Advising Handbook - Colorado College

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ADVISORS HANDBOOK


Colorado College's block plan is a teaching-intensive, student-oriented educational structure. This is as it should be. We know that the success of most students depends upon their enjoying personal contact with a faculty member early in their college experience.

We expect all faculty to undertake their advising duties as an integral part of their professional commitment. Academic advisors usually provide entering students with their first crucial encounter with the academic expectations of the college. As students mature in their studies, new features in the relation between advisor and advisee come into play.

If the encounter of advisee and advisor is not always easy for students, it is also not always easy for faculty. Advising implies a mutual exploration with two sides. In this revised Academic Advisor Handbook, Associate Deans Victor Nelson-Cisneros and Brenda Tooley systematize and set out the customary practices of advising and a selection of College policies that are also available elsewhere, notably in the Colorado College Catalog.The success of Colorado College as an academic institution presupposes the individual devotion of each faculty member to exemplifying, day to day, the institution's meaning and aspiration. We hope that this handbook will supplement that effort, helping to insure in us all a common standard of responsibility.


Additional Academic Advising Resources:

Table of Contents

The Purpose and Use of This Handbook

Advising Resources, Suggestions and Techniques

Policies and Procedures
Always refer to the current Colorado College Catalog for the most recent (authoritative) articulation of policies and procedures. The Catalog contains information not included in this Advisor's Handbook.

Special Instructions for Entering Students and Approaches to Majors

Academic Support Services

Please note that more recent versions of the Advisors Handbook as well as expansions and clarifications of specific sections may exist in hardcopy. Registrar Phil Apodaca, Associate Dean of the College Victor Nelson-Cisneros, and Patti Spoelman in the Dean's Office can provide current information. Always check the most recent edition of the Colorado College Catalog for information about policies and courses. Do not assume that this is the most recent articulation of the College's policies or procedures.

The Purpose and Use of this Handbook

The Colorado College Academic Advisor's Handbook is to assist faculty in their work with academic advising. The handbook presents information on the role of advising at the College, the academic policies and procedures of the College, and provides information and suggestions to help you with your advising responsibilities.

The quality of advising is the joint responsibility of faculty, students and administrators. Good advising contributes to student persistence and academic excellence. Advising is another context and opportunity for teaching. As such, advisors can help students understand the relevance of their college requirements and majors to future personal educational and professional choices. More significantly, faculty can help students understand the importance and value of a liberal arts education and what it means to be a liberally educated person at the beginning of the 21st century.

We hope that you will find the handbook a useful tool and valuable resource. Comments and suggestions to improve its usefulness are welcomed and should be sent to Jeff Noblett, Associate Dean of the Faculty, AH 108, or call 389-6681.

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Teaching and Advising

The Colorado College offers students the opportunity to learn in small classes through open discourse with faculty and fellow students. Learning in this setting creates an active and engaging relationship between the faculty member and the student which is based on trust, support and encouragement. Advising, at its best, is also a teaching and personal relationship developed via conversations between the faculty advisor and the student. The goal of good academic advising is to advance the academic goals and objectives developed by the student in these conversations. The advisors help students answer questions and reach sound decisions about their academic goals and program, provide accurate information, and help students take full advantage of the College resources to achieve their goals. The care and personal attention given to students in and out of the classroom is the foundation for successful learning in teaching and advising.

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The Academic Advisor: Role and Responsibility

The academic advising program at Colorado College assigns faculty and academic support administrators as academic advisors to all full-time students. All students receive guidance from their advisors to insure that they make informed and timely choices about their academic program and plan ahead to take advantage of all the academic opportunities available at Colorado College. As advisors, the faculty are responsible to:

  • Review new advisee folders, provided by the Dean's Office, prior to meeting with their advisees on the Friday of New Student Orientation (NSO) at the beginning of the academic year.

  • Meet with new advisees during New Student Orientation (Friday Morning) to review their course selections for FYE blocks one and two. Students will be free to change courses within the FYE set of courses as availability of space allows. You might post a sign-up sheet on your door early in NSO for students to sign prior to the Friday morning meeting; some advisors prefer to meet with their entire set of new advisees at once--if so, a note on your door explaining your plan would be helpful. You should receive advisee packets before or in the first days of NSO, and may wish to contact your new advisees by email or telephone before NSO Friday.

  • Set an appointment to meet with each new advisee during block one to get acquainted, review each other's responsibilities in the advising relationship, and review basic information about teaching, studying and learning under the block plan. Convey to the student an interest in him or her as a person and not just in the student's academic success.

  • Have a thorough understanding of the curriculum, all-college requirements, course sequences, and requirements for a major. Advisors should be familiar with the course schedule and be able to recommend visiting faculty, block visitors, and courses with little visibility that a new student is unlikely to discover. Have a thorough knowledge of College rules and regulations and the process for petitioning for waivers of rules to the Dean's Advisory Committee.

  • Have a thorough knowledge of College rules and regulations and the process for petitioning for waivers of rules to the Dean's Advisory Committee.

