Academic Advising Handbook Cheyney University of Pennsylvania Sponsored by

Academic Advising Handbook
Sponsored by
The Department of Guidance and Counseling, Office of
General Education, and CATLA
Cheyney University of Pennsylvania
January 2011
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© 2010
By
The Department of Guidance and Counseling, Office of General Education, and CATLA
Cheyney University of Pennsylvania
Cheyney, Pennsylvania 19319
All rights reserved. Except for reasonable use at Cheyney University of Pennsylvania, no part of
this document may be reproduced in any manner whatsoever without written permission from
the copyright owner.
To acquire, contact:
Cheyney University of Pennsylvania
Department of Guidance and Counseling
1837 University Circle
P.O. Box 200
Cheyney, PA 19319-0200
Phone – (610) 399-2281; Fax – (610) 399-2608
Printing Date: January, 2011
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Cheyney University of Pennsylvania
Academic Advising Handbook
TABLE OF CONTENTS
DRAFT
1. Purpose
a. Student Advisement
2. Goals of the Advising Process
3. Roles in the Advising Process
a. Faculty Advisor
b. Student Advisee
c. Department Chair
4. Overview of the Advising Process
a. Student Advisement
b. 5th Week Progress Report
Advising Regarding the Registration Process
c. Registration Steps
d. Fall Registration
e. Spring Registration
f. Summer Registration
-Application for Host Institution Attendance
Faculty Advising Log
Advisement Folders
Advising Cycles
g. Cycle One: Fall 9th Week Advisement
-Semester Specific Courses
h. Cycle Two: Spring 9th Week Advisement
5. Power Campus Self Service Policy
6. Advising Categories for Students (based on credits earned)
a. Advising Freshmen Students
b. Advising Sophomore Students
c. Advising Junior Students
d. Advising Senior Students
7. Advising Regarding Requirements
a. General Education Requirements
b. Major Requirements
c. Free Electives Requirements
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d. Academic Minors
e. Graduation Requirements
8. Advising Special Populations
a. Act 101
b. Student Athletes
c. Band Members
d. Keystone Honors
e. BEAMS
f. Choir students
g. Non-traditional students
-Advising Returning Students
-Advising Transfer Students (declared and undeclared)
9. Overview of Advising Strategies
a. Academic Standing
b. Academic Amnesty
c. Administrative Add/Drop Period
d. Administrative Withdrawal
e. Anticipation for Graduation Form/Policy
f. Application to Participate in Commencement Activities
g. Course Repeat Policy
h. Course Substitutions and Course Equivalency
i. Credit Overload
j. Distance Education courses and hybrids
k. Double Major
l. Double Minors
m. Excessive Credits
n. Grade Changes/Disputes
o. Grade Definitions
p. Grade Point Average Calculation
q. Graduating with Honors
r. Graduation Requirements
s. Incomplete Grades
t. International Students
u. Online courses
v. Review of Mid-Term Grades
w. Simultaneous Degrees
x. Student not listed on record as an advisee
y. Process for student not listed on record as an advisee
z. Transfer Credits
10. Additional Services for Students
a. Department of Guidance and Counseling
b. Academic Success Center (ASC)
c. Career Services
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11. Appendix
Appendix 1 – General Education Requirements
Semester by Semester General Education Requirements
Appendix 2 – Sample curriculum worksheet for BA and BS degree
Appendix 3 –Sample appointment sheet for students to request to meet with their advisor during
the advising cycles
Appendix 4 – Sample „Semester by Semester‟ Curriculum Guide containing only Gen Ed
Courses
Appendix 5 – All curriculum worksheets for CU degrees offered
Appendix 6 – All curriculum worksheets for CU minors offered
Appendix 7 – Departmental Contact Information
Cheyney University of Pennsylvania
Academic Advising Handbook
Sponsored by CATLA, General Education Program and Guidance and Counseling
Purpose
Under the Article 12, “PERFORMANCE REVIEW AND EVALUATION OF FACULTY”,
Section B.1. of the APSCUF CBA, faculty members are evaluated on three criteria; effective
teaching and fulfillment of professional responsibilities, continuing scholarly growth, and
service: contribution to the University and/or community (18).
The quality of student advisement is one of the indicators of effective teaching and fulfillment of
professional responsibilities (APSCUF CBA 18). However, evidence of it is either frequently
overlooked when evaluating faculty or underreported when applying for departmental
evaluation, tenure, and promotion. This could be a result of the confidence level of faculty
members in their academic advising abilities.
One of the purposes of the academic advising handbook is to provide faculty with greater
confidence in their roles and duties of academic advising. Through the use of the academic
advisement handbook best practices and proven academic advising strategies can be used by the
university community. This handbook will also provide new and continuing faculty with a
unified advising system.
Our goal is for you as a faculty member to feel confident that you are consistently serving our
advisees with best practices in academic advising.
Disclaimer: The Cheyney University of Pennsylvania Academic Advising Handbook is
intended to serve as a reference tool for faculty. The authors of this handbook cannot be held
accountable for misuse or misinterpretation. This handbook is intended to serve as a model,
framework and resource to aid faculty in academic advising.
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Student Advisement
As noted earlier, all academic faculty members are expected to assist students through regular
academic advisement. Good advisement takes into account the students‟ major area of
concentration as well as related areas which might benefit or complement the students‟ major
areas of concentration; therefore, faculty members are encouraged to review all possible general
education requirements and electives to suggest those most appropriate to the students‟ goals and
major. Faculty members are required to meet with their advisees twice a semester to ensure that
all of their advisees meet the requirements for graduation successfully and in a timely fashion.
