Academic Advising and Planning Guide
One of the primary objectives of Wesleyan's pre-major advising program is to get students to think seriously about their educational objectives in the context of a liberal education--the
advisor-advisee
partnership is central to this goal. The role of faculty in this relationship is to serve as teachers who are knowledgeable of particular fields of study and as guides who are familiar with the Wesleyan system and its institutional resources. The role of students is to serve as active participants who engage themselves with Wesleyan's curriculum and who strive to maintain ongoing, thoughtful exchange with their advisors. These efforts are supported by many other resources on campus, including class deans, peer advisors, and other staff.
Faculty advisors help students develop a challenging and coherent educational plan for the first two years, a plan that embraces curricular breadth with an eye to eventual in-depth study. While exposure to a cross-section of the curriculum should be a goal throughout the four years, it provides a strong foundation from which students can begin to navigate the depths of the curriculum. To this end, advisors assist students in selecting courses that fulfill the General Education Expectations and develop the Essential Capabilities. In the process of selecting courses in preparation for declaring a major in the second year, advisors and advisees need to be aware of any prerequisite courses or other entry requirements among the major departments that the student is considering.
Engaged and knowledgeable pre-major advising is critical to a student's academic success. Pre-major advising should take the form of a continuing dialog between student and advisor, not merely periodic sessions in which the student's course selections are approved. The meetings during New Student Orientation often set the tone for all future encounters between advisor and student. The topics broached during these meetings should include, but not be limited to, the student's academic goals, the desirability of study abroad, opportunities for community involvement, and ideas about possible careers. The advisor should try to discover the student's extracurricular interests and identified or perceived strengths or weaknesses that can guide the student's choice of courses. The advisor should encourage the advisee to take risks by enrolling in courses that introduce the student to unfamiliar material and modes of inquiry. The advisor should initiate a thoughtful discussion of the content of, and rationale for, the general education expectations and the essential capabilities.
In order for these discussions to be most productive, it is incumbent upon the student to come to these meetings well acquainted with the course offerings and the academic regulations. The student should also be ready to discuss with the advisor specific objectives to be achieved, such as building on existing interests, developing new skills, remedying weaknesses, and laying the groundwork for long-term goals. The advisor should help the student realize that no advisor will have the answers to all questions about the curriculum, major requirements, or pre-professional qualifications, and should be prepared to refer the student to other sources of information.
Because there are no required courses at Wesleyan (except for courses required for the major), students have considerable flexibility in building their program of study. With a rich and varied curriculum, most students have little difficulty finding courses that suit their interests. The challenge students face (beyond the perennial difficulty of gaining access to popular courses with limited enrollments) is to create a program of study that is coherent--balancing the development of important skills, exposure to new areas of knowledge, and cultivation of aptitudes and expertise. The faculty advisor is instrumental in helping students assess options and should urge advisees to keep the goals of a liberal education in mind when making individual course selections.
Four major educational goals should guide the design of every student's program of study in the first two years. Every student should strive to:
- engage in interactive learning and be drawn into Wesleyan's intellectual community
- acquire breadth of knowledge across the curriculum
- develop depth of knowledge in a major field of study; and
- improve upon essential capabilities in writing, speaking, interpretation, quantitative reasoning, logical reasoning, designing, creating and realizing, ethical reasoning, intercultural literacy, information literacy, and effective citizenship.
Each of these goals is described below and should be kept in mind when building a course schedule.
The First-year Initiative (FYI) Program is designed to provide first-year students with opportunities for interactive learning. The two categories of FYI course offerings are limited-enrollment seminars and sections of larger classes designated for first-year students. Through the summer registration process, most students will have already made a reservation in an FYI course for the Fall or Spring semester by the time they arrive on campus for New Student Orientation.
One of the goals of a liberal education is to challenge students to extend their intellectual grasp, broaden their perspective, and deepen their appreciation of the complex ways in which human experience is connected. This goal is reflected in the General Education Expectations, which expect students to take three courses in each of the three areas of Wesleyan's curriculum--Natural Sciences and Mathematics (NSM), Social and Behavioral Sciences (SBS), and Humanities and the Arts (HA).
