Advisement Information
The Department of Humanities offers the following programs:
- B.A. in History (HIST)
- B.A. in History and Secondary Education (HSTE)
- Minors in FREN, HIST, PHIL, SPAN
- B.A. in Philosophy (PHIL)
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Advisors
The College of Arts and Sciences has two types of advisors: the
general academic advisors and faculty. The general academic advisors
are full-time advisors who specialize in the freshman and sophomore
advising with less than 45 credit hours.
Faculty Advisor assignments are made in the following manner:
- HIST: TBA
- If you qualify for a faculty advisor and have not been assigned one, please contact the
department head.
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Degree Requirements
The course requirements for each of these programs are provided
in program checklists. These checklists are available at the
following links:
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Program Map
The program map provides the terms in which courses within the
program will be offered in future terms.
Program Map for HIST courses, 2009-2012
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Course Sequencing
Course sequencing plans provide recommendations for the order in which courses within a program should be taken. The sequencing plans take prerequisites and co-requisites into account.
Roles and Responsibilities of Advisors and
Students
- The Advisor’s Role and Responsibilities
- To create a welcoming and safe environment where
students feel comfortable.
- To clarify college policies, regulations, programs,
and procedures about which the student may have
questions.
- To be available to meet with students each semester.
- To keep regular office hours and be adequately
available to meet with students.
- To offer advice on selecting courses and to assist
students in developing an academic plan that satisfies
degree requirements.
- To assist students in planning programs of study,
both short-term and long-term, that are consistent with
each student’s abilities and interests. (This includes
course load and factors such as academic background,
program demands, employment or personal commitments).
- To be a responsive listener and to refer students to
appropriate support services within the college when
needed.
- To discuss the student’s academic performance and
the implications of their performance for the
undergraduate programs, graduate programs and
professional programs the student desires to pursue.
- To help students identify special needs and acquaint
them with services and programs provided at Clayton
State University.
- To refer students to other services, departments,
and specific individuals as special needs are
identified.
- To help students to explore their unique interests,
abilities, and goals and to relate them to academic
majors.
- To monitor the student’s progress toward educational
goals and keep accurate, up-to-date records of their
academic progress.
- To respect the student’s right to privacy of
educational records and discuss confidential information
only with appropriate individuals.
- To help students assume responsibility for their own
decisions and actions.
- To be knowledgeable about career opportunities.
- To offer students the opportunity to participate in
a mentoring relationship which will help them become
more independent and self-directed.
- The Student’s Role and Responsibilities
- To take the initiative to contact their advisor.
- To have and be familiar with the Academic Catalog,
the Course Schedule and their student record in DUCK.
- To prepare a list of courses, questions or concerns
written down before each meeting.
- To gather all relevant decision-making information.
- To seek resources on campus will assist them in
making academic and career decisions.
- To ask questions and be knowledgeable about
policies, procedures and requirements.
- To be familiar with their degree requirements.
- To be aware of the prerequisites for each course.
- To follow college procedures for registering courses
and course adjustments.
- To observe academic deadlines.
- To keep advisors informed about changes in their
academic progress, course selection, and academic/career
goals.
- To keep a personal record of their degree progress
and official university documents (program worksheets,
copy of schedule changes and advisement appointment
notes, etc.).
- To understand academic performance standards,
academic probation, academic dismissal, and to know GPA
requirements.
- To inform an advisor or the Dean's Office
immediately whenever a serious problem (medical,
financial, personal) disrupts the students’ ability to
attend classes or interferes one’s ability to focus on
their education.
- To make final decisions and be actively responsible
for their academic career.
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Training and Assessment Plans
Training Plan
Advising Handbook. The University maintains an
online
Advising Handbook, which provide information on advising for
advisors. Each new advisor is required to read the Advising Handbook
prior to being assigned advisors.
Mentoring Program. Each new faulty member is assigned a another
faculty member as his or her mentor. One role of the mentor is to
help prepare the new faculty member to advise students. Typically,
new faculty members will be required to shadow experienced advisors
to see real advising situations and questions.
Workshops. Workshops involving advising are often provided by the
Office of Academic Affairs during Faculty Development days.
Additionally, the College of Arts and Sciences has provided
workshops on
the Core Curriculum. Also the Advising Council presents
workshops on advising topics.
Webinars. The Office of Academic Affairs sponsors Webinars on
advising topics which are open to faculty.
Participation in these training opportunities is reported to the
department head annually and is plays a role in the annual faculty
evaluation process.
Assessment Plan
Advisement Survey. An assessment survey on advising is conducted
annually. Results of that assessment are provided to deans and
department heads to assist them in making improvements in their
advising programs.
Faculty advisement questionnaire. After each advising session,
the student completes as short survey to provide feedback on the
quality of advisement.
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Useful Links
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