Student Advising Center Advisor Training Module

Introduction:

Welcome from Student Advising Center Director

Welcome to the Emporia State University Student Advising Center. We feel sure that you will enjoy working with new students pursuing your department’s degree offerings. The training modules presented here are designed to make your experience better by providing information on our advising approach, on office and university policies and procedures, and on university services which can assist the students with whom you work.

You will find a number of important sections in these modules beginning with the advising philosophy we use in the SAC and the timeline for advising schedules, in-service meetings, and information about the national recognition our center and advisors have received from the national advising organization, NACADA.

This training module offers you suggestions for how to conduct advising sessions and includes information about advisee records, our SAC PAC of information for students, and procedures for various situations.

Because you will enroll students in many General Education classes, you will find information on both the old and new general education programs and their applicability to students, appropriate choices for undeclared majors, and prerequisites.

Before the semester begins, you will want to go through these modules carefully. Although you may have advised in your department, you will find that there are a number of different issues and procedures when advising in the Student Advising Center. A training session will be scheduled for you as a new advisor before the semester begins. You will also attend a half-day in-service workshop at the beginning of fall semester and scheduled in-service meetings.

Please feel free to ask any of us for help when you have questions.

 

Module 1: Student Advising Center's Academic Advising Mission Statement and Syllabus

ACADEMIC ADVISING MISSION

Academic advising at Emporia State University in the Student Advising Center is a collaborative relationship between the student and academic advisor with the purpose of assisting the student in transitioning to college, developing and implementing an educational plan, and successfully navigating the first-year experience.

OPERATION

There is a full-time director who oversees SAC. There are two professional advisors and faculty advisors from different academic departments offering undergraduate programs.

Our office staff consists of a full-time classified secretary and five undergraduate student workers who perform a variety of clerical tasks and interact with the many students, faculty, administrators, and visiting guests who use the office.

SAC keeps close ties with Student Affairs. It is crucial that good communication and information flow be maintained between SAC and all areas of the campus.

Early each semester SAC advisees are invited by e-mail to make an appointment for an "advising session" with the advisor of the student's intended major. These sessions allow the advisor and advisee an opportunity to discuss issues related to the student's past academic performance, the student's aspirations for a major and degree, and other factors which influence academic achievement. If the student needs help with a concern outside the advisor's expertise, such as assistance from a professionally trained counselor, appropriate referrals are made. SAC advisees pre-enroll for subsequent semesters with SAC advisors. Students are also invited to see SAC advisors if there are signs of academic difficulty or concerns expressed by their professors.

Students remain with the advisors in the Student Advising Center until three conditions are met: 1) the attainment of thirty semester hours of credit, 2) satisfactory academic progress (a 2.00 grade point average minimum), and 3) the selection of a major for which there is a reasonably high certainty of continuance. When these three conditions are met, an advisor representing the division in which the student plans to major initiates a transfer of the student to a permanent advisor in that division.

Presumably the student will have made a successful transition to college life, begun to establish a sense of self-identity, and have made progress toward the development and attainment of personal and educational goals. If, however, a student should later change majors or educational objectives, the student may be transferred back to the Student Advising Center for additional advising.

SAC RECOGNITION

Since it was established in 1984, the Student Advising Center has achieved significant external recognition. In 1986, SAC received an ACT/NACADA Outstanding Institutional Advising Program Award, in 1990 a Retention Excellence Award from the Noel/Levitz National Center for Student Retention, and in 2007 NACADA’s Outstanding Advising Technology Innovation Certificate of Merit. In 2002, the director received NACADA’s Outstanding Advising Administrator award. Seven ESU faculty advisors have received NACADA’s Outstanding Advisor Award. SAC advisors and directors have written numerous articles for the NACADA Journal and are regular presenters at regional and national conventions. SAC is a continuing source of information for universities wanting assistance with their advising programs.

ACADEMIC ADVISING SYLLABUS

Student Advising Center:
Director: Dr. Shelly Gehrke
Location: 206 Plumb Hall
Phone: 620-341-5421
Email: sac@emporia.edu

Office Hours: 8-5 Monday through Friday by appointment—(the first two weeks of every semester, students may walk-in for advising help without appointments)

Required Materials: Every student will be given a SAC PAC during their first advising session. Students are expected to read the contents of the SAC PAC and to bring the packet to each advising session.

 

Student Responsibilities

Emporia State University believes that students are adult learners with the rights and responsibilities that come with that concept. As adult learners, students accept responsibility for their own learning. Student responsibilities in the advising relationship include, but are not limited to, the following:

  • Making and keeping appointments with academic advisor.
  • Preparing for advising appointlments by gathering any information that might be needed. This may include writing down questions to ask the advisor or preparing list of courses for future schedule planning.
  • Honestly sharing with the academic advisor any details regarding barriers to academic success, including job commitments, family responsibilities, missing classes, poor performance in course(s), etc.
  • Contacting the academic advisor if there are signs of academic difficulty, if concerns about the student performance have been expressed by professors, or if there are any issues that may impact the student’s academic performance.
  • Following through with plans and referrals made with the academic advisor.
  • Ensuring that official transcripts have been received from any other institutions the student has attended.
  • Knowing requirements for the advisee's major and graduation requirements.
  • Monitoring academic progress.
  • Remembering that the advisor cannot make exceptions to university policy

Academic Advisor Responsibilities

Advisors are expected to develop quality partnerships with students while maintaining appropriate boundaries and engaging in behaviors that reflect the highest standards of professionalism. Responsibilities of the academic advisor in the advising relationship include the following:

  • Provide a safe, honest, unbiased atmosphere for students to openly and honestly participate in the advising partnership.
  • Listen and ask questions to understand the student’s experience(s)
  • Academic planning with the advisee:
    • Defining academic needs, talents, and areas to improve.
    • Informing student of university regulations and major field and graduation requirements.
    • Knowing procedures for dropping and adding courses, changing majors, and enrolling.
    • Referring the student to appropriate campus and community resources.
    • Providing career advisement:
      • Knowing career opportunities related to the major.
      • Referring the student to appropriate sources of information
    • Recommending courses to minimize the time required for graduation, consistent with each student's need and interests.
  • Holistic planning with the advisee:
    • Providing information and support to encourage a comprehensive undergraduate experience.
    • Acting as a support person or referring the student to special services as indicated.
    • Conveying information regarding honors, awards, and other educational opportunities.
    • Explaining University regulations, including the process and procedures to follow to enroll in courses, transfer in coursework, etc.
    • Discussing the process for changing colleges, departments, or majors, as appropriate.
    • Encouraging the student to develop an inclusive undergraduate experience through involvement in outside the classroom areas, such as student organizations, study abroad, community service, intramurals, etc.

Expected Student Learning Outcomes

  • Student will utilize the resources and services on campus to assist in achieving academic, personal, and career goals
  • Student will demonstrate an understanding of the value of the General Education Program
  • Student will demonstrate an understanding of the requirements of the General Education Program
  • Student will demonstrate an understanding of the requirements of his/her major program
  • Student will demonstrate an understanding of the importance of setting academic goals
  • Student will demonstrate knowledge of appropriate academic goals
  • Student will demonstrate ability to access and use BUZZ IN for advising-related tasks
  • Student will demonstrate knowledge of effective study strategies

Advising Schedule

Students will make half-hour appointments to meet with an academic advisor in the Student Advising Center two times each semester. The first appointment each semester will be an advising appointment to discuss campus resources, academic goals, General Education requirements, major requirements, class choices for the next semester, and other pertinent information. The second appointment each semester will be to pre-enroll for the next semester. The pre-enrollment advising session will also allow time to discuss semester progress and needed resources.

Statement of Accommodation

Emporia State University will make reasonable accommodations for persons with documented disabilities. Students need to contact the Director of Disability Services and the professor as early in the semester as possible to ensure that classroom and academic accommodations are implemented in a timely fashion. All communication between students, the Office of Disability Services, and the professor will be strictly confidential.

Module 2: Advising Schedule Timeline

Before the semester begins:

You will be asked to supply the office with times during the week when you are not able to be in the SAC. You will then be scheduled to work 10 hours a week parts of the semester, and 6 hours a week other times in the semester.