  • Acquaint advisees with the services and opportunities available to them at Colorado College. Refer advisees to other persons and services (such as the Boettcher Health Center, the Career Center, etc.) when appropriate. Follow-up on referrals with the office and the student.

  • Help advisees understand their past educational achievements and how these are related to their present educational goals. Try to broaden their view of a liberal education; help them think about options and alternative approaches to their educational goals. Advisees should feel that they can come to you to discuss whatever is on their minds (papers, problems, ideas, etc.) at any time during the block. Let them know your office hours and preference about calling for an appointment to avoid missed connections. If you give the student your home phone number, make sure that you tell them what times are appropriate to call and the time after which it is inappropriate to call you. Providing this information prevents calls at the wrong hour and helps students feel comfortable calling at the appropriate time.

  • Inform advisees about the process of changing advisors. Sometimes the advising relationship does not work out; students should know that they can change advisors without much difficulty. Students may change advisors at any time by filling out a change of advisor form available in the registrar's office. It requires the signature of the old advisor and the signature of the new advisor. You may want to mention that faculty are not offended because a student wants to change advisors.

  • Help new advisees plan their academic program for blocks three through eight of their first year while anticipating the student's second year schedule and their declaring a major at the end of their second year. Question their reasons and priorities for choosing the courses they have chosen. Talk about the grading options available to them. Help them create a balanced academic plan for the rest of the year. Encourage independence and long-range curriculum planning in your advisees. New students register for blocks 3-8 in October of their first year. Faculty Advisors receive students' pin numbers as well as their own for use in the electronic pre-registration. A student must secure the advisor’s pin number in order to pre-register via the computer. Good objectives for new student registration include: completion of the Alternative Perspectives: A (two units of Western Culture) requirement, one natural science requirement and at least one introductory course for majors in each discipline in which they are considering majoring. Otherwise, students should be exploring courses such as First-Year Seminars (FS), General Studies courses (GS), Divisional Studies courses (SS, NS, HS), and Emphasis on Writing courses. In addition, we want to encourage students to explore and take risks in their course selections. They should take some courses which open doors to areas in which they have little previous knowledge or background.

  • Meet with advisees during the pre-registration period in Spring to review and assess your advisee's proposed course schedule in relation to their degree progress report. Make sure that your advisees are making progress on the all-college requirements. Discuss the option of completing a Thematic Minor instead of the distribution requirements. Alert them to the importance of declaring a major before the end of their second year. Once the major is declared, students should choose an advisor in the department or program in which they intend to major.

  • Do not make a guess in response to a student's question about policy or requirements. The College may be legally obliged to conform to your incorrect guess. Check the Catalog, ask a faculty colleague, ask the Registrar or the Associate Registrar (x6610 or x6611), or ask the Associate Dean of the College (x6687).

  • Keep track of your advisee's progress in his or her academic pursuits by staying in touch with your advisee and by keeping accurate records. If any advisee seems to drift away and repeatedly fails to make appointments, take the initiative to inquire directly or notify the Associate Dean of the College.

  • Encourage advisees to be involved in extracurricular activities and intramural sports or an exercise program.

  • Ideally, try to meet or speak with your advisees at least twice a semester and at least once during block one, and with new (first-year and transfer) advisees before they register for blocks 3-8; you should meet all of your advisees prior to and/or during pre-registration in Spring (block 7).

  • If an advisee receives a No Credit in a class, you should contact or meet with the advisee to find out the cause of the failure. The advisor should help the advisee plan activities to meet the difficulties facing the student. Assess whether you should refer the student to another professional person on campus and then ask the student whether you can make the arrangements for the student in their presence. Follow-up on the referral with the professional and the student. Encourage students who are having difficulty to see the Dean of Students or the Associate Dean of the College.

  • Good academic advising involves the ability of the advisor to help a student take responsibility for choices about his or her education and define and develop realistic goals. The advisor must accurately perceive a student's needs, and then help match these needs with available College resources in a responsive manner. At times, it may be proper to suggest to a student a change of goals, a change of academic discipline, a change of institutions, a leave of absence or even withdrawal from college. These questions should be addressed in the atmosphere of a caring and trusting relationship.

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The Student's Role and Responsibility in the Advising Relationship

Students share a significant responsibility for the success of the advising relationship. Students should take the initiative in seeking advice and developing close relationships with their advisors. An advisor should inform each advisee about the student's responsibility in the advising relationship. You might want to copy items 1-9 or adapt these points to suit your expectations of students and give them to your advisees. In order to develop an effective advising relationship with their advisors, students should:

  • Learn the name of their advisor, the location of the advisor's office, the phone extension and the department secretary's phone extension early in the first block.

  • Schedule appointments with their advisor early in each pre-registration period. Encourage your advisees to plan at least two schedules, a first choice and second choice set of courses, before coming to see you about scheduling for the following year. They should be prepared to discuss their course selections in terms of their interests and academic objectives.

  • Accept responsibility for their academic choices. They should keep track of progress toward the degree, noting requirements met and courses and requirements yet to be met for graduation.