This handbook is intended to be a useful advisement tool for all faculty members. The
information regarding the advising process, role of faculty advisers, etc. is derived from the
School of Education Student Advisement Handbook and the Cheyney University Faculty
Handbook in addition to best practices used by the Department of Guidance and Counseling.
Goals of the Advising Process
The advising process is designed to help students to:
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Identify and achieve their academic goals.
Develop their intellectual curiosity.
Take advantage of their educational opportunities.
Become self-directed learners.
Research shows that effective academic advising requires a partnership between the advisee and
adviser. Among other things, an effective adviser helps advisees:
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Plan their academic programs.
Select appropriate extracurricular activities.
Identify internships and summer work experiences.
Develop goals suitable to their interests and abilities.
Attain their personal and professional goals (School of Education “Advising
Handbook” 6).
Roles in the Advising Process
The Function of the Faculty Advisor
A faculty advisor is a full-time faculty member who has been assigned to help students to
successfully accomplish their academic goals. A faculty advisor also assists with the planning of
an academic plan that leads to a successful graduation. A faculty advisor monitors the academic
progress of students in their major, transfer students, conditional students, students who are
undecided about their major and special needs students. A faculty advisor assists students in
developing a class schedule.
The function of a faculty advisor is to provide assistance and advice to students on selecting:
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Course offerings, a major and a program of study
Career choices
Class schedule
Graduate school
The faculty advisor‟s role in the advising process is to:
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Become familiar with the University‟s requirements as stated in the catalog and
curriculum worksheets.
Assist students in meeting and planning their educational goals and course
schedule.
Notify advisees of classes that are required in their chosen program of study.
Help students in developing and using effective study techniques to enhance
learning.
Understand the major and general education curricula
Assist students in planning their course schedule.
Understand the advising process.
Provide verifiable evidence of advisement
Create an advisement folder for each advisee.
Refer students to the appropriate resources as needed (i.e. Academic Success
Center for tutoring, Guidance and Counseling for counseling concerns)
Hold appropriate office hours.
The Function of the Student Advisee in the Advising Process
The student advisee‟s role in the academic advising process is to:
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Set clear academic and career goals that are right for you.
Assume final responsibility for course scheduling, program and planning and the
completion of graduation requirements.
Ensure that they are able to register
Become familiar with the specific requirements for the major/minor.
Meet their advisor the required two times a semester (and as often as needed) to
discuss his or her progress.
Consult with their advisor regarding their major course of study and career choices,
course sequencing and selection of courses.
Connect with their advisor early in their college career.
Schedule a minimum of two or three conferences each semester.
Students benefit from the advising process in the following ways:
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Research course descriptions about classes.
Understand the University‟s requirements and regulations.
Choose or change majors effectively.
Plan balanced course loads.
Plan for graduation, career opportunities and graduate school.
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Be successful and graduate in a timely manner.
Know when to add or drop a course.
The Function of the Department Chairperson in the Advising Process
The department chairperson‟s role in the advising process is to:
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Maintain a current list of advisees and advisors.
Assign faculty advisors for each student in the department.
Maintain an update of withdrawal from the majors (change of major form)
Maintain files on each advisee (School of Education “Advising Handbook” 6-8).
Advise transfer students with majors in the department
Evaluate transcripts for transferable credits and course substitutions
Advising Regarding the Registration Process
Students are expected to register on the Registration Dates designated in the University‟s
Academic Calendar. Each academic year the Office of the Registrar (x2225, Wade Wilson
Administration Building, registrar@cheyney.edu) is responsible for creating, advertising, and
implementing the semester registration policy. The Office of the Registrar posts registration
information on the university‟s web site and television station, and distributes fliers to students
and faculty. Returning students must complete five or six steps to register for the next semester
(see Table 3.3).
Table 3.3 Registration Steps (derived from the Office of Registrar’s Registration Tips)
STEP I
Student should apply for Financial Aid (x2302, Burleigh Hall,
financialaid@cheyney.edu). Note: Aid is awarded on a first come first serve basis.
STEP II
Students should meet with their academic advisor for advisement and to receive
authorization to input courses for the semester via IQ-Web. Advisors are assigned by the
Department Chairperson of a student‟s selected major.
STEP III
Students should roster for the upcoming semester. Students should check the
University‟s online registration system, IQ-Web, to ensure their passwords function
properly. Students who need assistance in obtaining access or wish to register for classes,
with an approved schedule, may attend one of the IQ-Web workshops. Note: students
must be registered for classes in order to be cleared.
STEP IV
Students must clear all stops on their accounts. The business office will not process
students for clearance if they have stops on their accounts. Students should contact the
Bursar‟s Office (x2230, Burleigh Hall, bursar@cheyney.edu) if they need assistance.
Additionally; students may be required to visit the Health Center to update their records
(x2260, McKnight-Rogers Building, healthcenter@cheyney.edu).
STEP V
If a student has sufficient aid, he/she may clear his/her account by emailing a clearance
request to the Bursar‟s Office, bursar@cheyney.edu, during the designated time period.
The clearance request must include the student‟s name, student identification number,
residence status (commuter or residence hall) and meal plan, if applicable. All residence
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students who do not identify a meal plan will be given and charged for a 19 meal plan.
Students also may request book vouchers if they have credit on their accounts. Note:
Only the business office can clear students. Secondly, the University will drop the
registered classes of all students who have not cleared by at beginning of the semester.
STEP VI
Residence Hall students must be cleared prior to moving into the Residence Halls (x2243,
Burleigh Hall, residencelife@cheyney.edu). Only cleared students may move into their
assigned Residence Hall at designated times. Public Safety (x2405, Humphrey‟s Annex,
police@cheyney.edu) will also be open for identification card updates prior to the
beginning of the semester.