Since appointments fill quickly, it will be necessary for you to keep your scheduled appointments. Last minute changes can be made if you have an emergency or become ill.

Fall Timeline:

The Monday and Tuesday before classes begin in August advisors are expected to volunteer time to advise students who walk-in to change their schedules. You will also advise at Hornet Connection before classes begin.

Once classes begin, advisors work their 10 hour schedule. There are no appointments taken during this time. You will advise students who walk-in to change classes.

Advisors will start the 6 hour schedule after the drop/add period. You will see scheduled appointments during this time for advising sessions. (See advising session section for details)

In October, advisors will work the 10 hour schedule. This is when pre-enrollment begins. There are scheduled appointments during this time. (See advising session section for details)

As pre-enrollment appointments slow down, the director will decide when you return to the 6 hour schedule. This is usually before finals in December.

Spring Timeline:

The Monday and Tuesday before classes begin in January advisors are expected to volunteer time to advise students who walk-in to change their schedules. You will also advise at a SWARM the day before classes begin.

Once classes begin, advisors work their 10 hour schedule. There are no appointments taken during this time. You will advise students who walk-in to change classes.

Advisors will start the 6 hour schedule after the drop/add period. You will see scheduled appointments during this time for advising sessions. (See advising session section for details)

In March, advisors will work the 10 hour schedule. This is when pre-enrollment begins. There are scheduled appointments during this time. (See advising session section for details)

As pre-enrollment appointments slow down, the director will decide when you return to the 6 hour schedule. This is usually before finals in May.

You will be given exact dates for when you work the 6 and 10 hours schedules.

If we have most of the advisees pre-enrolled, we will return to the 6 hour schedule before finals week of each semester.

Hornet Connection:

SAC advisors will represent their academic departments at all Hornect Connections throughout the year.

Module 3: Academic Advising Sessions

The First Semester Advising Session

Although the advisee and advisor may have met briefly at an earlier SWARM, the first full-fledged advising session between advisee and advisor takes place early in the first semester and sets the tone for all future advising meetings. Student Advising Center advisors usually address the following issues in this first session:

1. BEFORE student arrives:

  • Check student’s stats by going to Buzzin
  • Read through student’s advising folder (log, sectioning form, any colored dots, possible Project Challenge form, SCAF form, General Education Evaluation Form, etc.)
  • Prepare a SAC PAC to give to student on first visit

2. DURING student appointment:

  • Welcome student - it is often helpful to meet the student in the hallway.
  • Introduce self and briefly tell student what you will be doing today.
  • Verify student information with student. Make any changes on Request to Change College Record form and paperclip to the front of student’s file.
  • Encourage student to let you know how things are going so far.
  • Discuss each class - any grades yet? attending classes? class schedule workable?
    You may want to introduce time management and study approaches.
  • Discuss residence halls - homesickness, roommates, etc.
  • Discuss work schedule if appropriate
  • Give advisee a SAC PAC and look through the material together.
  • Review the student’s major program, and discuss possible courses for next semester.
  • Brainstorm solutions to any problems - solutions may include campus resources such as labs, Project Challenge, Honors Program, Career Services, etc.
  • Help/encourage advisee to set semester goal(s) using the SAC goal sheet. After student chooses goal, keep original copy of the goal sheet in the advising folder and give the student a copy of the goal sheet for their SAC PAC.
  • Explain what will happen at the pre-enrollment appointment. Encourage student to begin planning next semester’s schedule using Banner.
  • Give student chance to ask questions.
  • Give advisee your evaluation form and encourage student to complete the form and mail it back to our office.
  • Help student make pre-enrollment appointment at the front desk before leaving.

3. AFTER student leaves:

  • Log visit and put folder in tray in the hallway
  • Follow-up as necessary

Pre-Enrollment Session

The pre-enrollment sessions occur midway through fall and spring semesters. At these sessions, advisor and advisee build on previous meetings as they work together to plan an appropriate schedule for the following semester which will help fulfill student’s goals and program needs. This session is also a time to follow-up on other goals and issues discussed at the first advising session. Student Advising Center advisors usually address the following issues during the pre-enrollment appointment:

1. BEFORE student arrives:

  • Check student’s stats by going to Buzzin .
  • Check for possible holds.
  • Make checklist of classes completed using most recent degree audit, Buzzin, transcripts, grade cards.
  • Review advising folder including log, sectioning form for required developmental courses, possible SCAF, possible colored dots and/or developmental stickers.

2. DURING pre-enrollment session:

  • Double check major and other stats with the student.
  • Ask about progress towards goals made at last session and revisit any concerns noted in log as well as midterm grades.
  • Make appropriate referrals.
  • Using the student’s advising folder and notes which the student should bring to the session, revisit last conversation about possible classes for spring. (If student did not come for an earlier advising session, give the student a SAC PAC and discuss class choices for the student.)
  • Help student decide on class choices and enroll student in Banner.
  • Discuss transferring student to major department if appropriate.
  • Give advisee your evaluation form and encourage student to complete form and mail back to our office.
  • If a PIN number slip is included in folder, have student sign form on the inside front cover of folder and give the student the PIN number slip. You may also want to remind student that directions for dropping and adding with PIN number can be found in the SAC PAC. If no PIN number slip is evident, do not provide PIN number to the student. If student declines the PIN number, write “Declined” on form on the inside front cover of folder.
  • Fill out “Please Print a Schedule” slip for student to give staff at front desk as student leaves. Staff will print a schedule for the student. Remind student that Cashier’s Office will send e-mail telling student an online bill is waiting for them in their Buzz In.
  • Double check printout of schedule and encourage student to come for next advising session and contact you whenever needed.

3. AFTER student leaves:

  • Log visit.
  • Fill out transfer form and attach to front of folder if applicable. Put folder in tray in hallway.
  • Follow up as necessary.

The Second Semester Advising Session

Although the advisee and advisor may have met during a first semester advising session, it is important for you to meet with them again during second semester to discuss the following:

1. BEFORE student arrives:

  • Check student’s stats by going to Buzzin
  • Read through student’s advising folder (log, sectioning form, any colored dots, possible Project Challenge form, SCAF form, General Education Evaluation Form, etc.)
  • Prepare a SAC PAC to give to student if student did not receive one last semester
  • Double check which General Education program (old or new) the student is assigned

2. DURING student appointment:

  • Welcome student - it is often helpful to meet the student in the hallway.
  • Briefly tell student what you will be doing today.
  • Verify student information with student. Make any (including General Education program) changes on Request to Change College Record form and paperclip to the front of student’s file.
  • Review last semester grades. Share total hours earned and cumulative GPA
  • Encourage student to let you know how things are going so far this semester
  • Discuss each class - any grades yet? attending classes? class schedule workable?
    • You may want to introduce time management and study approaches
  • Discuss residence halls - homesickness, roommates, etc.
  • Discuss work schedule if appropriate
  • Review the student’s major program, and discuss possible courses for next semester.
  • Brainstorm solutions to any problems - solutions may include campus resources such as labs, Project Challenge, EDGE, Honors Program, Career Services, etc.
  • Review first semester goal and help/encourage advisee to set a goal for this semester using the SAC goal sheet. After student chooses goal, keep original copy of the goal sheet in the advising folder and give the student a copy of the goal sheet for their SAC PAC.
  • Encourage student to begin planning next semester’s schedule using Banner.
  • Give student chance to ask questions.
  • Remind them to come to SAC to withdraw from a class
  • Give advisee your evaluation form and encourage student to complete the form and mail it back to our office.
  • Help student make pre-enrollment appointment at the front desk before leaving.

3. AFTER student leaves:

  • Log visit and put folder in tray in the hallway
  • Follow-up as necessary

Pre-Enrollment Session

The pre-enrollment sessions occur midway through fall and spring semesters. At these sessions, advisor and advisee build on previous meetings as they work together to plan an appropriate schedule for the following semester which will help fulfill student’s goals and program needs. This session is also a time to follow-up on other goals and issues discussed at the first advising session. Student Advising Center advisors usually address the following issues during the pre-enrollment appointment:

1. BEFORE student arrives:

  • Check student’s stats by going to Buzzin .
  • Check for possible holds.
  • Make checklist of classes completed using most recent degree audit, Buzzin, transcripts, grade cards.
  • Review advising folder including log, sectioning form for required developmental courses, possible SCAF, possible colored dots and/or developmental stickers.