  • Maintain a file for themselves with their academic records: transcripts, course schedules (outcomes), degree progress reports, relevant correspondence, and copies of petitions for waivers, declaration of major form, Liberal Arts and Science major application form, and Thematic Minor application.

  • Become familiar with the all-college requirements, Thematic Minors, and distribution requirements by reading the "Academic Policies" section of the Bulletin. They should also read the pamphlet on the Honor Code, the Pathfinder, and engage in personal long-range curriculum planning.

  • Consult with their advisor when they add and drop courses or otherwise change their approved course schedule. Students who change their course schedules, may fail to complete a requirement. Students are ultimately responsible for their own choices, but advisors need to know what is going on in order to be helpful. Students have failed to graduate because they changed a required course without telling their advisors.

  • Consult with their advisors before declaring a major, changing majors, taking a leave of absence, studying abroad, changing advisors, transferring to another college, or withdrawing from the College.

  • Meet or speak to their advisor about once a block. Students should immediately seek out their advisors when they are having difficulties. If the advisor is away from campus, the student should see the Dean of Students or the Associate Dean of the College. Both offices can be of great help. A student can also consult with the department chair of the advisor, especially if the student is a major in that department. Early contact and discussion is essential given the pace of the Block Plan.

  • Become familiar with the full range of opportunities and services at the College. Some of these include the Dean of Students Office, Boettcher Health Center, the Career Center, Campus Activities Office, Residential Life, Tutt Library, Academic Computing, the Writing Center, the Alumni Office, Community Service Office, Office of International Programs, Office of Minority Student Affairs, El Pomar Sports Center, Shove Chapel, student organizations, CCCA, Arts and Crafts Program, Outdoor Recreation Center, Intramural Sports Program, and the Freshman Outdoor Orientation Trips (FOOT) program.

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General Deadlines During Each Block

First class meeting each block: All block courses meet at 9:00 a.m. on Monday, the first day of the block. Location of courses (rooms) is available at the Registrar's Office, Worner Desk, and the main desk of each residence hall. The classroom assignment list will indicate whether a course is meeting in the afternoon (P.M.), all afternoon classes meet at 1:00 p.m. on Monday, the first day of the block. Adjunct and Extended Format courses meet as individually announced. Students should ask the teacher for the schedule, meeting times and classroom for these courses.

Class rosters and waiting lists: Students enrolled in a class should be present for the calling of the roll on the first Monday of the block. Typically, faculty call the roll during the first hour of class. Students whose names appear on the class roll and are present to respond to their name are enrolled in the course. Students who are absent usually are removed from the roll, and the instructor calls the name of the first person on the waiting list. If the person on the waiting list is present, he or she is added to the class list. Students may make arrangements with the instructor to be late or absent from the first day of class at the discretion of the instructor.

However, students who are added to the class from the waiting list must fill out an add/drop slip in the Registrar's Office during the first four days of the block in order to be able to select a grading track. Students who fail to add the course at the Registrar's Office will have to take the course for grades. This rule should be announced to the students who are admitted into a class off the waiting list. Students on waiting lists are moved into a class when an opening occurs in the class roster because of student-initiated changes during the academic year. When an opening occurs, the student at the top of the waiting list is tentatively added to the class list and asked to come and confirm the course at the Registrar's Office within 48 hours. The student who does not add the course officially is dropped from the waiting list and the Registrar sends a notice to the next student on the list.

Adding and Dropping a course: Students can add or drop courses to be taken in future blocks at any time prior to the beginning of those courses. In addition, students can add a course in progress during the first two days of the course; but they must first drop the course in which they were previously enrolled for that block. Exceptions to the procedure must be authorized by a dean and the affected professors. Dropping a course without authorization automatically results in a grade of No Credit. Students may drop a course before the second Tuesday of the block at 5:00 p.m. After that the student will receive a No Credit unless an Excused grade is granted by the Registrar.

Changes to the Grading Track: Students may change their grading track during the first four days of the block. Students who add a course after the first Thursday of the block deadline must take the course for grades.

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How an Advisor is Assigned to an Entering Student

The Assistant Dean of the College assigns all new students, both first year and transfers, to faculty advisers prior to the start of the academic year and in January. Winter Start students are assigned in the late summer prior to their first (winter/spring) semester at the college to faculty teaching in the winter/spring semester. Ideally, a student is assigned to an advisor with whom she or he is taking a class or who is in an academic department in which the student has expressed interest. Transfer students are assigned to a faculty member in the department in which they intend to major.

In the Fall, there are usually from 85 to 95 regular faculty available for assignment. Faculty are assigned seven new advisees on average. Availability of faculty is dependent on the total number of returning advisees assigned to a faculty member, sabbaticals, and leaves of absence. New faculty are usually not assigned advisees during their first year. Advising responsibilities and performance are considered in third year reviews, promotion and tenure, and in annual salary evaluations by the department chair and the Dean of the College. New faculty should meet with their chair in their first year or at the beginning of their second year to review advising procedures and responsibilities at the college and within the department or program.