NOTE: A late fee of $100.00 will be charged for students not registered and cleared by
the first day of the semester.(Cheyney University web site)
Faculty’s Advising Log
The faculty advisor is expected to maintain an advising log for each advisee. The purpose of the
advising log is to maintain a record of the advisees that have been advised during each cycle
(School of Education “Advising Handbook” 10).
Advisement Folders
The faculty adviser or department secretary should maintain an “Advisement Folder” hardcopy
or electronic version for each student advisee. The folder may contain the following items.
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The Curriculum Worksheet for the student‟s Program of Study (available in the
respective academic department office and online in the declared major degree
program)
Unofficial Transcript of the Student (available online from Power Campus)
Declaration of Major Form (a copy is available in the respective academic department
office, the original is stored in the Office of the Registrar)
Class Schedule (available online from Power Campus)
Transfer Evaluation Form (a copy is available in the respective academic department
office, the original is stored in the Office of the Registrar)
Change of Grade Request (a copy is available in the respective academic department
office, the original is stored in the Office of the Registrar)
Add/Drop Forms (copies are available in the respective academic department office,
originals are stored in the Office of the Registrar)
Requests for Independent Study (copies are available in the respective academic
department office, originals are stored in the Office of the Registrar)
Application for Graduation (one copy is available in the respective academic
department , another copy is stored in the respective dean‟s office, the original is
stored in the Office of the Registrar)
Advisement Logs
Miscellaneous Documents (School of Education “Advising Handbook” 8).
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Advising Cycles
One of the essential roles of the faculty advisor is to properly assist students in the registration
process. Advisees are expected to participate in three cycles of advisement. The advising
process is implemented in the following cycles each semester.
Cycle One: Beginning of the Fall and Spring Semesters
Advisors and advisees should attempt to meet by the end of the second week of classes
to:
#1 Review the transcript and grades from the previous semester.
#2 Create, revise, modify or leave unchanged the pre-registration
schedule.
#3 Discuss the advisees‟ goals, objectives and career plans.
#4 Pre-register for the next semester or summer school.
#8 Notify advisees of classes that are required, and when the classes are offered.
Other:_________________________________________________.
Cycle Two: End of the Fall and Spring Semesters
Advisers and advisees should meet 8 or 9 weeks into the semester to:
#1
#2
#3
Review Mid-Term Grades
Discuss the Advisees academic progress and performance in the current
semester‟s classes; create a contingency plan if possible or needed
Determine if the advisee has pre-registered for the next semester
and make corrections as needed.
Check on the advisees progress.
Determine any concerns that the advisee has regarding the final
requirements for the class and the final examination (School of
Education “Advising Handbook” 8-9).
Faculty members should meet with their respective advisees at least twice during each semester.
Faculty members also should encourage their advisees to use their assigned Cheyney University
email addresses to facilitate communication.
We need a section somewhere to show faculty members how to use the Powercampus. How to
clear, manage advisee, authorize advisees, search the catalog,
Power Campus Self Service Policy
Students and Faculty can use Power Campus Self Service to access and update the information
on record in the Power Campus Database.
Faculty: Using the web browser, faculty can search course sections, course catalog setup
courses to keep record of course activities, update personal information, review students list,
enter grades and advise students. All information for Faculty is located in the user guide for
Faculty located in the Office of the Registrar and on Cheyney Website (www.cheyney.edu)
Students: Using the web browser, students can search course sections, course catalog, view
class information, update personal information, register for class, view grades, view unofficial
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transcripts also view financial information. All information for Students is located in the user
guide for Students located in the Office of the Registrar and on Cheyney Website
(www.cheyney.edu).
All training & troubleshooting for Self-Service is provided by the Office of the Registrar
Additional information, including login instructions is available on the Office of the Registrar
website.
Advising Categories for Students
Students are advised according to their status, i.e.: new students, returning students and transfer
students.
Advising First-Year Students: The Department of Guidance and Counseling (G & C)
advises first-year students, Keystone Honors, BEAMS and other special populations in
addition to transfer students and students that are readmitted into the university.
Students accepted in to the university attend a new Student Orientation and receive
placement testing in English, math and reading. Based on these test scores G & C faculty
roster students with a combination of courses taking into consideration students intended
major and electives preferences.
G & C faculty work with first year students as their Freshman Seminar instructor each
semester during their first year of studies. The Freshman Seminar instructor serves as their
faculty advisor until the student formally declares their major. Students are strongly
encouraged to declare their major during their second semester. The student will
continue to work jointly with their advisor in their major and their Freshman Seminar
instructor until the end of their first year is completed.
At the end of the first semester students are advised and then instructed on how to register for
classes within the Power Campus Self Service System. In addition the Freshman Seminar
courses teach students how to choose a major, research careers and focus on other skills
needed to be successful in college.
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If a first-year student has selected a major, he/she will be assigned a faculty
advisor by the respective department chairperson. The student should meet with
their advisor to discuss program goals as soon as possible. The faculty advisor
will assist the advisee in developing a class schedule. The advisee is ready to
continue the registration process.
If a first-year student is undecided about a major, he/she will be assigned an
advisor in the Department of Guidance and Counseling. The advisor assists the
student in developing a class schedule. The student is now ready to continue with
the registration process.
Advising Returning Students: Returning students are those students who have completed at
least one semester at Cheyney University.
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If a returning student has selected a major, he/she meets with their advisor to
develop a class schedule. Generally the returning student is advised within
the Department of Guidance and Counseling if the student‟s withdrawal and
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return was based on poor academic performance. The student is now ready to
continue the registration.