2. DURING pre-enrollment session:

  • Double check major and other stats with the student.
  • Ask about progress towards goals made at last session and revisit any concerns noted in log as well as midterm grades.
  • Make appropriate referrals.
  • Using the student’s advising folder and notes which the student should bring to the session, revisit last conversation about possible classes for fall.
  • Help student decide on class choices and enroll student in Banner.
  • Discuss transferring student to major department if appropriate.
  • Give advisee your evaluation form and encourage student to complete form and mail back to our office.
  • If a PIN number slip is included in folder, have student sign form on the inside front cover of folder and give the student the PIN number slip. You may also want to remind student that directions for dropping and adding with PIN number can be found in the SAC PAC. If no PIN number slip is evident, do not provide PIN number to the student. If student declines the PIN number, write “Declined” on form on the inside front cover of folder.
  • Fill out “Please Print a Schedule” slip for student to give staff at front desk as student leaves. Staff will print a schedule for the student. Remind student that Cashier’s Office will send e-mail telling student an online bill is waiting for them in their Buzz In.
  • Double check printout of schedule and encourage student to come for next advising session and contact you whenever needed, if student is not transferred to major department.

3. AFTER student leaves:

  • Log visit.
  • Fill out transfer form and attach to front of folder if applicable. Put folder in tray in hallway.
  • Follow up as necessary.

Module 4: Using the Advising Folder

  • Always use the student’s advising folder when meeting with a student. The SAC staff will bring the folder to your office before your appointment with a student.
  • The folder will contain many important documents including an Advisor Log, grade sheets, degree audit (when available), a sectioning form indicating ACT scores and appropriate levels of composition, math and reading classes, current class schedule, copies of transcripts, and a copy of the student’s Application for Admission to ESU. Blank log forms can be found on the shelf along the wall by your computer and should be added to folder as needed.
  • Taped to the inside front cover will be a small form with the student's Banner ID number and PIN numbers for the semester.
  • A green dot on the folder indicates a SCAF (Student Concern Action Form) sent by the student’s professor who has a concern about attendance or performance in a class.
  • Students that have college credit prior to Fall 2009 can choose to follow either the old or the new General Education program.  For those students that have a choice of which program to follow, you should determine which program they wish to fall under and indicate their decision by circling the NEW or OLD on the label on the outside of the file.
  • Be sure to completely log EVERY visit and transaction with an advisee.   Advisors in the Student Advising Center log each advising visit on the log forms kept in advising folders in our office. The log provides an on-going history of the advisee's progress, needs, goals, and transactions. Log entries should include specific actions taken including advising sessions, enrollments, dropping and adding classes, withdrawals, discussions, declaring or changing majors, reinstatements, Student Concern Action Forms, and transfer to other departments. This information will help you in future meetings, and will also be needed by other advisors who may meet with this student. All log entries should be dated and signed. Note that entries should be detailed but avoid confidential information.

Module 5: SAC PAC

A major goal of academic advisors involves teaching students their advisee responsibilities. An important tool toward this goal is the SAC PAC, a folder of materials to be given to each SAC advisee during their advising session. The advisor will find a supply in the advising office and should carefully explain the contents to the advisee when giving the advisee these important materials. The advisee should be encouraged to bring it to all SAC appointments. The advisor will continue to add new materials as needed.

Each SAC PAC will initially include these materials: an Academic Advising Mission Statement and Undergraduate Academic Advising Syllabus, a Buzz In handout showing how to navigate the Buzz In page, a Student Resources sheet with information about labs on campus, and a handout with the lab hours and locations.

Advisors are encouraged to add any other necessary or appropriate materials such as the pamphlet describing ESU’s developmental classes, information about Project Challenge, Honors Program, the schedule of biology tutors, chemistry tutors, specific information about your department’s major degrees, test-out information, etc. You will also want to tape your business card to the SAC PAC so that your advisee knows how to contact you if needed. Encourage your advisee to keep copies of class schedules, questions to ask at next advising session, and plans for pre-enrollment in the SAC PAC.

To see the contents of the SAC PAC, click here

Module 6: Advising Athletes

In their first semester, student athletes should be enrolled in:

The sport they will be participating in:

PE 210A – Varsity Basketball (Women’s)

PE 210B – Varsity Basketball (Men’s)

PE 213A – Varsity Softball

PE 214A – Varsity Baseball

PE 215A – Varsity Football

PE 217A – Varsity Volleyball

PE 218A – Varsity Cross Country

PE 220A – Varsity Spirit Corps

PE 228A – Varsity Tennis

PE 229A – Varsity Soccer

HL 143 – Generating Opportunities through Academics & Life Skills (GOALS) *Preferably taken 1st semester. Must be completed 1st or 2nd semester.

Sport Performance (Weight Lifting) PE 183 (2010-2011) PE 184 (2011-2012)

NCAA & ESU GUIDELINES FOR MAKING SATISFACTORY PROGRESS

Determination of eligibility is a complex process. If athletes satisfy the following conditions, eligibility problems will be minimized.

  1. Enroll in a minimum of 12 credit hours and attend classes throughout each semester with all fees paid. Before withdrawing from any course, athletes should determine the impact this withdrawal will have on their eligibility. Athletes should confer with their coach and academic advisor before withdrawing. Athletes will be required to see Sheila Markowitz in the Registration Office before they will be allowed to reduce their load below 12 hours. Most athletes should enroll for at least 15 hours.
  2. Pass a minimum of 24 hours of credit each academic year or an average of 12 credit hours per full-time term of attendance at ESU, which satisfy either General Education, academic major or graduation requirements. Mid-year (January) transfers must pass a minimum of 12 credit hours at least nine of which must be in the spring semester. No more than 6 hours (25% of the hours) needed for eligibility, can be earned in the summer.
  3. All new athletes must enroll and complete the course HL 143 - "Generating Opportunities through Academics and Life Skills" (GOALS) before they can participate in a second semester of a varsity sport at Emporia State University. This course should be taken in their first semester at ESU if possible and must be completed by the end of teh second semester.
  4. Pass six credit hours (that can be counted for eligibility) each full-time semester to be eligible the next semester. These hours CAN NOT be made up in summer school.
  5. PE 100 (Lifetime Fitness) and the first three other PE activity credits will be used to meet eligibility requirements. For example, PE 100 (Lifetime Fitness) and varsity sports courses including weight training are PE activity courses. Any such credits above four cannot be used to meet satisfactory progress requirements.
  6. Maintain good "academic" standing for the ESU & NCAA . GPAs necessary to be in good "academic" standing are:
Credits toward degree at end of the semester Cumulative GPA in all courses
0-23 1.70
24-47 1.80
48-59 1.90
60 + 2.00
  1. Maintain good standing. A student in good standing is not being subjected to university disciplinary action and has paid all tuition, fees, and fines due the University.
  2. Do not repeat any course for which the athlete previously received a passing grade, unless the
    athlete is enrolled in sufficient additional hours to meet eligibility requirements. The first time a course is passed is the semester the course is counted for satisfactory progress. EG 101 and EG 102 are special exceptions in that a minimum grade of “C” is required for counting these courses toward satisfactory progress. (For example, a passing grade of “D” in EG 101 will not count for satisfactory progress.)
  3. Declare an academic major prior to the fifth semester of college. After declaring a major, all courses taken for eligibility must be major or general education requirements. When changing majors, documentation of the change must be on file in the Registration Office.
  4. Athletes should obtain prior written approval (prior approval form) to transfer any type of college credit from any type of college to ESU, which will be used for eligibility. (Example: summer courses from another four-or-two year college.) These courses must be academic major or general education requirements. Only 25% of the hours needed for eligibility can be earned in the summer.
  5. Zero numbered courses (remedial) can be counted for eligibility only if taken during the first academic year and if required by ESU. Such credits are limited to 12 hours total and are the equivalent of EG 001, MA 095, MA 098, and EL 072.