  • Student Options for changing to another Advisor: Students may change advisors at any time by filling out a change of advisor form available in the registrar's office. It requires the signature of the current advisor and the signature of the new advisor. An advisor should inform students that faculty are not offended because a student wants to change advisors. The former advisor should forward the student's advising file to the new adivisor as soon as possible.

  • Declaration of Major and the changing of Advisors: Students should declare their major before the beginning of their junior year. Once the major is declared, by filling out the declaration of major form (available in the Registrar's Office) and turning it in to the Chair of the Department, the student should seek out an advisor in the major department. In some cases, the department chair will assign the student to an advisor in the department. A change of advisor form should be filled out and returned to the Registrar's Office for processing.

  • Advisors for LAS Majors: Students may create their own Liberal Arts and Sciences (LAS) major by making a formal application to the Dean's Advisory Committee and receiving approval. The application forms and guidelines are available in the Registrar's Office. An LAS major must have a committee of three advisors; the principal advisor and a second and third advisor (readers). The principal advisor receives information from the Registrar and has primary advising responsibility. All three advisors help the student design the major, review and approve the application, evaluate the student's thesis, and certify the completion of the LAS major. In addition, all three advisors must approve any changes to an approved LAS major and report the requested change and their approval to the Chair of the Dean's Advisory Committee and the Registrar.

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The "Take your Advisor to Lunch Program"

Advisees are encouraged to invite their Advisors to go to lunch with them occasionally at the Rastall Dining Hall in Worner Center. It is an opportunity to meet each other outside of the faculty member's office and provides a more informal setting to converse and get to know each other better. Please inform the checker ( a Marriott employee) that you would like to have the Advisor's lunch charged to the office of the Dean of the College.

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Advising Majors

Students usually change their advisors when they declare a major. Students will either seek out a faculty member in the department of their major or they will be assigned an advisor by the department when they submit their form declaring their major. Working with students who are majors in your department or interdisciplinary program requires the same listening, caring and advising skills that you use with your first year advisees.

Advising majors involves much more than getting a student to meet the requirements of the major. We want to engage students in the serious pursuit of knowledge within the discipline; exposing them to the many varieties of approaches to that knowledge, exposing them to the controversies and debates of the discipline; and helping them develop their own navigation skills in the discipline. As faculty we are models of approaches to the study of our disciplines. We want our students to develop critical perspectives about the old and new ideas within the discipline. We are laying a foundation for life-long learning by our majors.

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Advising Resources, Suggestions, and Techniques
Colorado College Campus Association Advising Survey of Fall, 1991

Student suggestions from the 1991 survey:

  • Use the free lunch program for students and faculty to get know advisees. Take a group of advisees (all the first year students or all the juniors, etc.) to lunch at Rastall. Lunch is a great opportunity to informally get acquainted.

  • Post office hours and stick to them! Few frustrations are as commonly shared with the CCCA as that of not being able to find a particular professor, particularly at crucial advising times like registration. Doing so reaffirms a faculty member's commitment to working with students and alleviates many student frustrations.

  • Make home phone number and times that it is acceptable to call available. Students and advisors alike will benefit from a willingness to communicate on a less than formal basis. Students will not abuse a privilege like this, but they will use it in urgent situations. Students have expressed frustration with having a home phone number and not knowing when to call. Try to solve this ahead of time.

  • Get all first year advisees together with the faculty advisor, peer advisors and /or upperclass advisees to chat. Upper class students have a lot to share from experience, and first year students have a lot to learn. Getting all advisees together can generate constructive dialogue and enhances advisor-advisee rapport. The CCCA recommends getting everyone together twice a year, during second block registration for first year students and during pre-registration in the Spring.

  • Take a moment to drop a note to or call your advisees, particularly first year students. The CCCA recommends doing so at least at the beginning of the academic year, and during registration periods. Although the majority of students agreed on the survey that it is primarily the student's responsibility to approach the faculty advisor, a fair number of students conceded that they had not approached their advisor first. In the interest of generating dialogue and thoughtful guidance to those students who may need it the most, a simple note inviting the student over is strong preventive medicine.

  • Obtain labels from the administrative computing office with advisee names and addresses on them. This will assure that it is relatively easy to send off notices to advisees, even when the block gets unusually busy.

  • Propose that your advisees feel free to change advisors when they see fit to do so. A problem with the advising program is that students often do not feel comfortable changing advisors for fear that their current advisor will not like or support the idea. A word from the outset about the advisor's willingness to support what is best for the students can ensure that students find the best advising for them.

  • Be familiar with the point system. Some students have a great deal of trouble with the point system and often need guidance with the basics. You do not have to be a tipster, but you should be able to explain how the system works.

  • Refer advisees to advisors in other departments who will provide quality advising on subjects they may be more familiar with.

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A Checklist of General Ideas and Suggestions for the First-time Advisor
Adapted from "Strategies of Advisement," Houston Baptist University, as found in Crockett, David S., ed. Advising Skills, Techniques, and Resources. Iowa City, Iowa: The American College Testing Program, 1986. pp. 765-766.

