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College of Arts & Sciences

Academic Advising Goals

African American Studies

  • Enhancement of AAS Student Experience: Advising and mentoring majors, minors and other AAS students with a focus on expanding opportunities for leadership training, internships, and scholarships.
  • Networking with AAS Alumnae and Supporting Professional Development: Programming to bring alumnae to campus and to increase professional development among undergraduates interested in a variety of professions after graduation.
  • Development of New Curriculum: Offering new courses in African American Studies to highlight the evolution of the discipline and to respond to student interest in media, history, and the arts.

Anthropology

None Submitted

Biology

  • Continue to Strengthen Advising in BIOS, especially with Freshmen. By offering group advising sessions to supplement academic advising meetings and going into the UC 1900 classrooms, we are attempting to better inform freshmen and first year students of requirements early so they can plan accordingly. 
    • Group preplanning/advising sessions (eight in total): Each included a presentation illustrating the next steps in the coursework, with various options depending on what courses are being taken currently. Major track checklists are distributed and students create a tentative course schedule. Presenters and peer advisors review tentative schedules with students, which they can then take to their designated advisor for further fine-tuning. Students that attend these sessions are better prepared for their pre-registration advising appointments, which will hopefully improve the quality of the conversation with their designated advisors.
    • In the fall semester, students enrolled in sections of UC 1900 linked to BIOS 1030 had a class session devoted to pre-planning courses for spring and creating a 4-year degree completion plan. They were shown the requirements for their respective BIOS tracks and the next steps in their coursework (tools employed: 4 year BIOS planning template, BIOS checklists, and undergraduate catalog). The instructors of these UC 1900 sections meet before the semester begins to plan this and other common activities aimed at major/career exploration.
    • Pre-registration Advising workshop for academic advisors: Met with advisors on 10/14/16 to go over advising tools (handouts including check sheets, campus resources, degree completion worksheets, and The University Experience booklet) and curricula requirements, review DARS, ask questions, and discussion of best practices.
    • Advisor Email Update: Announcements were sent to advisors before the start of pre-registration advising to inform them of important registration dates, drop-deadlines, and how to access tools to assist with advising.
    • Student Email including important dates and advising procedures.
  • Improvement of advising regarding career and internship information. The BIOS Department is making efforts to increase the awareness and utilization of the Career and Leadership Development Center. The following strategies are being used:
    • Campus Resource handouts, including CLDC info, have been made available to advisors to give to students
    • Student Email announcements of internship opportunities
    • In the fall semester, students enrolled in sections of UC 1900 linked to BIOS 1030 met with the Arts & Sciences CLDC Liaison, Kasey Schaum, for a presentation about the resources and assistance available to them through the center. Some of the topics covered: career exploration; job & internship searches; and assistance with resume and cover letter writing. 
  • Increasing usage of Notes in the Faculty & Advising Center. BIOS Advisors are being encouraged to utilize the Notes function in the FAC in order to make advising more collaborative and trackable.
    • During the Advisor Update meeting in October, we logged in, demonstrated the function, and discussed advantages. We will do so again in the Spring semester meeting.

Chemistry & Biochemistry

  • Continue to assess the effectiveness of assigning first year students to a specific set of faculty.
  • Expand events such as “Pizza with the Chair” to bring students and faculty together.
  • Increase awareness of career opportunities and summer research/internship opportunities.

Classics & World Religions

  1. Allow ample time for advising meetings.
  2. Encourage students to make advising appointments rather than wait for them to wander in in the last minute.
  3. Help students understand their humanities major in the context of life and career rather than job training.
  4. Advertise CLWR courses more widely through the Themes programs.
  5. Participate actively in the Alumni weekend, Feb 2nd-3rd 2017.

Economics

  • We strive to give each student a personalized advising experience.
  • Over the last couple of years all economics faculty were involved in advising. This year we plan to review the results of this "experiment" and make adjustments, if necessary.
  • We also plan to provide more feedback to our donors about the students who receive their scholarships.
  • Finally, we have established an internship coordinator position within the undergraduate committee with the aim of helping students to find internships.

English

  • To consider revamping the current departmental structure for advising in such a way that it better serves students; this may involve removing some faculty members from advising duties, having clusters of dedicated advisors and/or potentially adding interested Group II faculty members to the advising roster.
  1. To continue sending out an Advising Newsletter to faculty members right before advising week highlighting new opportunities or issues impacting their advisees.
  2. To send out formal communications to students before advising week reminding them of how to be better prepared for their advising sessions.
  3. To remind faculty members that we should all endeavor to use Advising Notes to record details of our sessions.
  4. To conduct an advising survey of faculty to determine which faculty with using best practices with their advising (with the goal of suggesting ideas about best practices with those who don’t use them).
  5. To add a question about advisors and advising to the new senior student exit interviews we’ll be piloting this year.
  6. To communicate directly with faculty about which of their advisees are on probation, and to provide resources to assist these faculty members with advising this special population of students.

