Appendices

Academic Standards and Policy on Probation, Continuing Probation, and Academic Dismissal Status Policy

Students admitted to the university are expected to maintain satisfactory academic standing, which requires a cumulative grade point average of 2.0 ("C") or better in their total program of courses and minimum of 2.0 ("C") in the course work of their major areas of specialization.

The Office of the Registrar reviews the academic progress of students at the end of each semester and places those students who fail to maintain a cumulative grade point average of 2.0 or better on academic probation or dismissal. Students who do not meet the required grade point average may be granted one probationary semester in which to raise their average. Students who show academic progress, i.e. greater than a 2.0 semester GPA, may be continued on academic probation.

Any student who fails to meet the conditions of academic probation is subject to dismissal. A student whose adjusted cumulative average beyond the first semester falls below 1.7, or whose semester average is below a 1.0 is subject to immediate dismissal unless the overall GPA remains at 2.0 or above. A first year student must pass at least one 3-or-more credit course during his or her first semester or he/she will be academically dismissed for a minimum of one academic year.

A student cannot be considered for readmission to the university for at least one calendar year following dismissal. A decision to readmit is made only when a student presents compelling evidence that he/she can perform academically at a level needed to graduate from Shippensburg. Typically, this might include achievement of a grade point average of 2.5 or above in several courses taken at another accredited institution of higher education. Courses for which a student has received a "D" or "F" grade at Shippensburg can only be repeated at Shippensburg, and any specific courses taken at another institution must have prior approval of the academic dean. If a student has been dismissed twice for academic reasons, he/she is ineligible for readmission to the university.

Academic Standards and Policy on Probation, Continuing Probation, and Academic Dismissal StatusImplementation of Policy

To implement the above policy, the Registrar's Office will place students in the probationary, continued probationary, or dismissal status based on the number of semesters on probation, their credits earned, and their cumulative grade point average. The following scale is used in placing a student in a particular status:

Previously on Probation (Students are only permitted two consecutive semesters on academic probation without academic review board approval).

Attempted 1.5-1.69 1.7-1.79 1.8-1.89 1.9-1.99
0-30 D P P P
31-60 D D P P
61-90 D D D D
91+ D D D D

Not Previously on Probation

0-30 P P P P
31-60 D P P P
61-90 D P P P
91+ D P P P

Code: P = Probation

D= Dismissal

Students who are placed in one of these categories will automatically receive a letter from the Registrar's Office informing them about their academic status. Students who are academically dismissed may appeal their dismissal by writing a letter to their academic dean before a date specified in the letter from the Registrar. The Academic Review Board reviews the appeals.

Students who are on probation and receive more than a 2.0 for their last semester's work will have their status automatically reviewed by the Registrar and need not file a written appeal.

A first year student must pass at least one 3 or more credit class during his or her first semester or he/she will be academically dismissed for a minimum of one academic year.

NACADA Statement of Core Values (NACADA, 1994)

Beliefs about students:
Students can be responsible for their own behavior;
Students can be successful as a result of their individual goals and efforts;
Students have the desire to learn;
Learning needs vary according to individual skills, goals and experiences; and
Students hold their own beliefs and opinions.

Core Values:

Advisors are responsible to the students and individuals they serve:

Help students develop perception of themselves;
Encourage self-reliance;
Modify barriers to student progress (advocate for the student when possible);
Knowledgeable about federal, state, and institutional policies;
Respect the rights of students to have information about themselves kept confidential; and
Document advising.

Advisors are responsible for involving others, when appropriate, in the advising process:

Recognize limitations and act as a mediator or facilitator if problem extends outside area of expertise; and
Make connections between academic advising and other aspects of students' lives.

Advisors are responsible to the college or university in which they work:

Respect the opinions of colleagues; remain neutral when students present them with comments, questions, or opinions about other faculty or staff;
Keep administrators who are not directly involved in the advising process informed and aware of the importance of academic advising in students' lives; and
Abide by policies, procedures and values of the department for which you work

Advisors are responsible to higher education generally:

Honor the concept of academic freedom by accepting a variety of points of view;
Introduce students to new ideas;
Help students apply what they learn to everyday situations; and
Advocate for students' educational achievement.

Advisors are responsible to the community (including the local community, state, and region in which the institution is located):

Interpret institution's mission, standards, goals, and values to its community; and
Be sensitive to values and morals of the surrounding community.
Explain appointment times:
- Why do you need to meet with your advisees?
  - To discuss career goals and/or choice of major;
  - To explore options for majors; and
  - To discuss academic progress.
- How often do you need to meet?
  - For students in majors: at least 2-3 times a semester, especially as you are establishing a relationship;
  - For undeclared students: every 2-3 weeks or as they need to meet with you. Students advised directly by the Division of Undeclared Majors must meet bi-weekly with an advisor
  - Students should sign up for their first individual appointment at the end of the group meeting; and
  - Distribute a copy of your office hours.
If your students are Undeclared:
- Find out which students are considering Business and Teacher Education.
  - Make sure Business students have the appropriate math course on their schedules — Basic Math Models if they tested College Level I or Finite Math if they tested at the College Level High; and
  - Make sure Teacher Education students are not scheduled for Geography of US and Canada.
- Time for Questions
- Schedule next appointments*

*Students will probably come up and ask you questions right after the meeting. Sometimes the question can be easily answered, but it helps to have them sign up for an appointment on the same day so that you can spend some time with them and concentrate on the individual question.