  • Read and/or review the Academic Advisor's Handbook periodically.

  • Evaluate the student's SAT or ACT reports, admissions application essays and response to the Advising Questionnaire with regard to educational goals.

  • Maintain an advising folder on each of your advisees. The folder should include:

    • A copy of the student's admission application and essays;

    • A copy of the student's advising questionnaire;

    • A copy of the student's SAT or ACT scores and reports;

    • An information sheet which includes the student's educational goals; any acknowledged personal or academic difficulties; hobbies, sports, work plans, summer plans, activities etc.; notes about advice given the student; and student follow-up.

    • Copies of the student's pre-registration course schedule card as signed; copies of the pre-registration results;

    • Copies of the student's Degree Progress Reports and transcripts;

  • See or contact each advisee at least twice a semester. Schedule more conferences as necessary.

  • Post your office hours and keep them consistently. Be available to students by appointment as well. Tell them how to make an appointment to see you.

  • Follow-up on students who receive No Credits or Incomplete. Inquire about their difficulties and help them seek out assistance from the Dean of Students or the Assistant Dean of the College.

  • Follow-up on students who take a leave of absence or are considering withdrawing from the College.

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First meeting with your advisee.

This is the time for you and your advisee to get to know each other. Talk about why your student decided to go to College, why she or he decided to attend Colorado College specifically, what she wants to accomplish at the College and how she wants to grow. This conversation may be wide-ranging or it may focus on the specific educational goals your advisee may have. Whatever direction and tone the conversation takes, you want to get to know your advisee as a person. You want to expand and test the impressions you formed from reading your student's admissions application essays and the advising questionnaire. Get to know your advisee's values and aspirations.

Discussing a student's goals will give both of you a foundation for the more detailed discussions you will have later when the student registers for blocks three through eight or when your student begins to think about a major. This conversation will also help your discussion of requirements, prerequisites, course sequences, and the need for a responsible balance between studying and participating in extra-curricular activities. You want to communicate the importance of activities outside of the classroom and a regimen of sports or exercise to successful learning.

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Advising Strategies

Emphasized below are basic strategies of advising to assist in individual student development. Please review them carefully.

Adapted from "Skills, Knowledge, and Attitudes Required for Developmental Advising," in O'Banion, Terry. "An Academic Advising Model," AAJC Journal, March, 1972 as found in Crockett, D.S. (Ed.). Advising Skills, Techniques, and Resources. Iowa City, Iowa: The American College Testing Program, 1986. pp. 131-132.

  • Become acquainted with your advisee. Getting to know your advisees outside the formality of the office when possible, and not only during registration or unusual circumstances, can be extremely valuable. Knowing the academic abilities and background of the advisee is also important. Having good documentation (the advising folder) , such as rank in graduating class, ACT or SAT scores, Advanced Placement credit and transfer courses and grades from other universities, and present academic status is essential when assessing a student's ability and future direction.

  • Explore the objectives, interests, and motivations of the advisee. The advisee's actual commitment to future objectives and goals is difficult to ascertain. When the advisor has some knowledge of the advisee's non-academic background, such as home influence, hobbies, and friends, more thorough advising is possible.

  • Develop rapport with your advisee. If the student knows the advisor as a professional person who has a genuine interest in students, the advising process becomes much more beneficial for both advisor and advisee. The student should be encouraged to become acquainted with other faculty members at the College; multiple contacts can be useful to the student who is attempting to assess his or her personal goals.

  • Become knowledgeable concerning College rules, policies, regulations, and procedures which affect academic programs and activity. Every advisor must be well informed regarding current academic policies and procedures for these are the foundations on which all advising efforts will be built. Review of prior policies and study of new policy changes should be a regular activity of each advisor before beginning each registration period. Familiarity with courses generally taken by advisees, the characteristics of teachers of the courses, and how the courses have been appraised by prior students can make the advising process smoother and more successful. Suggestions for student involvement in campus activities may sometimes be the key to retention in school.

  • Evaluate student motivation. Enhancing a student's motivation by capitalizing on good academic planning can be a very helpful strategy. While lack of motivation is generally recognized as the most common cause of poor academic performance, no clear cut methods to help a student achieve maximum motivation have been developed. Suggested strategies might include:

    • Matching courses early in the program to the student's academic strengths, interests, and background.

    • Helping the student, when possible, have a chance to build on success rather than failure.

    • Challenging capable students to continue their efforts toward academic excellence.

    • Explaining the rewards of a strong academic program and associated good grades.

  • Be aware of the limitations of your responsibility in the advising process. Obviously, an advisor cannot make decisions for an advisee, but can be a sympathetic listener and offer various alternatives for the advisee's consideration. Advisors cannot increase the ability of a student, but can encourage the maximum use of that ability. While advisors cannot change some aspects of class schedules or student employment loads, the students can be referred to the proper offices for such adjustments when desirable.

  • Seek to determine the level of advisement appropriate for your own comfort and training. Generally, advisors should not attempt to handle personally complex problems concerning financial aid, mental or physical health, personal or social counseling. When these situations do arise, the faculty advisor should refer students to professional personnel who are specially trained and knowledgeable about dealing with such problems.

