Carroll’s Education Abroad Office assists
students with coordinating education abroad options offered for college credit.


ON CAMPUS CONTACT INFORMATION

CAMPUS OFFICES AND CONTACTS

ACADEMIC SUPPORT AND ADVISING
Annette Walstad, Director                    O'Connell Hall, Rm. 214   447-5434   awalstad@carroll.edu

ACADEMIC RESOURCE CENTER (ARC)
Joan Stottlemyer, Director                   Simperman Hall            447-4504   jstottle@carroll.edu

ATHLETICS
Bruce Parker, Director of Athletics         PE Center                  447-5479   bparker@carroll.edu
Renee Wall, Associate Director of Athletics PE Center                  447-5413   rwall@carroll.edu

BUSINESS OFFICE
Lori Peterson, Controller                    O'Connell Hall, Rm. 202   447-5432   lpeterson@carroll.edu
Kari Brustkern, Accountant                   O'Connell Hall, Rm. 201   447-5422   kbrustkern@carroll.edu
Janine Keiper, Student Accounts              O'Connell Hall, Rm. 201   447-5547   jkeiper@carroll.edu

CAMPUS COMPUTING AND INFORMATION TECHNOLOGY
Loretta Andrews, Director                    O'Connell Hall, Rm. 113   447-4508   landrews@carroll.edu
CCIT Help Desk: 447-4357

CAMPUS MINISTRY
Fr. Marc Lenneman, Chaplain/Director         St. Charles Hall          447-4869   mlenneman@carroll.edu
Colleen Dunne, Director                      St. Charles Hall          447-4333   cdunne@carroll.edu

CAREER SERVICES AND TESTING
Rosalie Walsh, Director                      Borromeo Hall East        447-5530   rwalsh@carroll.edu
Nisan Burbridge, Internship Coordinator      Borromeo Hall East        447-5465   nburbridge@carroll.edu

COMMUNITY LIVING
Ben MacIntyre, Director                      O'Connell Hall, Rm. 210   447-4374   bmacintyre@carroll.edu
Scott Forthofer, Assistant Director          St. Charles Hall          447-5509   sforthofer@carroll.edu
Cole Mannix, Assistant Director              Guadalupe Hall            447-4373   cmannix@carroll.edu
Jackie Clawson, Assistant Director           Trinity & Borromeo        447-4379   jclawson@carroll.edu



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HUMAN SERVICES
Renee McMahon, Director                    O'Connell Hall, Rm. 213   447-5501   rmcmahon@carroll.edu
Mary Catherine Racicot, Assistant          O'Connell Hall, Rm. 212   447-5500   mcracicot@carroll.edu

INTERNATIONAL PROGRAMS
Michelle Lewis, Director                   St. Charles Hall          447-5461   mlewis@carroll.edu
Kim Kelley, Assistant Director             St. Charles Hall          447-5460   kkelley@carroll.edu
Shannon Ackeret, Education Abroad          St. Charles Hall          447-4469   sackeret@carroll.edu

LIBRARY SERVICES
Christian Frazza, Director                 Corette Library           447-4344   cfrazza@carroll.edu

MAIL SERVICES
Paul Smetana, Director                     St. Charles Hall          447-5477   psmetana@carroll.edu

REGISTRAR
Cathy Day, Registrar                       O'Connell Hall, Rm. 241   447-5437   cday@carroll.edu

ROTC
Major Mark McGinley, Director              ROTC Building             447-5484   mmcginley@carroll.edu

STUDENT ACTIVITIES
Patrick Harris, Director                   CUBE/ASCC Offices         447-4380   pharris@carroll.edu

STUDENT LIFE
Dr. Jim Hardwick, Vice President           O’Connell Hall, Rm. 211   447-4530   jhardwick@carroll.edu

WELLNESS CENTER/COUNSELING SERVICES
Dr. K. Mike Franklin, Director             Guadalupe Hall, lower     447-5441   mfrankli@carroll.edu
Dr. Megan Patrick-Thompson                 Guadalupe Hall, lower     447-5441   mpatrick@carroll.edu

WELLNESS CENTER/ HEALTH SERVICES
Kathleen Trudnowski, RN, Director          Guadalupe Hall, lower     447-5439   ktrudnow@carroll.edu




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