The General Education Expectations are divided into Stage One and Stage Two. The expectation for Stage One is that by the end of the fourth semester, a student will have earned at least two credits in each of the three divisions, each credit from a different department. To meet Stage Two of the expectation, a student must take one additional credit in each of the three divisions from any departments.
Note
Not all courses fulfill General Education Expectations. Check WesMaps or the Course Supplement to determine courses with General Education designations. Advanced Placement and transfer credits will not fulfill General Education Expectations, although courses taken by transfer students prior to their matriculation at Wesleyan may be considered for General Education equivalency credit. Some departments, such as Psychology, offer courses that fall in two General Education divisions, such as NSM and SBS. Be aware: if two courses from a single department are used to fulfill expectations in two different divisions, Stage One of the expectation will not be met since the courses draw from only five (rather than six) departments.
Depth is as important as breadth within the framework of a liberal arts education. While first-year students need to be mindful of prerequisites for certain majors, it is recommended that students explore a variety of intellectual interests and fields of study before settling into an area of specialization. Students should be wary of narrowing their academic choices prematurely and should not assume that a major determines a career or vice-versa (i.e., that one must major in Biology to become a doctor, or major in English to become a writer). Academic specialization ideally should combine a student's strengths and interests with a broad familiarity of the curriculum.
When exploring Wesleyan's academic offerings, students should be mindful of potential majors and the requirements for entry. The pathways to different majors vary widely, which is why it it important that students thoughtfully plan their programs of study during first two years to allow for exploration of potential majors while also making it possible to satisfy entrance requirements by the second semester of the sophomore year. Because some departments require students to complete multiple courses or obtain a minimum grade in certain courses for entry into the major, it is important to not delay this process. While it is true that some students do not discover their major interest until the third or even fourth semester of study, if a student has not completed major entry requirements by this time, major declaration will be difficult. With more thoughtful planning and targeted exploration during the first two years, students can better prepare themselves to declare a major in the fourth semester and be successful in balancing the completion of major requirements with other educational goals.
There are ten Essential Capabilities that the faculty have identified as fundamental to a liberal arts education. First-year students and sophomores should assess their abilities in these areas and strive to improve them.
Writing: The ability to write coherently and effectively. This skill implies the ability to reflect on the writing process and to choose a style, tone, and method of argumentation appropriate to the intended audience.
Speaking: The ability to speak clearly and effectively. This skill involves the ability to articulate and advocate for ideas, to listen, to express in words the nature and import of artistic works, and to participate effectively in public forums, choosing the level of discourse appropriate to the occasion.
Interpretation: The ability to understand, evaluate, and contextualize meaningful forms, including written texts, objects, practices, performances, and sites. This includes (but is not limited to) qualitative responses to subjects, whether in language or in a non-verbal artistic or scientific medium.
Quantitative Reasoning: The ability to understand and use numerical ideas and methods to describe and analyze quantifiable properties of the world. Quantitative reasoning involves skills such as making reliable measurements, using statistical reasoning, modeling empirical data, formulating mathematical descriptions and theories, and using mathematical techniques to explain data and predict outcomes.
Logical Reasoning: The ability to make, recognize, and assess logical arguments. This skill involves extracting or extending knowledge on the basis of existing knowledge through deductive inference and inductive reasoning.
Designing, Creating, and Realizing: The ability to design, create, and build. This skill might be demonstrated through scientific experimentation to realize a research endeavor, a theater or dance production, or creation of works such as a painting, a film, or a musical composition.
Ethical Reasoning: The ability to reflect on moral issues in the abstract and in historical narratives within particular traditions. Ethical reasoning is the ability to identify, assess, and develop ethical arguments from a variety of ethical positions.