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Referring of Students to College Offices and Resources
Adapted from "Referral Skills," as found in Crockett, D.S. (Ed.). Advising Skills, Techniques, and Resources. Iowa City, Iowa: The American College Testing Program, 1986. pp. 759-760.

  • Deciding when a referral should be made.

    • Determine the problem(s).

    • Determine whether or not you can help and/or are qualified to offer the help needed.

    • Identify the offices or persons to whom the student may be referred.


  • Referral Process: ability to refer the student to the proper person/office.

    • Explain clearly and directly why you feel it proper to refer.

    • Take into account the student's emotional and psychological reaction to the referral.

    • Get the student to discuss his or her problem(s), consider reasons for referral, evaluate possible sources of help, and assist in the selection of the specific office or person.

    • Explain fully the services which can be obtained from the office or resource person you are recommending.

    • Reassure the student about the capability and qualifications of the person to meet the need expressed by the student.

    • Personalize the experience by calling and making the appointment for the student. Refer the student to a specific person in the office. Give directions to the office if necessary or offer to accompany the student.

    • Discuss with the student any need for sharing information with other administrators or staff and obtain the student's consent and approval.

    • Help the student formulate questions to ask and approaches to take.

    • Provide the person or the office who will assist the student all the information essential to helping the student.


  • Follow-up: the ability to evaluate the appropriateness and effectiveness of the referral.

    • Determine if the student kept the appointment.

    • Discuss with the student his or her evaluation of the help received from the person or office.

    • Determine whether you selected the appropriate source of help for the student.

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Reminders for Effective Advising
Adapted from "Thirty Reminders for Effective Advising," as found in Crockett, D.S. (Ed.). Advising Skills, Techniques, and Resources. Iowa City, Iowa: The American College Testing Program, 1986. pp. 737-738.

  • Care about advisees as people by showing empathy, understanding, and respect.

  • Establish a warm, genuine, and open relationship.

  • Evidence interest, helpful intent, and involvement.

  • Be a good listener.

  • Establish rapport by remembering personal information about advisees.

  • Be available; keep office hours and appointments.

  • Provide accurate information.

  • When in doubt, refer to the catalog, the Pathfinder, or the advisor's handbook. Call a faculty colleague, the Registrar, the Dean of Students, or the Assistant Dean of the College.

  • Know how and when to make referrals, and be familiar with referral sources. Follow-up with the student and the office or person to whom you referred the student.

  • Don't refer too hastily; on the other hand, don't attempt to handle situations for which you are not qualified.

  • Have students contact referral sources in your presence.

  • Keep in frequent contact with advisees; take the initiative; don't always wait for students to come to you.

  • Don't make decisions for students; help them make their own decisions.

  • Focus on advisees' strengths and potentials rather than limitations.

  • Seek out advisees in informal settings.

  • Monitor advisees' progress toward educational goals.

  • Determine reasons for poor academic performance and direct advisees to appropriate support services.

  • Be realistic with advisees.

  • Use all available information sources.

  • Clearly outline advisees' responsibilities.

  • Follow up on commitments made to advisees.

  • Encourage advisees to consider and develop career alternatives when appropriate.

  • Keep an anecdotal record of significant conversations for future reference.

  • Evaluate the effectiveness of your advising.

  • Don't be critical of other faculty or staff to advisees.

  • Be knowledgeable about career opportunities and job outlook for various majors.

  • Encourage advisees to talk by asking open-ended questions.

  • Don't betray confidential information.

  • Categorize advisees' questions: are they seeking action, information, or involvement and understanding.

  • Be yourself and allow advisees to be themselves.

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Knowledge Required for Good Advising

  • The advisor should have knowledge about the student's academic background and abilities. Skills in interpreting SAT and ACT reports are helpful in getting to know your advisee.


  • An advisor should be familiar with the relationship of a Liberal Arts education to the world of work.

  • The advisor should have knowledge about the all-college requirements (AP:A, AP:B, Natural Science requirements, distribution requirements, Thematic minors, etc.) and the rules and regulations for adding and dropping classes, changing the grading track, the point system for pre-registration, course schedule forms, the use of waiting lists for enrollment on the first day of class, the procedures for withdrawing or taking a leave of absence from the College and the procedures for changing advisors.

  • The advisor should have knowledge about department majors, interdisciplinary majors, Liberal Arts and Sciences majors, first courses to take to begin work in a major, and interdisciplinary programs such as American Ethnic Studies, Asian-Pacific Studies, Comparative Literature, Environmental Sciences, International Studies, Southwest Studies, and Women's Studies.

  • The advisor should have knowledge of courses available, course content, prerequisites required for courses and the sequencing of courses.

  • The advisor should have knowledge about academic warning and suspension and the minimum progress required toward the degree.

  • The advisor should have knowledge about instructors and their teaching styles.

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Information about ON-LINE ACCESS to student transcripts and degree progress reports is on its way! (We need to develop the graphics accompanying the text.)