Module 7: Undergraduate Academic Programs

Undergraduate Degrees and Programs

Module 8: General Education Program Prior to Fall 2009

Goals of Emporia State University General Education Prior to Fall 2009:

Develop proficiency in written and oral communication, mathematical computation, reasoning, and problem solving. Graduates of ESU must achieve proficiency in basic skills. Our goal is to significantly raise the basic skills of Emporia State University students.

Learn the basic concepts and principles, the history, and the mode of inquiry of the various general education disciplines: the fine arts, history, literature, philosophy, social sciences, behavioral sciences, and the biological and physical sciences.

Learn how to make connections between the disciplines within the general education curriculum. Apply knowledge from the perspective of these disciplines by thinking critically, as well as analytically.

Understand cultural diversity in the contemporary world. Increase awareness and acceptance of similarities as well as differences in people of other cultures, nationalities, religions, races, and genders.

Develop a commitment to scholarship, intellectual curiosity, and lifelong learning.

Advisors should keep in mind the following guidelines concerning general education courses:

  1. Course Sequencing
    • Composition I must be completed before taking Composition II.
    • College Algebra must be completed before a BSE major may take MA225.
    • Any required developmental courses must be completed before taking courses in the area at the general education level.
  2. The following general education courses should be taken within the first 48 hours of credit: Composition I and II, the general education math course, and the speech course.
  3. Some general education courses have test out sections. These will be marked in the class schedule by a TO. Example: SP101TO.
  4. The honors program parallels but goes beyond the standard general education requirements. Honors sections of general education courses will be marked in the class schedule by a Z. Example: SP101AZ.
  5. All students who first enrolled at ESU or any other college or university in the fall of 1996 or since 2009 are required to complete one multicultural intensive section of a general education course or an upper division course that meets the multicultural requirement. Multicultural sections of general education courses will be marked in the class schedule by an M. Example: AH112MA. Student can also meet this requirement by taking a course selected from the Ethnic/Gender Studies section of the schedule of classes. This section lists both multicultural intensive sections of general education courses and upper division courses that will meet the multicultural requirement. Either selection will fulfill the requirement. Any course that has been designated as multicultural intensive or Ethnic/Gender Studies, regardless of hours, fulfills the requirement. A student who meets the Kansas Regents articulation agreement or students in the 2+2 program do not have to meet this requirement.
  6. General education requirements change occasionally. A student may opt to continue under the general education requirements in effect when the student first matriculated at ESU unless the student has not completed at least 25 semester hours in the past five year period. If a student has a degree check on file in Registration Office, the student may also complete the general education plan he/she started unless more than 10 years have elapsed or the courses are no longer offered.
  7. Standard general education substitutions include the following:
    • A student who took required general education courses for the elementary education major while the student was declared an elementary education major may substitute any of the following general education courses after changing his/her major: MU124 for MU226, PS115 for the 5 hour physical science lecture and lab requirement, and GB303 for GB101.
    • A student may use PY211 for the Social and Behavioral Science requirement if the student was a declared education major while taking the class.
    • A Physical Education major changing majors may substitute PE Foundations courses for PE100 and the PE activity course.
    • 2+2 and BIS students may take two PE activity courses to fulfill the PE100/PE activity requirement.
    • MU245, Marching Band, can be substituted for the PE activity course.
    • MU244, Hornet Revue, may be counted as a PE activity course for Stinger members only.
    • Students who were in the military and file a copy of their DD214 with the Transcript Analyst have fulfilled the PE100/PE activity course requirement.
    • Bilingual students may fulfill the 10 hour foreign language requirement for the BA degree by successfully completing an upper level foreign language course in writing or literature.
    • Some advanced courses may be substituted for the usual general education courses:

      AR225 or AR235 for AR105
      FR419, GR365, SA365, EG220, EG221, EG230, EG231, EG240, EG241, EG350, EG355 and EG360 for EG207
      EG103 and EG104 for EG101 and EG102
      MA160 or MA165 for MA110 or MA156
      MA161 for MA110 and MA225 (education majors only)
      BC103 or BC104 for EC101
      GB140/141 or GB 170 for GB100/101
      CH120/121 for CH110/111 (nursing majors only)
      CH123/124 for CH110/111
      CH123/124 for CH120/121 (nursing majors transferring in CH123/124 only)
      PH140/141 orPH193/194 for PH110/111
      TH381 for TH125

  8. Effective Fall 2007, to meet the Bachelor of Arts General Education Foreign Language requirement, students will demonstrate proficiency at the 111: Language and Culture II level. Proficiency will be demonstrated by successful completion of a Modern Languages and Literatures course numbered 111 or above, for a minimum of three and a maximum of ten hours of language courses. International students and scholars may meet the language requirement upon successful completion of EG 102 Composition II. All other students whose native language is not taught on the Emporia State campus may meet this requirement by demonstrating proficiency in this language through a Department of Modern Languages approved assessment instrument at the students’ expense, or by demonstrating proficiency at the 111 level of a language taught at Emporia State.
  9. Students can earn Advanced Placement and Credit by Examination in these ways, usually indicated by a grade of "P":
    • Departmental examination
    • Advanced Placement
    • CLEP
    • International Baccalaureate Program
    (Credit by Examination brochures are available from the Office of the Registrar/Institutional Studies or you can view the complete listings at: www.emporia.edu/regist/analyst/crexam.htm.)

Questions you may have about general education requirements may be directed to the Director of General Education at extension 5278.

Emporia State University General Education Requirements prior to Fall 2009 are as follows:

GENERAL EDUCATION PRIOR TO FALL 2009

Students whose first enrollment in an accredited college or university occurred from Fall 1996 but prior to Fall 2009 must complete this general education core curriculum in order to graduate from Emporia State University.

This General Education CORE Curriculum is common to all student programs regardless of major. However, there are some requirements unique to specific majors and degrees; this check-off list clarifies the CORE curriculum and denotes any variations as determined by major or degree requirements. A feature of this program is that the basic skills courses (writing, speech and mathematics) must be completed during the students first 48 hours of undergraduate credit. One should also note the Advanced Course Options and the Prerequisites in English and Mathematics listed at the end of the document.

Students who first enrolled in a college or university from the Fall of 1996 to Fall 2009, must complete at least one general education course that has been designated as multicultural intensive. Course sections designated as multicultural intensive are usually sections "M" followed by another letter; frequently they are "MC" sections. Students who have completed their general education program without a multicultural intensive section of a general education course can meet this requirement by taking a course selected from the Ethnic/Gender Studies section of the schedule of classes. This section lists both multicultural intensive sections of General Education courses and upper division courses that will meet the multicultural requirement. Either selection will fulfill the requirement.

GENERAL EDUCATION

CORE CURRICULUM

Specified by Major / College / School

(Effective Fall 1996 but prior to Fall 2009)

Please read the above explanation carefully. Students must complete the CORE general education requirements. However, in some instances, students must complete general education requirements specific for their degree or major as noted in the check-off list below.

BASIC SKILLS -- (12-18 CREDIT HOURS)

I. Writing - (6 hours)

Core Requirement

___ EG 101 Composition I (3)

[Must have a "C" or better]

___ EG 102 Composition II (3)

[Must have a "C" or better]

II. Speech - (3 hours)

Core Requirement

___ SP 100 Interpersonal Communications (3)

or

___ SP 101 Public Speaking (3)

[Nursing majors must have a “C” or better]

Business, Elementary Education, and Secondary Education

Majors

___ SP 101 Public Speaking (3)

[Elem & Sec Ed majors must have a"C" or better]

III. Mathematics (3-9 hours)

Core Requirement - (3 hours)

___ MA 156 Principles of Mathematics (3)

or

___ MA 110 College Algebra (3)

[ Nursing majors must have a “C” or better]

Business and Information Resource Studies Majors - (3 hours)

___ MA 110 College Algebra (3)

Secondary Education Majors - (6 hours)

___ MA 110 College Algebra (3)

[Must have a "C" or better]

___ MA 225 Math as Decision Making Tool (3)

[Must have a "C"or better]

Elementary Education Majors - (9 hours)

___MA110 College Algebra (3)

[Must have a "C" or better]

___ MA 307 Math for Elem/Mid School Teacher I (3)

[Must have a "C"or better]

___ MA 308 Math for Elem/Mid School Teacher II (3)

[Must have a "C" or better]

CULTURAL LITERACY -- (31-49 CREDIT HOURS)