If a returning student is undecided about a major, he/she should report to the
Department of Guidance and Counseling and research/explore possible career
options. The student is now ready to continue the registration process.
If a returning student wants to change his/her major, they should report to
his/her previously assigned advisor who evaluates the transcript and sends the
student to the Chairperson of the department of the new academic program to
be assigned to an advisor. The new advisor will assist the students in
developing a class schedule. The student is ready to continue the registration
process.
Advising Transfer Students: Transfer students are those students who have completed
course work at an accredited institution with an overall academic average of “C” or better.
Applicants must submit an official transcript from each institution previously attended. A
transfer student who has fewer than 30 credits must submit an official high school transcript
showing the date of graduation. The Department of Guidance and Counseling advises these
students and assists them in registering for their first semester of study. The student is then
advised to declare their major and get assigned to an advisor within their Program of Study.
In addition, each transfer student must meet with the chairperson of the department of
his/her academic degree program for a transcript evaluation prior to being assigned a
faculty advisor
 If a transfer student has selected a major, he/she must meet with the
department chairperson or the chairperson‟s designee who evaluates a copy of
his/her official transcript. Note: the Office of the Registrar is responsible for
forwarding a copy of the official transcript to the chairperson. The chairperson
will then assign the student a faculty advisor who will inform the student of
the courses that are needed to develop a class schedule. The student is now
ready to continue the registration process.
 If a transfer student is undecided about a major, he/she should meet with an
advisor within the Department of Guidance and Counseling. This Office is
located in DSS 251. The office‟s phone number is 610-399-2281. A faculty
member within the department will assist the student in selecting a major and
may help with developing a class schedule. The student is now ready to
continue the registration process (School of Education “Advising Handbook”
9-10).
Advising Regarding Requirements
In advising students, advisors and advisees must be aware of the curriculum requirements,
general education courses, college courses and major requirements.
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Curriculum Requirements: Students are required to complete general education courses,
major core courses and graduation requirements outlined in their Program of Study
Curriculum Worksheet in effect at the time the student is admitted.
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Major Requirements: The major requirements are determined by eachdepartment to
ensure that the students acquire a sound understanding of their chosen discipline. Some
majors have additional requirements necessary for certification or accreditation as
prescribed by external agencies or accrediting groups (School of Education “Advising
Handbook” 11). Major requirements are typically either 39 credits for a BA or 60 credits
for a BS
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Free Electives Requirements: Free electives can be taken at the sole discretion of the
student. Depending on the student‟s degree program, a student typically either has 30 free
electives if enrolled in an BA program or 9 free electives if enrolled in a BS program.
Students are strongly encouraged to use free electives to explore other academic interest,
pursue an academic minor, or towards a double major. In rare occurrences, a student may
have to fulfill one or more of their intensive requirements through their free electives.
Advising Regarding Graduation and Graduation Audit
At the beginning of each semester, the Registrar sends a list of students by majors who have 90
credit hours and a copy of the student‟s transcript to the Department Chairs. Although the senior
audit officially begins when a student has earned 90 credit hours, Cheyney University students
are required to review their transcript with their adviser. Unless a student changes majors or
advisers, both the student and faculty adviser should have about three years to become familiar
with the requirements for graduations. The senior audit, which is reviewed at 90 credit hours,
requires the registrar to review the student‟s transcript to determine the credit hours that can be
applied towards graduation in the specified major (School of Education “Advising Handbook”
14).
The successful completion of a graduation audit requires the following process.
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When it is determined that students are ready to graduate, they meet with their
faculty adviser to undergo a degree audit.
Faculty adviser submits a signed copy of An Anticipation of Graduation Form to
the Department Chair along with a copy of the student‟s unofficial transcript and
a Course Sequence Sheet.
The Course Sequence Sheet contains a list of courses, with the grades and credit
hours that the advisee has completed.
The Department Chair reviews the Anticipation of Graduation Form, signs it and
submits it to the appropriate Dean and the Office of the Registrar.
The Registrar either signs the Anticipation of Graduation Form with or without
consultation with the Department Chair or sends the modified or unmodified form
to the Office of the appropriate Dean.
The Dean either signs the Anticipation of Graduation Form or returns the form to
the Department Chair for modification.
The Department Chair and the faculty adviser inform the students of the status of
the audit.
The student and the faculty adviser meet to discuss the Anticipation of Graduation
Form requirements and the student signs the form (School of Education
“Advising Handbook” 14-15).
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Advisors and chairpersons must complete the Anticipation of Graduation Forms two semesters
before a student expects to graduate. For example, the Anticipation of Graduation Forms for
May graduates are due in September of the previous year. Consequently, the prospective
graduate, faculty adviser, department chairperson, dean and staff members in the Office of the
Registrar have an opportunity to conduct a degree audit and make modifications prior to the
student‟s final semester. Note: The deadlines for submitting Anticipation of Graduation Forms
to the Office of the Registrar are posted on the university‟s academic calendar.
Advising Special Populations
Act 101
ACT 101 Program
The Act 101 Program provides academic support including academic
advising, personal counseling, tutorial services, and special activities to low-income
students from Pennsylvania who did not perform at their highest level in high school or on
the SAT or ACT tests. The Act 101 Leadership Program is for students who are highly
motivated to succeed at Cheyney University and have the capacity to successfully
progress through the academic curriculum to graduation.