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Printed and on-line sources to assist with Advising

  • The Colorado College Catalog is the fundamental resource in the advising process. It provides information on academic and campus life, admissions, financial obligations, financial aid, the College program, Academic Policies, Description of courses and the requirements for majors, Interdisciplinary Studies and courses, and listings of the faculty, administration and Board of Trustees.

  • The Course Schedule is a listing of all courses offered by departments for the following year. It is essential to the registration process. The course schedule is prepared by departments during fifth block and used in the pre-registration period in block seven. The course schedule is updated in late August and used to register first year students during block two. The courses offered are listed by department and program (e.g., Southwest Studies). The schedule also includes the adjunct courses, extended format courses, courses with emphasis on writing, and General Studies and Interdisciplinary courses.

    The information for each course consists of the course number and title, the block (s) the course is offered, the amount of credit for the course (reserved spaces for first year students are indicated in parenthesis), the instructor's name, any prerequisites for the course, and the divisional credit, AP: A and B, and the Natural Science (N) and the lab and field course designations (L).

  • The Pathfinder is the student policy handbook. The Pathfinder includes information on Academic Policies (including leaves of absence and withdrawals), Judicial Procedures (including the Anti-Discrimination Policy and Crime Reporting), and Student Conduct Policies (including the Drug and Alcohol Policy and the Sexual Misconduct Policy).

  • Scholarships and Fellowships for Post-Graduate Study. This table is updated annually and contains information about eligibility, terms of award and deadlines for the Rhodes, Watson, Bienecki, Luce, Marshall and other fellowship and scholarship opportunities for Colorado College students. Please draw your advisees' attention to this webpage and direct those who are interested to the appropriate faculty advisor. Student planning for the application process may require a year's advance work. Please assist your advisees as necessary.

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Policies and Procedures
Always refer to the current Colorado College Catalog for the most recent (authoritative) articulation of policies and procedures. The Catalog contains information not included in this Advisor's Handbook.

Registration

Freshmen and transfer students register for their first two courses (Blocks 1 and 2) by mail during the summer (or fall for January transfers). During New Student Orientation Week the students meet with their academic advisor to review their choices. Then, during block 2, first-year and transfer students register for the remainder of the academic year.

Although most students have selected their courses prior to the beginning of the fall and spring terms, All students must register at the beginning of each semester in Blocks 1 and 5. If the student will not be on campus during that time, it is the student's responsibility to notify the Registrar's Office or the Dean's Office so that the course registration will not be cancelled. Failure to register or to notify the Registrar of late arrival will result in a late registration fee.

Pre-registration

In March, two weeks are set aside for preregistration for the coming academic year. During this period students meet with their advisors to plan their academic programs for the next year. Also at this time they may discuss a choice of major and vocational possibilities and review the student's academic progress. The student must declare a major by the beginning of the junior year.

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The Point System for Bidding on Courses at Pre-registration

Students pre-register for the following year's courses during the Spring semester. Each student receives 10 points per block and a total of 80 points to bid on their courses during pre-registration. Every student has the same number of points to work with. This allows every student to have the same chance to bid on a course. If the number of points bid on a course does not lead to the enrollment of the student in the class, the student will be placed on the waiting list for the class. Things to remember about the point system and pre-registration:

  • There are over 10,000 course changes at Colorado College every academic year. This means that there is a lot of change in class enrollments. Students will sign up for multiple waiting lists over eight blocks. As students add and drop courses, students on waiting lists are called by the Registrar and asked to come in and add a course, usually within 48 hours.

  • Courses offered in the second semester are usually easier to get into than courses offered during the first semester.

  • Be sure that students have the appropriate prerequisite for the desired course. More importantly, courses with prerequisites have fewer students competing for available places.

  • The best advise about the assigning of points to a particular course selection is available from a student's peers. Encourage your advisees to talk to other students and the resident advisor in the dorm. Students should also consult with the instructor.

  • Beginning science courses are high demand courses; they require a lot of points.

  • All-College requirements such as AP:A and AP:B courses are usually in high demand.

  • Some professors are in high demand; again, lots of points will be needed.

  • Multiple block courses will allow students to put points on fewer courses over the eight blocks; this allows the student to gain an advantage in course distribution over eight blocks. Example: a student uses 80 points on 6 courses instead of 80 points for 8 block courses.

  • Advanced courses in a major usually require fewer points. The courses are aimed at majors (a finite number), usually require prerequisites, and have less students competing for a spot.

  • Note how many times the course is taught during the academic year. A student's opportunity to get in a class is enhanced if the course is offered many times during the year.

  • Students need to set priorities. If they really want a course in high demand, they must decide whether or not they should use most of their points for the course and take their chances on the other blocks. Ask students to prioritize the courses which they have selected, identifying the courses they "absolutely" have to take versus those which are less important for their course schedule. The allocation of points for the proposed schedule would then follow this priority list.

  • The Registrar's office is willing to answer questions about courses and a student's schedule if any arise after they have met with their advisors.