IV. Fine Arts (4-7 hours)

Core Requirement- (4 hours)

Select two of the following:

MU 226 Music Appreciation (2)

AR 105 Art Appreciation (2)

TH 105 Theatre Appreciation (2)

Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music, Bachelor of Music Education (6 hours)

MU 226 Music Appreciation (2) ... and

AR 105 Art Appreciation (2) ... and

TH 105 Theatre Appreciation (2)

Bachelor of Science in Education-Elementary (6 hours)

___ MU 124 Basic Music (2) ... and

AR 105 Art Appreciation (2) ... and

TH 105 Theatre Appreciation (2)

All Art degrees (7 hours)

___ AR 225 Art History (3) ... and

MU 226 Music Appreciation (2) ... and

TH 105 Theatre Appreciation (2)

V. History (3 hours)

Core Requirement

HI 101 World Cultures to 1500 (3) ... or

HI 102 Modern World Civilization (3) ... or

HI 111 U.S. History to 1877 (3) ... or

HI 112 U.S. History Since 1877 (3)

VI. Literature and Ideas (3-6 hours)

Core Requirement- (3 hours)

EG 207 Literary Perspectives (3) ... or

PI 225 Introduction to Philosophy (3)

Nursing Majors (3 hours)

PI 225 Introduction to Philosophy (3) ... or

PI 255 Ethics (3)

[Must have a “C” or better]

Elementary Education Majors (3 hours)

EG 207 Literary Perspectives (3)

Bachelor of Arts (6 hours)

EG 207 Literary Perspectives (3) ... and

PI 225 Introduction to Philosophy (3)

VII. Social and Behavioral Science (9-12 hours)

Core Requirement- (9 hours)

EC 101 Basic Economics (3) ... and choose two of

the following:

PO 100 Intro to Government & Politics (3)

PY 100 Introductory Psychology (3)

SO 101 Introduction to Sociology (3)

JO 200 Mass Communication (3)

Information Resource Studies Majors (9 hours)

EC 101 Basic Economics (3)...and

PY 100 Introductory Psychology (3)...and

SO 101 Introduction to Sociology (3)

Elementary & Secondary Education Majors (9 hours)

EC 101 Basic Economics (3)...and

PY 100 Introductory Psychology (3)...and

___PY 211 Developmental Psychology (3)

Nursing Majors (12 hours)

EC 101 Basic Economics (3)...and

___PY 100 Introductory Psychology (3)

[Must have a “C” or better] ...and

___ PY 211 Developmental Psychology (3)

[Must have a “C” or better] ...and

SO 101 Introduction to Sociology (3)

[Must have a “C” or better]

Business Majors (9 hours)

___BC 103 Economics I (3) ... and choose two of the following:

PO 100 Introduction to Government & Politics (3)

PY 100 Introductory Psychology (3)

SO 101 Introduction to Sociology (3)

VIII. Cultural Diversity (3-10 hours)

(Prior to 1996 this section was called "Multicultural Experience."

These courses should not be confused with courses needed to meet the Multicultural Intensive requirement.)

Core Requirement- (3-5 hours)

AN 110 Introduction to Cultural Anthropology (3) ... or

PO 330 International Relations (3) ... or

GE 101 World Regional Geography (3) ... or

Choose one of the following:

GR 110 German Language & Culture I (5)

SA 110 Spanish Language & Culture I (5)

FR 110 French Language & Culture I (5)

AB 110 Arabic Language & Culture I (5)

AS 110 Chinese Language & Culture I (5)

Bachelor of Arts (10 hours)

One Foreign Language (10)

Effective Fall 2007, to meet this requirement, students will demonstrate proficiency at the 111 Language and Culture II Level. Proficiency will be demonstrated by successfully completing a Modern Language and Literatures course number 111 or above, for a minimum of three and a maximum of ten hours of language courses. International students for whom English is not their native language may meet the language requirement upon successful completion of EG 102, Composition II.

Elementary & Secondary Education Majors (3 hours)

___GE 101 World Regional Geography (3)

IX. Life Science (4-6 hours)

Core Requirement- (4 hours)

GB 100 General Biology (3)

__ GB 101 Biology Laboratory (1)

Elementary Education Majors (6 hours)

GB 100 General Biology (3)

___ GB 303 Field and Laboratory Biology (3)

[Must have a “C” or better]

Biology and Nursing Majors (4 hours)

___ GB 140 Principles of Biology (3)

___ GB 141 Principles of Biology Laboratory (1)

[Nursing majors must have a “C” or better]

X. Physical Science (5 hours)

Core Requirement

Choose one of the following:

CH 110/111 Introduction to Chemistry/Lab (4/1)

ES 110/111 Introduction to Earth Sci./Lab (4/1)

PH 110/111 Introduction to Space Sci./Lab (4/1)

Elementary Education Majors

___ PS 115 Our Physical World (5)

Nursing Majors

___ CH 120/121 General Chemistry/Lab (4/1)

[Must have a “C” or better]

XI. Multicultural Intensive Course Requirement

(one course)

>> For students whose first enrollment was Fall 1996. <<

Students who have completed their general education program without a multicultural intensive section of a general education course can meet this requirement by taking a course selected from the Ethnic/Gender Studies section of the schedule of classes. This section lists both multicultural intensive sections of general education courses and upper division courses that will meet the multicultural requirement. Either selection will fulfill the requirement.

Students may also fulfill this requirement by taking any study abroad course or by participating in a university-related study abroad experience. Before taking a course or embarking on a study abroad experience, students need to contact the Director of General Education for prior approval as well as for specific stipulations and requirements. Students who wish to use study abroad transfer credit to fulfill this requirement must submit their requests to the Director of General Education.

Core Requirement

One section of a general education course designated multicultural intensive. Sections are usually designated with an "M" followed by a "C" or other letter.

LIFE SKILLS - (5 CREDIT HOURS)

XII. Physical Education (2 hours)

Core Requirement

PE 100 Lifetime Fitness (1) ... and

PE Activity Course (1) ... or

Marching Band (1)

(Students with documented disabilities may be eligible for PE 105 Adapted Physical Education (2). Contact the Director of Disability Services).

XIII. Applied Science (3 hours)

Core Requirement

Choose one of the following:

BU 241 Personal Finance (3) ... or

SO 261 Human Relationships, Intimacy and Sexuality (3) ... or

HL 150 Critical Health Issues and Decisions in Society (3)

Nursing and Elementary Education Majors

___ HL 150 Critical Health Issues and Decisions in Society (3)

[Nursing majors must have a “C” or better]

Bachelor of Arts:

Recommended to have an introductory course in computers

or computer programming.

GENERAL EDUCATION PREREQUISITES

Writing . . .

Students whose test scores indicate a need for strengthening basic writing skills are required to take EG 001, Basic Writing (3 hours) before enrolling in EG 101.

Mathematics . . .

Students whose test scores indicate a need for strengthening basic computational or algebraic skills are required to take either MA 095, Computation and Algebra Skills Development (3 hours) or MA 098, Intermediate Algebra (3 hours).

Developmental Classes - if needed . . .

EG 001 Basic Writing

MA 095 Computation and Algebra Skills Improvement

MA 098 Intermediate Algebra

EL 072 Improvement in Reading Skills

GENERAL EDUCATION

APPROVED SUBSTITUTIONS

(These substitutions apply only to students who were elementary education majors when they took the specified general education courses in fine arts, physical science, and life science, but have since changed their major.)

Fine Arts:

Basic Music (MU 124) substitutes for Music Appreciation (MU 226).

Physical Science:

Our Physical World (PS 115) substitutes for the five-hour physical science requirement (lecture and lab).

Life Science:

Field and Lab Biology (GB 303) substitutes for Biology

Laboratory (GB 101).

GENERAL EDUCATION

ADVANCED COURSES

Art: AR 225 or AR 235, Art History I or II, may be substituted for

AR 105, Art Appreciation.

Fine Arts: TA 315, Survey of Dramatic Literature, may be

substituted for TA 125, Theatre Appreciation.

Literature and Ideas: GR 365, SA 365, FR 419, EG 220, EG 221, EG 230, EG 231, EG 240, EG 241, EG 350, EG 355, and EG 360 may be substituted for EG 207.