Environmental & Plant Biology

  1. All first-year Plant Biology majors and minors will complete a four-year plan in order to be on track with courses.
  2. All first-year Plant Biology majors will create an e-portfolio by the end of fall semester, and will periodically update the e-portfolio during an “e-portfolio night” each academic semester throughout their degree program.
  • A four-year template will be made for Plant Biology majors on all branch campuses, to facilitate completion of degree programs in a timely and efficient manner.
  • Contact will be made with all branch campus majors, and frequent communication and active advising will be maintained each semester.
  • All BSS majors with concentrations in plant biology will be informally adopted for frequent communication and active advising each semester.
  • New alumni contacts will be established and alumni networking will be part of undergraduate mentoring and career-training activities.

Geography

  • Encourage faculty to start using advising notes on a more consistent basis
  • Work on increasing the number of first-year students who arrive having already declared Geography as a major. Our numbers for Meteorology are already strong in this regard but our other majors could be higher.

Geology

  • Continue to have undergraduate coordinator meet with all new majors and develop a plan for each to complete the major.
  • Reach out in a consistent manner to majors on branch campuses to aid in advising.
  • Continue contact with students pursuing a geology minor to assist in course planning.
  • Continue to promote the flexibility provided by the proposed changes in the BA major
  • Continue to conduct workshops on job applications with the Alumni Board and for graduate school with faculty.
  • Increase usage of the Notes feature in the Faculty Advising Center.

History

  • The History Dept. launched its Public History Professional Advisor this year and will hold a number of advising events to bring students and the PHP Advisor together including an internship fair this spring.
  • We are reorganizing our distribution of advising duties to make room for two additional professional positions among our advising staff. We are changing the duties of our Pre-Law advisor to focus on a more engaged relationship with Larry Hayman and the CLJC. We are adding a Secondary Education Advisor to facilitate advising for our doubles in Education and for those who want to follow a career in teaching.
  • I believe adding this second tier of advisors will allow undergraduate advisors to perform at their best, while targeting certain advisors to stay up-to-date on grad school and law school programs, third and fourth year events for students on those career paths, and faculty to guide students through the application process and internships in their respective field.

Linguistics

  • Investigate ways of connecting advising news to student electronic portfolios when they are introduced as an assessment and professional development tool
  • Liaise with regional campuses with regard to their local majors fair
  • Investigate ways of more easily getting job and internship news from CLDC to students
  • Examine new ways of getting feedback from seniors on their advising experience through focus group meetings
  • Continue to make use of the notes page in the Faculty Advising Center 
  • Continue improving my dissemination of information about Global Opportunities especially new spring break study away opportunities
  • Continue to stress the possibility of a BA/BS specialized studies to appropriate students.
  • Continue disseminating information about themes especially to freshmen/sophomores. New one credit introducing themes courses need to be publicized
  • Continue work with LSOU (Linguistics Society of Ohio University) to make talks about careers in linguistics an ongoing feature and make better efforts to encourage all undergrads to participate in LSOU and their talks
  • Introduction of a warning system for failing students. Failing students would need to meet with the Chair and their professors to work out a way of improving their grades and discuss their options
  • Continue liaison with International Student Advisor, Tetyana Dovbnya.

Mathematics

  1. All students will have a primary faculty advisor from the department.
  2. Faculty advisors will meet face-to-face twice per year with every student to discuss scheduling and overall well being.
  • All international students will have Tetyana Dovbnya as a secondary advisor to help insure quality experience for this population.

Modern Languages

  • Continue to increase the number of Group II advisors and encourage Group II faculty members to attend advising workshops.
  • Raise advisors’ awareness of student-support services and resources available on campus.
  • Improve quality of advising by matching, whenever possible, students to an advisor with a similar primary area of interest or specialization.

Philosophy

Each of Our Majors

  • Should know who his or her advisor is
  • Should know how to contact his or her advisor
  • Should receive an email from his or her advisor prior to advising week with the advisor’s office hours for advising week
  • Should receive an email from the department advising coordinator prior to advising week with his or her office hours for advising week

Each of our advisors

  • Can explain the requirements of our major
  • Can explain to students how to read their DARS
  • Makes him or herself available to consult with advisees, especially during advising times
  • Makes him or herself aware of other resources to help advisees when their questions are beyond the ken of the advisor

The Department Advising Coordinator

  • Oversees the department Majors/minors list to ensure that each of our majors is assigned a suitable advisor, where suitability is determined by a combination of student interests and faculty expertise/workload
  • Oversees the process whereby faculty members new to advising receive the instruction they need to be responsible advisors