Student Athletes
Band Members
Keystone Honors
BEAMS
Choir students
Non-traditional students
-Advising Returning Students
-Advising Transfer Students (declared and undeclared)
Overview of Advising Strategies
Academic Standing
As an academic advisor, it is important to attend to the academic standing of your advisees. An
undergraduate is considered to be in Good Academic Standing if the student„s cumulative GPA
is greater than or equal to 2.0. Each semester that an undergraduate‟s cumulative GPA falls
below a 2.0, they are not considered to be in good academic standing and their transcripts will
clearly indicate which of the four forms of the academic standing they are in. The first time that a
student‟s cumulative GPA is below a 2.0, they will be placed on Academic Notification. The
second time that a student‟s cumulative GPA is below a 2.0, they will be placed on Academic
Warning. The third time that a student‟s cumulative GPA is below a 2.0, they will be placed on
Academic Probation. Students on Academic Probation may not register for more than 14 credit
hours the following semester that they attend the university. The fourth time that a student‟s
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cumulative GPA is below a 2.0, they will be placed on Academic Dismissal and are dismissed
(i.e., expelled) from the University permanently.
The best way for an undergraduate to increase their GPA and to regain good Academic Standing
is to retake and pass one or more classes that they failed and to receive a passing grade. The
greater the discrepancy between the quality points received when retaking a course the greater
the change in their GPA. As an academic advisor, please keep in mind that a student‟s first
priority should always be to progress through their curriculum to graduate in a timely manner.
Retaking courses does not aid the student in accumulating the total number of credits needed to
graduate. Please also see the Course Repeat Policy.
Academic Amnesty
An applicant reapplying to Cheyney University after a hiatus of 3 or more years may be eligible
and/or request academic amnesty, or grade deletion. Academic Amnesty is a one-time
irrevocable request in which all pre-amnesty courses will remain on the student„s transcript with
the original grade and an asterisk. They will receive credit for courses completed pre-amnesty;
however, the corresponding quality points will not be used to calculate the students cumulative
GPA. As a result, the student can return to the University and begin to establish a new GPA that
is not impacted by their pre-amnesty academic performance. Pre-amnesty courses with a grade of
C or better may satisfy the current general education requirements in place when readmitted,
major or minor requirements in place when readmitted (at the discretion of the hosting
department), or free electives.
Since Academic Amnesty must be requested when be requested when reapplying to the
University, it may prove useful to inform a student that is not in good academic standing or that
has recently been expelled of this policy. More detailed information about this policy and can be
found online or from the Office of the Registrar.
Administrative Add/Drop Period
Administrative Withdrawal
Anticipation for Graduation Form/Policy
When a student approaches graduation, they must complete an Undergraduate Anticipation of
Graduation Form. The form can be found on the Registrar‟s Office portion of the University
website (http://www.cheyney.edu/registrar/index.cfm; see also the Appendix). Completion of the
Undergraduate Anticipation of Graduation Form should be initiated by either the advisee or the
advisor. The advisor must ensure that all graduation requirements are satisfied and the completed
form, with an unofficial transcript and curriculum worksheet are submitted to the department for
subsequent review and approval from the Chair.
Prior to a student‟s name being added to the Prospective Graduation List by the Registrar, the
following steps must be completed:
 The Student must initiate the completion of the Form with their academic advisor.
 The Advisor must sign and submit a completed Form to the Department Chair.
 The Department Chair must review, sign, and submit the proposal to the area Dean.
 The Dean must review, sign, and submit the proposal to the Office of the Registrar.
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If a student‟s name is not listed on the Prospective Graduation List, it may be due to continued
review or processing delays at any of the steps/campus entities listed above. The list is updated
several times as graduation approaches; as a result, a missing student‟s name may appear on a
later version of the list. If the student or advisor decides to investigate why a name is absent from
the Prospective Graduation List, it is useful to pursue information from the offices/entities in the
order illustrated above.
Application to Participate in Commencement Activities
Commencement exercises occur once a year, after the end of the spring semester. If a student has
six or less credit hours of graduation requirements incomplete at the time of commencement,
they may be able to participate in commencement activities. This student must submit a
completed Application to Participate in Commencement Activities form, according to the dates
listed in the academic calendar, and provide evidence of financial clearance, an unofficial
transcript, and a new Undergraduate Anticipation of Graduation Form. The form can be found on
the Registrar‟s Office portion of the University website
(http://www.cheyney.edu/registrar/index.cfm).
Students who have participated in Commencement exercises update and submit an anticipation
of graduation application upon completion of the remaining required course work.
Course Repeat Policy
It is important to urge advisees to repeat courses with discretion. A successful repeat is when a
student enrolls in and receives a grade in the same course more than once. A withdrawal with
from a class (WC) is not considered a repeat.
Undergraduate students are only permitted a maximum of five repeats throughout their college
career. In addition, a single course can only be repeated a maximum of three times.
Students cannot repeat a class in which they receive a grade of C or better. Finally, the most
recent grade (regardless of whether it is higher or lower) will be the grade used for the GPA
calculation.
Course Substitutions and Course Equivalency
Credit Overload
Distance Education courses and hybrids
Double Major. Students that are able to satisfy the requirements of two majors in less than 150
credit hours can obtain a double-major. If the two completed majors bear different degree
designations (e.g., B.A. in Psychology and B.S. in Graphic Design), the student will have the
option to select the degree designation that appears on the transcript and diploma.
Double Minors
Excessive Credits
A full-time semester for undergraduate students is 12–18 credits; for graduate students it is 6–12
credits. Undergraduate and graduate students wishing to enroll in additional credits must obtain
approval from the college dean. Approval is based on review of various criteria, such as current
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grade point average, total courses, and specific conditions. Applications for Approval of Excess
Credit must be completed and submitted through the Provost Office.