Intercultural Literacy: The ability to understand diverse cultural formations in relation to their wider historical and social contexts and environments. Intercultural literacy also implies the ability to understand and respect another point of view. Study of a language not one's own, contemporary or classical, is central to this skill. The study of a language embedded in a different cultural context, whether in North America or abroad, may also contribute to this ability.
Information Literacy: The ability to locate, evaluate, and effectively use various sources of information for a specific purpose. Information literacy implies the ability to judge the relevance and reliability of information sources as well as to present a line of investigation in an appropriate format.
Effective Citizenship: The ability to analyze and develop informed opinions on the political and social life of one's local community, one's country, and the global community, and to engage in constructive action if appropriate. As with Intercultural Literacy, study abroad or in a different cultural context within North America may contribute to a firm grasp of this ability.
More information on the Essential Capabilities can be found at http://www.wesleyan.edu/wesleyanplanning/final/essential.html.
Advisors and advisees should be aware of Wesleyan's academic regulations and graduation requirements throughout the academic planning process. Each student must satisfy the requirements for the degree of Bachelor of Arts within eight semesters (32.00 total credits). The normal academic load is four credits in each semester. For regular promotion from semester to semester, students must satisfy the minimum credit requirements.
| Credit Pace for Graduation |
| Semester | Minimum | Expected |
| 1 | 2.00 | 4.00 |
| 2 | 6.00 | 8.00 |
| 3 | 10.00 | 12.00 |
| 4 | 14.00 | 16.00 |
| 5 | 18.00 | 20.00 |
| 6 | 22.00 | 24.00 |
| 7 | 26.00 | 28.00 |
| 8 | 32.00 | 32.00 |
A student must enroll in a minimum of 3.00 credits each semester. A student who plans a course schedule with fewer than 4.00 credits (but no less than 3.00 credits) needs the approval of his or her faculty advisor and class dean, since it could put them behind pace. A student who plans to enroll in 5.00 or more credits must have his or her faculty advisor increase the credit limit in the e-portfolio during the Drop/Add period. A student may not enroll in fewer than 3.00 credits.
A balanced academic program can help ensure academic success. Some students struggle with the rigors and time demands that a full course load entails at Wesleyan, which is why a balance of small and large classes mixing lecture and discussion formats, as well as courses drawn from across the curriculum that engage different types of skills (i.e., reading, writing, quantitative, artistic) can help prevent a schedule from becoming overwhelming.
It is also important to consider days of the week and times of the day when building a schedule. For some students, this is as important a consideration as the subject matter of their courses. Without sacrificing intellectual rigor or interest, students should be realistic about their class schedule and should strive to distribute courses across the week and throughout the day.
An ideal schedule, totally suited to an individual's temperament and habits, is often impossible, but personal scheduling considerations should enter into a student's deliberations when planning an academic program.
Prior to making course reservations, students should meet with their faculty advisors to discuss their academic plans. In addition to minimum credit expectations, students should work toward fulfilling Wesleyan's General Education Expectations and developing a wide academic base from which a choice of major may be thoughtfully made. They also should be encouraged to develop facility in writing, quantitative thinking, and foreign language as part of their preparation for more advanced work.
A student creates a course schedule in close consultation with the faculty advisor. The Wesleyan University pre-registration system is designed to facility this partnership. During the planning stage of pre-registration the student can explore the Wesleyan curriculum through WesMaps and create a plan. During a face-to-face meeting the plan is then discussed with the advisor who approves the course selections for inclusion in the scheduling algorithm. Once the scheduling program has been run the student still has an additional opportunity to make adjustments to his/her course schedule. Changes the student makes during the adjustment period are electronically reviewed and approved by the advisor.
Faculty advisors play a crucial role in helping students reconcile what are at times conflicting aims: the University's academic regulations, the desire for academic breadth, the requirement of specialization in a major program, the student's strengths and weaknesses, and the student's preferences and prejudices. The pre-registration period is an opportunity for students to consider and discuss their academic goals and interests, their short- and long-term curricular choices, and their understanding of Wesleyan's educational challenges and expectations.