Physics & Astronomy

  • Advisors will continue to provide assistance to students in navigating the process of fulfilling graduation requirements. This includes advice on selection of courses at advising sessions, help with additional questions arising from advising (e.g. what to do if a course if full) and procedures from transferring to a different major or adding other majors or minors should the need arise.
  • Course planning for the full four years of a student’s time at Ohio University will be done (under most circumstances) in the 2nd semester following enrollment. This Degree Completion Plan will be updated and passed on as part of any change in the student’s advisor.
  • Advising Notes on the Faculty Advising Center will be used to maintain better communication among advisors about what was discussed with the student at advising sessions and any changes to requirements that were agreed to.
  • At advising sessions, advisors will explicitly discuss careers (discussing opportunities for internships and directing students to the Career & Leadership Development Center as appropriate) and explain the connection between careers and research internships. Student will also be directed to Career resources from the American Institute of Physics Careers webpage and other physics and astronomy-related professional societies. Planning for grad school application will also be discussed.
  • Advisors will invite their advisees to talk about their extracurricular interests and other activities beyond the classroom. This will help to get a better understanding of what the students’ career goals are and how we can help meet them. It can also bring to our attention academic issues that might benefit from our assistance.
  • The Undergraduate Chair has now developed and will maintain an advisors handbook for training of new advisors and as a resource for existing advisors both on the Athens campus as well as at our Regional campuses.

Political Science

  • Continue with pilot advising program with the goal of making students feel well served by the Department
  • Carry out mandatory advising using the designated advisors pilot program
  • Recruit and retain POLS majors
  • Supplement advising with Department events (Politics, Fast, Political Science Explains the World) to make students feel welcome in the Department
  • Increase engagement with majors on social media
  • Maintain contacts with POLS alumni through LinkedIn and campus events

Psychology

  • The Department of Psychology has started a new advising project fall semester for first-year psychology majors and “new-to-psychology” students. These individuals have been assigned an advisor (one of four advisors) in the Department of Psychology Advising and Resource Center. Students are required to meet with an advisor both fall and spring semester prior to having the priority registration hold removed. During the fall semester we are hosting an additional Schedule Planning Pizza Party for psychology students registered in the UC 1900 course associated with the Psychology Learning Community. An advisor presented registration/course selection information in each of the psychology sections of UC 1900 prior to the planning party.
  • An additional advising initiative underway this year is an outreach project to Psychology Alumni. The Psychology and Advising Center has reached out to alumni to help provide resources for students interested in getting a job right out of college. We are looking at ways our alumni can assist our students and we plan to invite alumni to return to campus to present information to our students. We plan to host our first visit during spring semester.

Sociology

Linking Students to the CLDC:

  • Advise students to do the following:
    • Sign up for a 30 minute career coaching session
    • Sign in to Handshake
  • Use official advising notes (online) to follow up on students’ progress.

Women’s, Gender, and Sexuality

  • Maintain a current working knowledge of the course catalog in order to better suit each student’s interests
  • Maintain communication with majors and certificate students via the WGSS listserv
  • Encourage WGSS certificate students to take advantage of advising in order to ensure that they are on track to complete the certificate.
  • Encourage students to complement their interdisciplinary Women's, Gender, and Sexuality Studies major with minors in other fields and/or double-majors that are consistent with their educational and professional interests
  • Maintain knowledge of services intended to assist students with special needs and direct them to the appropriate resources
  • Monitor students’ academic progress throughout their undergraduate careers to ensure they are fulfilling all of the requirements needed
  • Stress the availability of faculty for follow-up and continued conversations on a student’s course of study
  • Build academic community through notable events throughout the year to enhance education outside of the traditional classroom space (speakers, film screenings, art installations, discussion groups)
  • Build informal/social interactions to increase knowledge of student’s interests (both academically and professionally) in order to better serve the students in the advising process 
    • (WGSS holds a spring and fall gathering for all current and future students that brings students together with affiliated and core faculty to speak in a less formal academic setting.)
  • Develop greater communication and interaction between current majors and alums to encourage networking and mentorship on more of a peer-to-peer level (and share that information with students who come in for advising at various stages of their undergraduate careers) 
    • (WGSS sponsors a gathering over OU’s homecoming weekend to bring together past and current students to meet and network on post-graduate plans and careers. During 2016’s Homecoming Week events, WGSS facilitated a conference of alums, faculty, and current students to informally network about professional and post-OU life more generally. WGSS also sponsors visits and lectures given by alums who share their experiences after graduation with current students.) 
  • Maintain information on WGSS graduates’ careers and post-graduate pursuits on the program website
  • Create opportunities throughout the year for WGSS students to consider their career options after graduation

Departmental Social Media

College of Arts & Sciences