Grade Changes/Disputes
Situations may arise in which an advisee voices a disagreement with a grade received by one or
more instructors. For this reason and other, it is always helpful to inform your advisees to keep
records or evidence of grades and the syllabus for all courses that they enroll in. In such a
situation, it is always helpful to have your advisee gather as much evidence/records that they can
to support a rationale for their dispute.
Student. The first step in resolving such a dispute with an advisee is to suggest that the student
review the course syllabus to determine how their grade was calculated. They may need your
assistance in doing this task and to be reminded that the syllabus is a binding contract between
the student and the instructor. If the student is still not satisfied with their grade, the second step
is for the student to meet with the instructor to discuss their received grade. Faculty are expected
to keep records of their grades and as a professional courtesy should meet with your advisee to
assists them in understanding how they arrived at their received grade. The third step is to for the
advisee to complete a Grade Appeal form and submit it for review to the Academic Affairs
Council (AAC).
Academic Advisor. The academic advisor should review and sign the completed Grade Appeal
Form prior to their student submitting it to the Academic Affairs Council (AAC). It is strongly
encouraged that you do not sign Grade Appeal form without carefully evaluating whether you
support the argument prepared by your advisor and/or the action requested in the appeal. Please
realize that signing your signature that you either approve or disapprove with the contents
relayed in the Grade Appeal Form does not prevent the appeal from being reviewed at the AAC;
however, it is viewed by the Council as an indication of your professional credibility.
It is also helpful to ensure that your advisee answers the questions effectively and provides as
much information as possible to support their grade appeal. It may also prove useful to inform
the student that the AAC cannot change a grade; however, that the Council can recommend that
the instructor revisit and/or reconsider a submitted grade. It is also important that grade appeal
forms are submitted quickly, as grade changes can only be submitted for up to one academic
calendar year of receiving their final grade if consistently enrolled at the University.
Grades/Credit Value/Quality Points
The grade definitions for grades used at Cheyney University are as follows:
Grade Definition
Credit Value Credit
Attempt
A
Excellent (90-100 of total credit
Yes
Yes
earned)
B
Good (80-89)
Yes
Yes
C
Satisfactory (70-79)
Yes
Yes
D
Passing (60-69)
Yes
Yes
F
Failure (up to 59)
Yes
Yes
I
Incomplete (More than half course
complete and passing)
No
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Yes
Point Value
4
3
2
1
0/No point
value
0/No point
value
AW
Administrative Withdrawal
Yes
Yes
CR
Transfer Credit
Yes
No
WC
Withdrawal from a Course
No
Yes
W
Withdrawal from University
No
No
AU
Audit
No
No
Repeated Course
No
Yes
[A-F]
No point
value
No point
value
No point
value
No point
value
No point
value
See A-F
above
Grade Point Average Calculation
The four-point system is used in computing the grade-point average (GPA) of all students. Under
this system, a students‟ grade point average is calculated by dividing their quality points by the
attempted credits. Attempted credits are frequently totaled across the total number of attempted
credits in a particular semester, their total attempted credits at the University (i.e., for a
cumulative GPA), or the total attempted credits that define a curriculum (i.e., for a major or
minor GPA). The received quality points for each completed course are calculated by
multiplying the Point Value of the grade received (see the xxz Table) by the Credit Value of that
course, as depicted below in xyz Table.
An example of how to calculate the grade point average (GPA) is as follows:
Course
Grade
1st Course
2nd Course
3rd Course
4th Course
5th Course
A
B
C
D
F
Point
Value
4
3
2
1
0
X Credit Value
= Quality Points
x
x
x
x
x
∑
=
=
=
=
=
∑
1
2
3
3
3
12 (Attempted Credits)
4
6
6
3
0
19 (Quality Points)
The GPA is calculated by dividing the total quality points by the total attempted credits. The
resulting GPA for the courses depicted above is a 1.58. Please note that upon graduating with a
baccalaureate degree that a student‟s GPA is fixed and additional courses completed will be used
to establish a new GPA for a second degree.
Graduating with Honors. To graduate with honors, a student must meet all of the requirements
established for one of the categories of honors recognized by the University: Summa Cum
Laude, Magna Cum Laude, or Cum Laude.
To graduate with Summa Cum Laude, the student must complete a minimum of 75 credit hours
of their coursework at Cheyney University with a grade point average of 3.75 or higher. Life
experience credit, credit by examination, and transfer credits may not be included in the
required 120 semester hours.
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To graduate with Magna Cum Laude, the student must complete a minimum of 60 credit hours
of their coursework at Cheyney University and graduate with cumulative GPA between 3.50 –
3.74 (or higher).
To graduate with Cum Laude, the student must complete a minimum of 60 credit hours of their
coursework at Cheyney University and graduate with cumulative GPA between 3.25 – 3.49.
Graduation Requirements
Students enrolled in baccalaureate degree programs are required to successfully complete the
entire General Education curriculum (51 credits), entire major curriculum (up to 60 credits), and
obtain a minimum 120 credit hours. Some programs may require more than the 120 credits; refer
to program requirements for additional information. The following development/remedial
courses do not count towards the minimum 120 credit hours: ERE 001, HEN 011, MAT 001
and/or MAT 002.
At the time of graduation, the students must meet or exceed the university minimum requirement
of a cumulative GPA of 2.00 as well as the major minimum requirement. All first baccalaureate
degree students will take at least 30 of their last 45 credits and at least 50% of their major credits
at Cheyney University.
Incomplete Grades
A student who has received an incomplete grade in a course must make an arrangement with the
instructor outlining what is required to complete the course. The student complete all remaining
coursework and the professor must submit an Grade change form to the Office of the
Registrar with student„s appropriate grade by the end of the 10th week of the subsequent regular
semester that the student is enrolled.