One might think that academic planning is easier for sophomores than for first-year students. Sophomores are familiar with the course registration process and with departmental and program offerings, so they often seek out advisors only when signatures are needed or schedules need to be authorized. But familiarity with the Wesleyan system does not necessarily make this an easy year-in fact, for many students, the sophomore year is the most challenging.
Choosing a major--or majors--is a looming issue and many students are anxious about making the right choice. Some may know what they want, but are having difficulty meeting the prerequisites to enter the major. Others may be worried about getting into gateway courses, particularly in popular majors. Study abroad opportunities and Stage 1 General Education Expectations are also topics of concern. And some students find themselves feeling burnt out and need information about a leave of absence.
The sophomore year is about making decisions and making choices. Advisors can assist by helping students get accurate information about departmental majors and study away options; encouraging them to plan out their various academic programs over their remaining semesters; and helping them prioritize their academic goals if they cannot realistically do everything they want to in their undergraduate career.
The "sophomore slump" is a reality for many students. They are no longer new students but not yet part of a department or program, and can feel a bit lost as a result. By keeping the advising relationship active, advisors can help them see that this is a critical year for laying the groundwork for their academic goals. In addition, advisors should encourage students to consult the Credit Analysis and General Education reports in their portfolios. Reviewing these reports before registering for next semester's classes can spare students difficulty later in their undergraduate careers.
Most sophomore advisees will work with their advisors until the spring of the sophomore year, when they declare a major and identify a new faculty advisor in that department. Some sophomores are unable to declare a major in the second semester and will need to continue working with their pre-major advisor during that time. Typically these students have not yet met the requirements for entry into a particular major.
Wesleyan students declare a major during the second semester of sophomore year. The declaration deadline is timed so that students will have major preference during course registration for the subsequent semester. After declaring a major, the student begins working with a new faculty advisor in the chosen major department. A student who us unable to declare a major must file a Major Deferral form with his or her class dean by the major declaration deadline while continuing to work with the current faculty advisor.
Students receive a major declaration packet in early February with information about how to choose a major, a Major Acceptance card, and a schedule of departmental open house. These open houses are a great way for students to ask questions about major programs and entry requirements.
It is critical that students understand the requirements to enter a major and the requirements to complete the major. If a student cannot meet the departmental entry requirements, he or she may need to defer major declaration until the end of the sophomore year or even later. Students in this situation should make plans to declare an alternate major and make progress toward both majors simultaneously. It is important that students understand the importance of developing alternate major plans because, in some instances, it is not possible to gain admission to their first-choice major regardless of effort and interest. Students must complete their major requirements by the end of the eighth semester or they will not graduate.
More information about the major declaration process can be found at: http://www.wesleyan.edu/deans/major_declaration/.
Many students spend some portion of their undergraduate career studying at another university, either in the U.S. or abroad. Usually students choose to study elsewhere for all or part of the junior year and need to explore different program options and attend to application deadlines during the sophomore year.
Students wishing to study at a domestic college or university apply directly to that institution and request an academic leave of absence from Wesleyan. They receive transfer credit (CR) only for courses that are pre-approved by the appropriate Wesleyan departments. For more information on this process, students and advisors should consult the class dean.
A few domestic programs, including the Twelve-College Exchange, are handled by the Office of International Studies (OIS). A full listing of these programs, to which students may not directly apply, is available in the Student Handbook and on the OIS website. These programs are considered Non-Resident Study (NRS), and both credits and grades earned are transferred to Wesleyan.
Students wishing to study at non-U.S. universities should review the programs available at the Office of International Studies. Students can choose from Wesleyan-sponsored programs, which are administered wholly or in part by Wesleyan faculty, or Wesleyan-approved programs, which are run by other institutions but have been reviewed and approved by the University. Students wishing to participate in a program that is not sponsored or approved by Wesleyan must petition the Committee on International Studies. These programs are considered Non-Resident Study (NRS), and both credits and grades earned are transferred to Wesleyan.