Mathematics: Education majors may take MA 161, Calculus I, to satisfy the mathematics requirement. Grades of "C" require evaluation by the Mathematics Department. Students pursuing other majors may take either MA 160, Functions of Calculus; MA 161, Calculus I; or MA 165, Basic Calculus.

Physical Science: Students may take either CH 123/124, Chemistry I/Lab, PH 140/141, College Physics/Lab, or PH 190/191/192, Physics I/Lab/Recitation to satisfy this requirement.

Social and Behavioral Science: Students may take either BC 103, Economics I, or BC 104, Economics II, in place of EC 101, Basic Economics.

Writing: Students with ACT scores of 24 or above in both English and Reading may take EG 103 and EG 104, Honors Composition I and II, to satisfy the writing requirement. (Students eligible for this course may choose EG 101, Composition I, and EG 102, Composition II, instead.)

TEST OUTS AND

CREDIT BY EXAMINATION

Information on advanced placement and certain general education courses is available at the following address:

www.emporia.edu/regist/analyst/crexam.htm

GENERAL EDUCATION

HONORS COURSES

Students are encouraged to consider taking the following "Honors" classes as part of their general education experience.

BC 103 *Z Economics I
BC 104 *Z Economics II
CH 123 *Z Chemistry I
EG 103 *Z Honors Composition I
EG 104 *Z Honors Composition II
EG 207 *Z Literary Perspectives
ES 110 *Z Introduction to Earth Science
GB 100 *Z General Biology
GB 170 *Z Honors Biology & Lab
GE 101 *Z World Regional Geography
HI 101 *Z World Cultures to 1500
HI 111 *Z US History to 1877
HI 112 *Z US History Since 1877
MA 161 *Z Calculus
PI 225 *Z Introduction to Philosophy
PO 100 *Z Introduction to Government & Politics
PY 100 *Z Introductory Psychology
SP 100 *Z Interpersonal Communication
SP 101 *Z Public Speaking

*All honors sections are designated by a letter followed by "Z," for example MA161DZ, Calculus.

GENERAL EDUCATION

MULTICULTURAL-INTENSIVE COURSES

AN 110 MC, MD, ME - Cultural Anthropology

EG 207 MA, MB - Literary Perspectives

GE 101 MA, MB, MC, MD, MZ - World Regional Geography

HI 111 MA, MB, MC, MD - U.S. History to 1877

HI 112 MA, MB, MC, MZ - U.S. History Since 1877

MU 226 MC - Music Appreciation

PI 225 MA, MB, MC - Introduction to Philosophy

SO 101 MC, MD - Introduction to Sociology

SP 100 MA, MB, MC, MD - Interpersonal Communication

*All multicultural intensive sections are designated by an “M” followed by a letter.

 

“Safe” General Education Classes Prior to Fall 2009

EG 101 and EG 102

SP 101

MA 110

HI 101 and HI 120, HI 102, HI 111, or HI 112

EG 207 - prerequisites are EG 101 and EG 102

EC 101 - unless considering something in business

PY 100

GB 100 unless considering something in the sciences

PE 100 and any activity course

HL 150

AR 105 - unless considering something in art

TH 105

Module 9: General Education Program Beginning Fall 2009

Goals of Emporia State University General Education Beginning Fall 2009:

Acquire proficiency in core skills necessary for academic success, including written and spoken communication, quantitative and mathematical reasoning, and information technology and literacy.

Be able to think critically and analytically about an issue, an idea, or a problem. Demonstrate knowledge of concepts and principles in a wide range of academic disciplines, including the Creative Arts, Humanities, Life and Physical Sciences, and Social and Behavioral Sciences. Be able to make connections among the ideas and perspectives of multiple disciplines. Demonstrate knowledge of similarities and differences among the world’s cultures, past and present.

Demonstrate knowledge and skills necessary for promoting personal and social well-being.

Emporia State University General Education Requirements effective Fall, 2009 are as follows:

General Education Beginning Fall 2009

Students whose first enrollment in an accredited college or university occurred in the Fall 2009 or later must complete the general education curriculum outlined below in order to graduate from Emporia State University.

The General Education CORE requirements are common to all students regardless of major. However, there are some requirements unique to specific majors and degrees.

The check-off list below clarifies the CORE requirements and denotes any variations as determined by major or degree requirements. Some majors or programs may require a minimum grade for specific General Education courses. Students should contact their academic advisor and consult the current undergraduate catalog for details.

I. Core Skills (14 - 17 Credit Hours)

Writing (6 hours)

Core Requirement

___*EG 101 English Composition I (3)

___*EG 102 English Composition II (3)

*Must have a "C" or better

Speaking & Listening (3 hours)

Core Requirment

Select ONE of the following:

___SP 100 Interpersonal Communication (3)

___SP 101 Public Speaking (3)

Major/Degree Requirements

Business, Elementary/Secondary Education and Nursing Majors

___SP 101 Public Speaking (3)

Quantitative & Mathematical Reasoning (3-5 hours)

Core Requirement

Select ONE of the following:

___MA 110 College Algebra (3)

___MA 156 Principles of Mathematics (3)

___MA 160 Functions of Calculus (3)

___MA 161 Calculus I (5)

___MA 165 Basic Calculus (5)

Major/Degree Requirements

Business and Information Resource Studies majors must select ONE of the following:

___MA 110 College Algebra (3)

___MA 161 Calculus I (5)

___MA 165 Basic Calculus (5)

Education majors must select ONE of the following:

___MA 110 College Algebra (3)

___MA 161 Calculus I (5)

Information Technology (2-3 hrs)

Core Requirement

Select ONE of the following:

___CS 301 Fluency with Info Technology (3)

___IS 113 Intro to Micro Computer Applications (3)

___UL 100 Info Literacy and Technology (2)

___An approved technology course in the discipline (2-3)

Major/Degree Requirements

Business Majors

___IS 113 Intro to Micro Computer Applications (3)

Elementary/Secondary Education

___Elementary Education majors must take IT 325 Instructional Technology for Educators; Secondary Education majors may take IT 325 or an approved technology course in their discipline. (2-3)

II. Creative Arts (2-8 Credit Hours)

Core Requirement

Select ONE course from any of the following three areas:

Art

___AR 105 Art Appreciation (2)

___AR 225 Art History I (3)

(Prehistoric to Renaissance)

___AR 235 Art History II (3)

(Renaissance to the Present)

Music

___MU 226 Music Appreciation (2)

Theatre

___TH 105 Theatre Appreciation ** (2)

**TH 381, Survery of Dramatic Literature may be substituted for TH 105, Theatre Appreciation.

Major/Degree Requirements

Bachelor of Arts, Bachelor of Science in Secondary Education, Bachelor of Fine Arts, Bachelor or Music, Bachelor of Music Education, Bachelor of Science in Nursing majors choose two courses, one course from two different areas.

All ART majors choose AR 225 and one course from each of the other two areas.

Elementary Education

___AR 105 Art Appreciation (2)

___Select one other course from Music or Theatre

III. Humanities (6 Credit Hours)

Core Requirement

Select TWO courses, one from any two of the following three areas:

History

___HI 101 World Cultures to 1500 (3)

___HI 102 Modern World Civilizations (3)

___HI 111 US History to 1877 (3)

___HI 112 US History since 1877 (3)

___HI 302 Introduction to History (3)

Literature/Mass Media

___EG 207 Literary Perspectives ** (3)

___JO 200 Mass Communications (3)

**GR 365, SA 365, FR 419, EG 220, EG 221, EG 230, EG 231, EG 240, EG 241, EG 350, EG 355, and EG 360 may be substituted for EG 207.

Philosophy

___PI 225 Introduction to Philosophy (3)

___PI 301 Ethics (3)

___PI 325 Social and Political Philosophy (3)

Major/Degree Requirements

Elementary/Secondary Education majors choose one history course and one course from either of the other two areas.

Nursing majors choose either PI 225 or PI 301 and one history course.