Advisors are responsible to their professional role as advisors and themselves personally:

Keep advising skills honed by seeking opportunities for professional development;
Understand demands on themselves that emerge from the nature of work they do; and
Engage in research.

*Information gathered from: Gordon, V.N. & Habley, W.R. (2000). Academic advising: A comprehensive handbook. San Francisco: Jossey-Bass.

Source: http://www.nacada.ksu.edu/Profres/corevalu.htm

Group Meetings

Beginning of the semester:

Much of your advising relationship depends on this first meeting, so you will want to make it useful. There are some key things that you might want to discuss with your students.

First, if you are meeting with first-year students, remember that you are meeting them during their first few weeks on a college campus. Students are most likely overwhelmed with information, so it is best to highlight all the important information briefly.

Some suggestions of what to have on hand for your first group meeting:

3x5 cards;
Guidebook for Advising Undergraduate Students;
Catalog;
Advisor Development Manual; and
Copy of your office hours.

You may find it helpful to put together a packet of information to give to your students including:

Note of welcome;
Characteristics of a good advisor/advisee (explaining the role of each person in the advising relationship);
Outline of General Education Courses (available in the Guidebook);
Student Record of General Education Courses (see Appendix); and
Calendar of important University dates (last day to withdraw with a W grade, fall break, end of classes, exams, etc.).

*Suggestion: As students enter the room, you might want to give them a 3x5 card and have them put their name, social security number, local address and phone, and any other information that you think is important to have.

Introduce yourself.
Take attendance.

*Suggestion: As you say their names, have the students tell you something about themselves (favorite band, class that they are most looking forward to taking, best thing so far about college …).

Explain advising roles:
— Your role as an advisor;
— Their responsibilities and the repercussions if they do not meet them; and
— Time for questions.
Go over General Education Requirements:
— Show students the General Education worksheet (if you have made a packet, refer them to that page);
— Explain that this needs to be completed by their senior year;
— Make sure their current coursework is appropriate; and
— Time for questions.

References

Abadie, M. & Baszile, M. (n.d.). Politically correct language: Implications for advising students with disabilities. Louisiana State University.

Academic Advising Staff (Eds.) (1997). A guide for advisors: Advising handbook. George Mason University of Virginia, (pp. 8-9). Fairfax, VA.

Academic Advising Staff (Eds.) (n.d.). Advising handbook: George Mason University. In E., Griffin-Jones. (1995). Training manual for new advisors, Shippensburg, PA.

Academic Programs and Services (2002). Academic advising. Retrieved from Shippensburg University website: http://www.ship.edu/~undecmaj

Commission of Academic Advising (1995). Training manual for new advisors. Shippensburg University of Pennsylvania.

Creamer, E.G. & Scott, D.W. (2000). Assessing individual advisor effectiveness in academic advising: A comprehensive handbook. In V.N. Gordon, & W. Habley, (Eds.) Academic Advising: A comprehensive handbook, San Francisco, CA: Jossey-Bass.

Crockett, D. (1980). Advising skills, techniques, and resources. In Commission on Academic Advising, Training Manual for New Advisors (pp. 760-761), ACT.

Crockett, D. (1980). Advising skills, techniques, and resources. In Commission on Academic Advising, Training Manual for New Advisors (p. 34), ACT.

Ford, J. (1990). Legal issues in advising. Houston Baptist University Advising Handbook, pp. 34-38.

Gordon, V., (n.d.). Academic advisor's pre-service training manual. The Ohio State University.

NACADA (2002). Core values of academic advising. Retrieved from NACADA Web site: http://www.nacada.ksu.edu/Profres/corevalu.htm

Pardee, C.F. (2000). Organizational models for academic advising. In V.Gordon & W. Habley. (Eds.), Academic advising: A comprehensive handbook. San Francisco, CA: Jossey-Bass.

Resource Manual for Advisors. (1995). Shippensburg University of PA. Ryan, R. & Woolston, D. (n.d.). Training to avoid the seven habits of highly ineffective advisors. University of Wisconsin-Madison.

Sukiennik, D. Bendat, W. & Raufman, L. (1998). The career fitness program: Exercising your options. Upper Saddle River, NJ: Prentice Hall.

White, E. (2000). Developing mission, goals, and objectives. In V. Gordon & W. Habley. (Eds.),

Academic advising: A comprehensive handbook. (pp.180-191). San Francisco, CA: Jossey-Bass.

White, E. (2002). Developing mission, goals, and objectives for the Advising Program. In V. Gordon & W. Habley and Assoc. (Eds.), Academic advising: A comprehensive handbook (pp.180-191). San Francisco, CA: Jossey-Bass.

Whitfield, H. (2001). Calculating your QPA. Shippensburg University of PA