Advisors and students should consult the OIS website for important information on the following:
- Application procedures and deadlines
- Foreign language requirements
- Credit toward graduation
- Credit toward completion of a major
- General Education Expectations
- Academic Good Standing and non-academic discipline
- Students who are not U.S. citizens
More information about study abroad can be found at http://www.wesleyan.edu/ois/.
The procedures of the Honor Board are intended to facilitate the determination of the facts in a case of a suspected Honor Code violation, to promote uniform handling of cases, and to protect the rights of participants in Honor Board proceedings. The following excerpts should be read in conjunction with the Code, which is the source of their authority. A full description is in the Student Handbook and at http://www.wesleyan.edu/acaf/policy/sc_honor_system.ctt.
Through the Clerk of the Honor Board, Lorna Scott (located in the Dean's Office), the Honor Board receives notice of a suspected violation. Notification is usually initiated by a member of the faculty or an administrator, but it may also be initiated by a student or by the suspected student him/herself. As soon as notice is received, the Board proceeds to gather as much documentation of the suspected violation as is available. Examination papers, term papers, reference sources and any other materials related to the incident are solicited from the instructor(s) and/or student(s) involved. When the circumstances of the suspected violation are unusual or complex, the instructor may be asked to provide a written description of the events that first aroused suspicion and an analysis of the apparent violation.
The Honor Board encourages members of the faculty to discuss possible violations with suspected students. The discussion may occur before or after notification of the Honor Board, but it should be emphasized that the Honor Board must be notified, either by the faculty member or by the student, if suspicion of a violation persists.
The Board views faculty witnesses primarily as experts who can aid the Board in understanding the nature of a suspected Code violation. The faculty member not only commands the "language" of the academic exercise, but also is most familiar with the conditions under which the exercise was to be performed. In addition, the faculty member can help the Board assess the seriousness of a violation by locating it in the context of the student's overall performance in the course.
It is important to emphasize that the Board does not expect faculty witnesses who have brought a case to the Board's attention to persuade the Board that a violation has occurred or that the student charged with the violation actually committed it. In short, the faculty member who alerts the Board to a possible violation is viewed not as an adversary of the suspected student, but rather as a concerned member of the community who is discharging his or her obligation to the Honor System.
Hearings are held by the full Board, which consists of four students, with the Dean of the College or designee as an advisor. Honor Board procedures have traditionally been kept simple and flexible, so as to reduce the emotional stress that the hearing may engender, and to encourage all participants, including the suspected student, to cooperate actively with the Board in determining whether the student has committed a violation of the Code.
A finding of an Honor Code violation is reported routinely to the Dean of the College and remains a part of the student's non-academic record for six years following the violation. A conviction may therefore have a significant impact on any evaluation of character and academic behavior that a student might request from the Dean's Office.
If a student is found in violation, the following sanctions are available to the Honor Board
:
- Letter of censure
- Discounting an exercise or a portion thereof
- Assignment of a failing grade for the exercise in question
- Assignment of a lower, but passing grade for the course
- Assignment of a failing grade for the course
- Suspension for a period not exceeding one year
- Expulsion, which requires an absence of at least one year and an application for readmission
- Dismissal, which denies the privilege of readmission
A recommendation of suspension, expulsion, or dismissal has, in recent years, been accompanied by a recommendation of a failing grade in the course.
In addition to recommending these penalties, the Board may require a student to perform activities designed to foster a fuller appreciation of the Code. For instance, students may be required to rewrite papers or to discuss the Code with members of the Board, a faculty member, or a dean.
The Honor Board has consistently recommended dismissal for a second violation of the Code.
Summary reports of Honor Board cases are prepared for the Dean of the College and the Board files. Case summaries since Fall 2000, omitting the names of the individuals involved, are available online at http://www.wesleyan.edu/deans/hbsummaries.html.
|