IV. Life & Physical Sciences (9-11 Credit Hours)

Core Requirement

Select ONE course from each of the following two areas:

Biological Sciences and Lab

___GB 100 General Biology (3)

___GB 101 General Biology Laboratory (1)

(required to accompany GB 100 or GB 103)

___GB 102 General Bio: Field Biology & Lab (4)

___GB 103 General Bio: History Emphasis (3)

Major/Degree Requirements

Biology Majors and Nursing Majors

___GB 140/141 Principles of Biology and Lab (4)

Elementary Education Majors
___ONE General Biology Section (GB 100 or GB 103) (3)

___GB 303 Field and Lab Biology (3)

Physical Sciences and Lab

___CH 110/111 Introduction to Chemistry/Lab (4/1)

___CH 123/124 Chemistry I/Lab (3/2)

___ES 110/111 Intro to Earth Science/Lab (4/1)

___PH110/111 Intro to Space Science/Lab (4/1)

___PH 140/141 College Physics/Lab (3/2)

___PH 190/191/192 Physics I/Lab (3/1/1)

Major/Degree Requirements

Elementary Education Majors

___PS 115 Our Physical World (5)

Nursing Majors

___CH 120/121 General Chemistry/Lab (3/2)

V. Social and Behavioral Sciences (6 Credit Hours)

Core Requirement

Select TWO courses, one from any two of the following six areas:

Anthropology

___AN 325 Native Peoples of North America (3)

Economics

___EC 101 Economics (3)

___BC 103 Principles of Economics I (3)

Geography

___GE 200 Introduction to Geography (3)

Political Science

___PO 100 Intro to Gov & Political Science (3)

___PO 121 American National Government (3)

___PO 332 State and Local Gov & Politics (3)

Sociology

___SO 101 Introduction to Sociology (3)

___SO 202 Social Problems (3)

___SO 354 Info, Technology, & Society (3)

___SO 370 Race and Ethnic Relations (3)

___SO 400 Family in Social Context (3)

Psychology

___PY 100 Introduction to Psychology (3)

Major/Degree Requirements

Elementary Education

___PY 100 Introduction to Psychology (3)

___Select one of the Political Science courses (3)

Secondary Education

___PY 100 Introduction to Psychology (3)

___Select one other course from this area (3)

Business Majors

___BC 103 Economics I (3)

___Select one other course from this area (3)

Nursing Majors

___PY 100 Introduction to Psychology (3)

___Select one of the Sociology courses (3)

Information Resource Studies Majors

___SO 101 Introduction to Sociology (3)

___PY 100 Introcution to Psychology (3)

VI. Multicultural Perspectives (6-13 Credit Hours)

Core Requirment

Select TWO courses, one from any two of the following five area: **

Anthropology

___AN 210 Contemporary Cultures (3)

Ethnic and Gender Studies

___CW 301 Issues in Ethnic and Gender Studies (3)

Geography

___GE 101 Global Regions in Transition (3)

___GE 354 Cultural Geography (3)

Political Science

___PO 330 International Relations (3)

Modern Languages

___AB 110 Arabic Language & Culture I (5)

___AB 111 Arabic Language & Culture II (5)

___AS 110 Chinese Language & Culture I (5)

___AS 111 Chinese Language & Culture II (5)

___FR 110 French Language & Culture I (5)

___FR 111 French Language & Culture II (5)

___GR 110 German Language & Culture I (5)

___GR 111 German Language & Culture II (5)

___SA 110 Spanish Language & Culture I (5)

___SA 111 Spanish Language & Culture II (5)

___One Advanced Level (200 or above) Modern Language Course (3/4 hrs)

**Students may also fulfill this requirement by taking study abroad courses or by participating in university-related study abroad experiences. Before taking a course or embarking on a study abroad experience, students need to contact the Director of General Education for prior approval as well as for specific stipulations and requirements. Students who wish to use study abroad transfer credit for this requirement must submit their requests to the Director of General Education.

Major/Degree Requirements

Bachelor of Arts majors need ten (10) hours of one Modern Language (plus one (1) additional 3 hour course from one of the other areas). To meet this requirement, students will demonstrate proficiency at the 111: Language and Culture II level. Proficiency will be demonstrated by successfully completing a Modern Languages and Literatures course numbered 111 or above, for a minimum of three and a maximum of ten hours of language courses. International students for whom English is not their native language may meet the language requirement upon successful completion of EG 102, Comp II.

___Elementary and Secondary Education Majors choose either AN 210 or CW 301 and a course from one of the other four areas.

VII. Personal and Social Well-Being (4-6 Credit Hours)

Core Requirement

Select TWO courses from those listed below:

Business

___BU 241 Personal Finance (3)

___BU 293 Ethics, Social Resp. & Sustainability (3)

Leadership Skills

___SC 170 Principles of Leadership (3)

Health & Well-Being

___HL 150 Critical Issues and Decisions in Health (3)

___PE 100 Active Living (1)

(Students with documented disabilities may be eligible for PE 105 Adapted Active Living. Contact the Director of Disability Services)

Sociology

___SO 261 Intimate Relationships (3)

Major/Degree Requirements

Elementary/Secondary Education Majors

___HL 150 Critical Issues & Decisions in Health (3)

___Select one other course from Personal and Social Well-Being (1-3)

 

“Safe” General Education Classes Beginning Fall 2009

EG 101 and EG 102

SP 101

MA 110

HI 101 and HI 120, HI 102, HI 111, or HI 112

PY 100

GB 100 or GB 103 unless considering something in the sciences

PE 100

HL 150

AR 105 - unless considering something in art

TH 105

AN 210

Module 10: Developmental General Education Courses

EG 001 - Basic Writing - For students whose ACT scores or other information indicate a need for reivew of the basic principles of English composition.  Credit earned may not be applied to the 124 hours needed for graduation. An English ACT score of 15 or below will place the student in EG 001.

MA 095 - Beginning Algebra - For students whose ACT scores and/or departmental screening examination indicate basic need for computational and algebraic skills prior to enrollment in the proper general education course. Credit may not be applied to the 124 hours needed for graduation. An ACT score of 18 or below will place the student in MA 095.

MA 098 - Intermediate Algebra -  A thorough review of the fundamentals of elementary algebra, linear and quadratic equations, exponents and radicals. An ACT score of 19-21 will place the student in MA 098. Credit earned may not be applied to the 124 hours needed for graduation.

EL 072 - Improvement in Reading Skills - For students whose ACT scores indicate a need helping increase the depth and rate of comprehension, expanding vocabulary, and developing study techniques in reading.  Credit earned may not be applied to the 124 hours needed for graduation. An ACT score of 14 or below will place the student in EL 072.

 

Module 11: Credit by Examination

Credit by Examination information

Module 12:

 

 

 

 

Module 13: Professional Development

Professional Organizations for Academic Advising

Academic advisors are strongly encouraged to become involved in professional academic advising organizations on the state, regional and national level. Advisors from the Student Advising Center often attend conferences on all three levels.

The state organization, Kansas Academic Advising Network (KAAN), meets annually in the fall and provides opportunities for academic advisors to share ideas and research as well as hear keynote speakers. Advisors also find attending this conference helps them to connect with colleagues across the state of Kansas in an effort to become a stronger academic voice. For more information, access website: www.nacada.ksu.edu/kaan

Region 7 of the National Academic Advising Association is made up of members from six states including Arkansas, Kansas, Louisiana, Missouri, Oklahoma, and Texas. The Region 7 meeting is always scheduled near end of spring semester and moves from state to state. For more information, access website: http://www.nacada.ksu.edu/Regional_Divisions/Region7

The National Academic Advising Association (NACADA) is open to anyone interested in academic advising. NACADA offers professional resources, task forces, interest groups, a newsletter, a semi-annual NACADA Journal, access to a Placement Bureau, numerous professional development opportunities. Several ESU faculty academic advisors have been honored with the coveted NACADA Outstanding Advisor Award and the Student Advising Center has received the NACADA Outstanding Institutional Award. A NACADA national conference is held each fall and is attended by many of the NACADA 6000 members representing all 50 states, Canada, Puerto Rico and five foreign countries. For more information, access website: www.nacada.ksu.edu

Module 14: Hornet Connection (New Student Enrollment Programs)

All new ESU students are required to participate in Hornet Connection in order to enroll in classes. You will have scheduled dates to meet with students interested in your major program.  As SAC advisors, you are expected to represent your department at each Hornet Connection. If, for some reason, you are not able to attend a Hornet Connection date, you will be responsible for finding another faculty member who will be able to advise students for you. You are compensated for Saturday and summer Hornet Connection days.