If the Grade Change Form is not received by the end of the 10th week of the
next subsequent regular semester the grade will change to and be permanently recorded as an F
on the student„s transcript.
International Students
Online courses
Review of Mid-Term Grades
Mid-term grades are used as a mid-term marker to assess progress of each undergraduate
student for advisement and planning. They should be entered into Powercampus Self-Service
(see for PSS more information) in the 8th week of the fall and spring semester by all instructors at
the University. Instructors enter mid-term markers of either an “S” or “U” corresponding to
satisfactory or unsatisfactory performance in the class to date, respectively. During Advising
Week, traditionally scheduled for the 9th week of the fall and spring semesters (see AW),
academic advisors should review mid-term grades with each of their advisees.
Reviewing mid-term grades with your advisees can serve the following functions:
 Requests that advisees discuss unsatisfactory marks with all corresponding
instructors.
 Establish contingency plans incase students fail courses with unsatisfactory marks.
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

Permit the student to withdrawal from a course (WC).
Permit the student to reduce course load to maximize success in the Gen Ed core.
Simultaneous Degrees. Students that are able to satisfy the requirements of two majors in more
than 150 credit hours can obtain a double-major. To receive simultaneous degrees from the
University, the student must
Upon completing the required credits, the student will receive….
Process for student not listed on record as an advisee
Transfer Credits
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Additional Services for Students
Department of Guidance and Counseling
The Department of Guidance and Counseling is designed to promote, enhance and facilitate
the educational experiences of Cheyney University students by improving their personal, social,
academic, and career development. Enhanced performance and growth evolves through their
exposure to a variety of counseling, educational and occupational assessments offered within
the department. The primary purpose of the department is to teach students how to successfully
navigate in a college environment. We create and support proactive programs that help
students to stimulate their intellectual growth, maximize their personal potential and make their
college years a productive and meaningful experience. The department seeks to provide
students with adaptive skills that prepare them to become productive citizens in their personal
lives, in their professional careers and in their communities
The following programs and services are part of the Department of Guidance and Counseling:
Freshman Seminar-is a two-semester sequence of courses, Freshman Seminar I, GAC
101 and Freshman Seminar II, GAC 102 required of all freshmen during their freshman year.
It is a required course for graduation. The courses are designed to introduce students to
the university experience including advisement for the registration process and selecting a
major. Students are exposed to practical information designed to assist them in developing
the skills needed to be successful in their new academic and social environment.
Academic Advising - Freshman Seminar professors serve as the academic advisors for
freshman students in their respective classes. Guidance and Counseling faculty remain as
students academic advisors until they declare their major. Students are taught how to
select courses and successfully complete those courses required of all Cheyney students
regardless of their chosen majors. Once students officially declare a major, they are
assigned an academic advisor by the department from which they have selected a
major.
Psychological Counseling Services - are provided by a licensed clinical psychologist
and two Master's level psychological counselors. Students may receive individual, couples,
family, and group counseling. Issues may include depression, anxiety, eating disorders,
substance abuse, anger, time management, relationships, parenting, roommate conflicts,
loss of a loved one, academic concerns, and other issues. We provide campus-wide
consultations and outreach services.
Academic Success Center (ASC)
Mission
The Academic Success Center provides an opportunity for students to receive assistance in their
academic endeavors. The goal is to assist students in becoming efficient and effective learners.
This is achieved through a student friendly environment. They provide tutors in a variety of areas
including algebra, calculus, chemistry, physics and biology.
Students can participate in individual and group academic support programming; such as
tutorials and workshops, which can be accessed on-line.
The Center provides students with a spacious and quiet environment in which to study. A thirty
unit computer lab is housed in this facility, which is used primarily for tutorial-related purposes.
Word-processing and Internet capabilities are also available for student use. During 2002, more
than 11,000 visits were made by students to the center. The Center is opened at various hours
from Monday through Friday.
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Career Services
APPENDIX
Appendix 1 - General Education Requirements – Detailed Summary:
The General Education (Gen Ed) program is a common set of courses that all students must
satisfy prior to graduating from the university. The current Gen Ed program was created by
faculty, implemented in the Fall of 2008, to provide a foundation to foster confident, competent,
reflective, visionary leaders and responsible citizens. These goals were satisfied, in part, by
creating a curriculum that promoted the six university-wide learning outcomes under which the
university operates.
General Education Requirements
CURRICULUM STRUCTURE
The General Education curriculum is comprised of three types of requirements: core
requirements; distribution requirements; and intensive requirements.
I. CORE REQUIREMENTS: 23 credits
These core courses develop key competencies required of all students and introduce them to the
general education program and the university. The core requirements must be taken by all
undergraduates, regardless of major, unless they are transfer students with equivalent coursework
from another undergraduate institution or they provide evidence of course mastery. Any
exceptions to the mandatory completion of a core requirement will be listed below.
Students may not achieve junior status until they have completed all 23 credits of the core
requirements.
Essential Skills (15 credits)
HEN 112 English I (3 credits). Students must complete Freshman English I unless, in its place,
their advisor recommends taking English II (HEN 113) as their first composition course at the
university. Students that supersede English I must take HEN 319 Advanced Composition to
satisfy the 6 credits of composition required in the Gen Ed.
HEN 113 English II (3 credits). Students must complete Freshman English II or the equivalent in
composition. Students may be required to complete HEN 319 if they supersede English I (HEN
112); see details stated above for HEN 112.
HEN 114 Fundamentals of Speech (3 credits).
EDU 110 Introduction to Interpretation and Analysis (3 credits). Students must complete a
college-level reading course in which students critically read and analyze difficult texts, and gain
proficiency in interpreting, paraphrasing, and evaluating the written word.
