Department of Language and
Literature
Advisement Web
| Programs |
Advisors | Degree Requirements
| Program Map |
| Course Sequencing |
English Minor Declaration |
Advisor and Student Roles and
Responsibilities |
| Training and Assessment Plans |
Useful Links |
The Department of Language and Literature offers the following programs:
- B.A. in English, with emphases in Literature or in Writing
- Minor in English
- Minor in French
- Minor in Spanish
The Department also provides content courses for the Bachelor of Arts in English with an English Education emphasis.
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.
Advisor assignments for the B.A. in English are determined in the following manner:
- If the student has not yet completed 45 undergraduate hours, a general academic advisor is assigned. The general academic advisors are assigned alphabetically by the students last name. Those assignments are provided on the College of Arts and Sciences Academic Advising Center's Web page.
- Once a student has completed 45 undergraduate hours, a faculty advisor is assigned by the Head of the Department of Language and Literature. If you qualify for a faculty advisor and have not been assigned one, contact the department head.
- Contact information for faculty advisors for Language and Literature students.
Any student pursuing the English, French or Spanish minors should consult with their assigned advisor or, for further information, should contact the Head of the Department of Language and Literature.
The course requirements for each of these programs are provided in program checklists. These checklists are available at the following links:
| Program |
| B.A. English, Literature emphasis, 2008 checklist |
| B.A. English, Writing emphasis, 2008 checklist |
| B.A. English, Literature emphasis, 2007 checklist |
| B.A. English, Writing emphasis, 2007 checklist |
| B. A. English, 2006 checklist |
| B.A. English, Intermediate 2006 Catalog English Major Checklist |
| Original 2004 Catalog English Major Check Sheet |
| English Minor in Literature |
| English Minor in Writing |
| Minor in French |
| Minor in Spanish |
| B.A. English with an emphasis in English Education |
The program map provides the terms in which courses within the program will be offered in future terms. The program map for the courses within the B.A. in English and the English, French and Spanish Minors are provided by this link.
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. For the B.A. in English, the sequencing plan is designed to provide the ability to graduate within four years. Students who desire to take fewer courses per term will have individualized course sequencing plans developed by their advisors. The course sequencing plan for the B.A. in English is provided in the Academic Catalog applicable to the date when the student declared English as his or her major. The current sequencing plan is available from the following link:
- Spring 2009 English Emphasis in Literature Suggested Sequence
- Spring 2009 English Emphasis in Writing Suggested Sequence
- Spring 2009 English Education Suggested Sequence
English minors can be declared or changed by using the form linked below from the Registrar's Office:
http://adminservices.clayton.edu/registrar/forms/Change_Add%20a%20Minor.doc
Roles and Responsibilities of Advisors and Students
1. 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.
2. 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.
Training Plan
Advising Handbook. The University maintains an on-line 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.