 

Enrolling athletes at Hornet Connection:

This student is in a Green folder because he/she is a Student-Athlete, please review the following before advising.

Many new athletes do not understand the demanding time constraints of being a student-athlete. Please try to use the following guidelines when advising them.

  1. To be eligible to compete in athletics, all student-athletes must be enrolled in 12 hours. We highly recommend they enroll in at least 15 hours. This gives them room to drop a class if need be and still be able to compete.
  2. All student-athletes are required to take HL 143 Generating Opportunities through Academics and Life Skills (GOALS). It is highly recommend that student-athletes take this class in their first semester at ESU. Student-Athletes must take this class before their second season to remain eligible.
  3. Student-athletes need to enroll in their one-hour sport class. These are found within PE classes. Example: PE229 Varsity Soccer (Instructor is the head coach). This class is now pass/fail, so it will not count toward eligibility; however, it does count for 12 hours enrolled per semester. All student-athletes should enroll in this every semester.
  4. Student-athletes need to enroll in their one-hour weight training class. There is one class for all the athletes and Leeds is the instructor.

TO AVOID MISSED CLASS TIME:

1. Most athletes have practice in the afternoon and are departing for games in the afternoon. Classes ending by 2:00pm are best, if possible. This means that they will need to take early classes.

2. When talking with the student-athlete, please consider the semester their sport competes. For example: Football is a fall sport and if there is a choice of semesters for a more difficult class, it may be wise to have the more difficult course in the spring. I know this is not always feasible, but it could help in a few cases.

Sport Playing Season Schedule heavier load in the following semester. Less travel time, which means less missed class time
Volleyball Fall Spring
Football Fall Spring
Soccer Fall Spring
Basketball Both Fall
Track Spring Fall
Softball Spring Fall
Baseball Spring Fall
Tennis Spring Fall

If you have any questions or concerns, please call:

  Carmen Leeds Becky Henry

Faculty Athletic Representative

 Associate Athletic Director Assistant Compliance
  341-5825 341-6185

 

Module 15: FERPA

ACCESS TO STUDENT RECORDS (FERPA) (revised by Registrar, 12/05; revised by
Registrar 6/07; revised, approved by President 3/3/09)

Emporia State University affords students their full rights in conformity with the Family Educational
Rights and Privacy Act of 1974, its amendments and implementing regulations. Eligible students
have the right to inspect their educational records, request amendment of their records they believe
to be incorrect or misleading, and restrict disclosure of their information in specific situations.
Students may waive their rights to inspect and review confidential statements and confidential letters
of recommendation by providing a signed voluntary statement if, in conformity with applicable law;

1) the student is notified, upon request, of the names of those providing statements and letters, 2)
the letters and statements are only released for the original purposes stated, and 3) the waiver is not
a condition of admission or other benefit.

Educational records are records which contain information directly related to a student and are maintained by the University or by a person acting on behalf of the University. The following records are not considered educational records: personal notes of faculty and staff; records created after a student is no longer a student and are not directly related to their attendance; employment records not directly related to student status; certain medical and counseling records; records of police and safety office for law enforcement purposes; and certain financial records. The University shall obtain the proper written consent of a student before disclosing their student records, or personally identifiable information contained therein, to a party other than the student
or party whom created the record, except as otherwise allowed by law and this policy.

ESU designates the following items as directory information: a student’s name, a student’s address(es), a student’s phone number(s), a student’s email address(es), a student’s major field(s) of study, a student’s classification (freshman, sophomore), a student’s enrollment status (full-time, part-time, undergraduate, graduate), a student’s dates of attendance, a student’s past and present participation in officially recognized activities and sports, including the weight and height of members of athletic teams, a student’s degree(s) conferred and date(s) conferred, and a student’s award(s), honor(s), and scholarship(s) received. Directory information shall not include a student’s Social Security Number or the student’s Student Identification Number. Directory information may be released without the student’s consent; however, eligible students may request that directory information not be made public. The student’s notice to withhold directory information must be made to the Office of Registration and is good for 1 academic year. Emporia State University also releases records and information without the written consent of an eligible student to:

• A university official(s) with a legitimate educational purpose. (A university official has a
legitimate education interest if the official is performing a task that is specified in her/his
position description or contract agreement.);
• To comply with a lawfully issued court order or subpoena or ex-parte order issued pursuant
to the Patriot Act, upon prior notice to student when required by applicable law;
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• To officials of other schools and post secondary institutions, where the student is currently
enrolled or plans to enroll or transfer if the disclosure is for purposes related to the student’s
enrollment or transfer and pursuant to applicable regulatory standard for said release;
• To certain officials of the U.S. Department of Education, the Comptroller General and state
and local educational authorities in connection with an audit or evaluation of or compliance
with legal requirements;
• To financial aid personnel in conjunction with an application for financial assistance for the
purposes of determining eligibility, amount, or conditions of aid or to enforce terms and
conditions of the aid;
• To parents or legal guardians of dependent students as defined by the Internal Revenue
Code, grade information will be released, upon written notice to student of disclosure and
subject to university policies related to transcript withholding;
• To all appropriate individuals, including parents, whose knowledge of the information is
necessary to protect the health or safety of the student or others, if, when taking into account
the totality of circumstances pertaining to a threat to the health or safety of the student or
others, the institution determines there is an articulable and significant threat, it is
determined the information is necessary to protect the health or safety of the student or
others;
• To the health authorities or local law enforcement the names and current addresses of
students who have certain communicable diseases; or to law enforcement the for legal
compliance related to registration and disclosure requirements for violent crime control laws;
or for legal compliance related to disclosure to victims of certain crimes of violence;
• To entities conducting studies for, or on behalf of, educational agencies or institutions to
develop, validate, or administer predictive tests; student aid programs; improve instruction;
or to accrediting entities fulfilling accrediting functions;
• To an outside contractor, consultant, volunteer or other party who is authorized to act for the
University, is performing a service the university would otherwise perform itself, is subject
to University control with regard to the records, and the outsourcing is subject to the
appropriate restrictions on re-disclosure;
• To initiate legal action against a parent or student or to defend the University if a parent or
student initiates legal action and the records are relevant to the action, upon written notice
of intended release; or

The University may release records without a student’s consent after removing personally identifiable information and after making a determination that the student’s identity is not identifiable regardless of the number of releases that would be made in whole or part. The University shall inform third party recipients of any legally required restrictions on re-disclosure of student records and information. Third party recipients of personally identifiable information are not permitted to disclose that information to others without the proper written consent of the eligible student or pursuant to applicable law. The information may only be used for the purpose intended. Third parties who receive information may make further disclosures if they are authorized to act on behalf of the University. Information about recipients of further disclosures must be provided to the University, as required by FERPA. If a disclosure is made in violation of University policy or applicable law, the University shall not permit access to student information or records for a minimum of five years.

A record of requests for and disclosures of educational records will be maintained by the record custodian for as long as the education record in question is maintained by the University. The record shall include, whether requests are granted or not, the name of the requestor; the names of the additional parties the receiving party may disclose the information on behalf of the institution; and their legitimate interests in the information. Records of requests and disclosures will not be maintained for: (1) requests made by the student for themselves; (2) requests for which written consent was received; (3) requests made by school officials with legitimate educational interests; or (4) requests for directory information. Records of disclosures made pursuant to a health or safety emergency will include (1) the articulable and significant threat to the health or safety of a student or others that formed the basis for the disclosure and (2) the parties to whom disclosure was made. Eligible students may request amendment of their educational record if they believe they are inaccurate, misleading or a violation of their privacy. If the University does not subsequently amend the record, the student will have the opportunity for a hearing. No hearing is available under this policy for challenging the underlying basis for a grade.

If a student believes the University is not complying with FERPA, they should attempt to resolve the issue with the office involved and/or the Office of the Registrar. Complaints may be filed with the Family Policy Compliance Office of the U.S. Department of Education.

Notice of FERPA rights will be published each semester in the course schedule. The Registrar, or designee, is responsible for the development and publication of student records policy and related procedures, forms, training, notices, and supplemental information.