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HPH 110 Critical Thinking (3 credits). Students must complete a foundational course for the
information literacy intensive courses. It is encouraged that students complete this course prior to
enrolling in courses with an information literacy (I) intensive course.
Mathematics (3 credits)
MAT 104 Survey of College Mathematics (3 credits). Upon their advisors‟ recommendation or
degree program requirement, students may instead be required to complete MAT 111
Intermediate Algebra, MAT 150 Elementary Functions, or MAT 201 Calculus I instead of MAT
104 to satisfy their Gen Ed requirement.
African-American Experience (3 credits)
African-American Experience in Global Context (3 credits). This is a sophomore class in which
the major themes of the general education program are explored in an interdisciplinary format.
Transfer students who enter the university in their junior year do not need to take this class;
however, alternative coursework, approved by the department that hosts the student‟s degree
program, must be completed to ensure 120 credits for graduation.
Freshman Year Experience (2 credits)
GAC 101 Freshman Seminar I (1 credit). Students must complete the first-half of a two course
sequence that orients students to the university; these courses are not normally taken by transfer
students. In the event that a transfer student does not have equivalent transfer credits, alternative
coursework, approved by the department that hosts the student‟s degree program, must be
completed to ensure 120 credits for graduation.
GAC 102 Freshman Seminar II (1 credit). Students must complete the second-half of a two
course sequence that orients students to the university; other stipulations are as stated above for
GAC 101.
II. DISTRIBUTION REQUIREMENTS: 28 credits
All students must take a specified number of credits in a variety of academic disciplines. The
distribution requirements are intended to develop fluency with the different modes of learning
practiced across the academy. Distribution courses must be courses outside the students major,
unless this is deemed not feasible by their major department.
Natural Sciences (6 credits)
Students must complete two courses or 6 credits in the natural sciences; the natural sciences
include biology, physics, chemistry, and earth or space science. Students may take two courses in
one of these subject areas or one course in two of these subject areas.
Humanities (6 credits)
Students must complete two courses or 6 credits in the humanities; the humanities include
literature, language, theater, music, visual arts, or philosophy. Students may take two courses in
one of these subject areas or one course in two of these subject areas.
Social Science (6 credits)
Students must complete two courses or 6 credits in the social sciences; the social sciences
include psychology, sociology, history, economics, political science, and geography. Students
may take two courses in one of these subject areas or one course in two of these subject areas.
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Foreign Language (6 credits)
Students must complete two courses or 6 credits in the same foreign language. Only Spanish and
French are currently offered at the university; however, students may pursue additional
languages at another institution of higher education or through distance education. All students
must complete this requirement unless they can demonstrate intermediate level proficiency,
which is the equivalent to the second year of college-level study.
Health and Wellness (3-4 credits)
Students must complete REC 111 Health and Wellness and two recreation courses; satisfactory
recreation (REC) courses are numbered REC 113 through 211. Students may take a one credit
service learning course instead of a second credit of recreation.
Service Learning (1 credit)
Students may opt to complete one credit of service learning in place of their second recreation
course. Service learning courses require the offering of discipline specific services to the
surrounding community and specific attention to the impact of their service to the discipline.
III. INTENSIVE REQUIREMENTS
The purpose of the intensive requirements is to ensure that all students receive extensive and indepth instruction in four areas deemed significant: writing (W), African American heritage (A),
global studies (G), or information literacy (I). Unlike the other requirements in the Gen Ed, these
requirements are simultaneously satisfied while completing coursework either in the student‟s
major or general education program. Courses are not permanently associated with an intensive
requirement and may be offered with or without the designation at the discretion of the
department.
Writing (3 courses; or 9 credits)
Students must complete three writing intensive courses. English I and II do not satisfy the
writing intensive requirement and, appropriately, will not bare the W designation. These courses
are intended to provide additional experiences for the student to master their writing skills; this is
accomplished by limiting the enrollment to 20 students; explicitly attending to plagiarism,
requiring at least 15 pages of writing, and opportunities to resubmit papers --- among other
criteria. A list of possible courses that may be offered with this designation can be seen here.
African American Heritage (1 course; or 3 credits)
Students must complete a course that includes significant consideration of some aspect of
African American history or experience. African American Experience in the Global Context
(AAS 210) does not satisfy the African American Heritage intensive requirement and,
appropriately, does not bare the A designation. A list of possible courses that may be offered
with this designation can be seen here.
Global Studies (1 course; or 3 credits)
Students must complete a course that includes significant consideration of cultures and nations
other than the U.S. African American Experience in the Global Context (AAS 210) does not
satisfy the global studies intensive requirement and, appropriately, does not bare the G
designation. A list of possible courses that may be offered with this designation can be seen here.
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Information Literacy (1 course; or 3 credits)
Students must complete a course that exposes them to discipline specific skills to locate, analyze,
evaluate, and use information. Such courses would include instruction in the use of sources and
related technologies, interpretive and critical reading skills, and analytical and critical thinking
skills. It is encouraged that students complete Critical Thinking HPH 110 prior to enrolling in
information literacy (I) intensive courses. A list of possible courses that may be offered with this
designation can be seen here.
Appendix 2 – Sample curriculum worksheet for BA and BS degree
Appendix 3 –Sample appointment sheet for students to request to meet with their advisor
during the advising cycles
Appendix 4 – Sample ‘Semester by Semester’ Curriculum Guide containing only Gen Ed
Courses
Appendix 5 – All curriculum worksheets for CU degrees offered
Appendix 6 – All curriculum worksheets for CU minors offered
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