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Winter-Start Program

Ten to fifteen percent of first-year students begin their studies at Colorado College under the Winter Matriculation Program, also known as the Winter Start Program. Under this program students begin their studies in the winter (in block 5) and are free during the fall semester for work, travel or off-campus study. They are strongly encouraged to continue their first year at the College in the summer months following their first (winter/spring) semester by participating in the Summer Session. Since 1960, the College has been able to admit additional men and women each year by staggering admission offers in this fashion. Orientation programs, faculty-student evenings, discussion groups, social events and hikes are planned specifically for winter-start students.

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Transfer Students

Transfer students are admitted at the beginning of both the fall and spring semesters. Senior transfers are accepted only under very unusual circumstances. Transfer applicants for the fall should apply by April 1; those wishing to enter in January, by November 1. A transfer applicant must file an application and present official transcripts from all colleges and universities attended. If at the time of application the candidate has not completed a full year of undergraduate work, the high school record should also be submitted. One letter of recommendation from a professor or former teacher is required, as well as a dean's form. Other recommendations are considered but not required.

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Fall Admission

Colorado College seeks students who demonstrate academic excellence, uncommon talents and interests, and a commitment to the idea of a liberal arts and sciences education. Ethnic, economic and geographic diversity and the potential for making significant contributions to the College community are also factors considered in admission.

The College enrolls about 530 first-year students each year, of whom approximately 60 enter under the Winter-Start Matriculation Program. Anywhere from 40 to 100 students enroll each year as transfers from other colleges and universities.

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Course Attendance Policy

Students are expected to attend courses regularly and are responsible for course work whether present or not. The College believes in giving students as much freedom as is consistent with their academic progress. However, excessive absence, excluding illness or emergency, may result in a special probation or dismissal from the course with "No Credit."

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Reporting of Excessive Absences

Frequent absence from class should be reported to the Dean of Students or the Assistant Dean of the College. Students who are ill or are having personal difficulties may be eligible to receive an Excused Grade. Excused grade forms are available in the Registrar's Office. The form must be filled out by the student and the faculty member and returned to the Registrar's Office. The decision to award an excused grade or a no credit rests with the Registrar and the Associate Registrar.

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Attendance Policy Before and After Holidays

The policy of Colorado College is to require attendance in scheduled classes in the week of all-college holidays and block breaks. Faculty members should explain any specific applications of this policy, such as grade penalties for unauthorized absences, at the beginning of all blocks.

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Advance Placement and the International Baccalaureate

Each May, the College Entrance Examination Board administers examinations for high school seniors who have been enrolled in college-level courses under the Advanced Placement Program. Colorado College reviews both the scores and the test materials and may grant units of credit toward graduation requirements. Two Colorado College units of credit are granted by most departments for scores of four or five and one unit for a score of three. The College may also require a student to bypass certain introductory-level courses. Students who have not participated in Advanced Placement courses but who have superior preparation and records in particular subjects may also be permitted to bypass certain kinds of first year-level work. Approximately one third of first-year students submit AP scores for consideration.

The College recognizes the International Baccalaureate (I.B.) courses for possible credit. Students who hold an I.B. diploma are usually granted sophomore status. Actual credits are determined by scores in both higher-level and lower-level courses. The College also considers college credits earned elsewhere above and beyond the requirements for high school graduation.

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Transfer Credit Evaluation

A transfer student may apply for admission in the Fall or Spring semester. A transfer applicant must file an application and present official transcripts from all colleges and universities attended. The transfer of credit is based on the following equivalencies:

    4 semester hour = 1 Colorado College unit

    6 quarter hours = 1 Colorado College unit
Many courses offered at other colleges and universities are 3 semester hours long and receive .75 unit of Colorado College credit. For example, students who take three courses in the natural sciences elsewhere may not have met the Colorado College science requirement because of a lack of credit (e.g., 3 semester hour course being accepted as .75 unit of CC credit).

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Add/Drop Policy

Students can add or drop courses to be taken in future blocks at any time prior to the beginning of those courses. In addition, students can add a course in progress during the first two days of the course; but they must first drop the course in which they were previously enrolled for that block. Exceptions to the procedure must be authorized by a dean and the affected professors. Dropping a course without authorization or proper notification of the instructor automatically results in a grade of No Credit. Students may drop a course before the second Tuesday of the block at 5:00 p.m. After that the student will receive a No Credit unless an Excused grade is allowed.

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Academic Honor System

Administered by the students since 1948, the Academic Honor System is an essential part of the College program. Under the Honor System, students take examinations without proctors. The system also covers rules regarding research papers and other assignments. It is based on trust and maturity and it reflects the academic attitude of the Colorado College community. The purposes of the Honor System are to instill academic integrity and confidence and to promote individual responsibility. Before entering the College, students commit themselves to uphold the Honor System. Violations are handled by the Student Honor Council, a group of 13 students elected by the student body specifically to supervise the Honor System.

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Independent Study

A student may initiate an Independent Study to pursue in depth certain aspects of a subject previously studied or to investigate an area of academic interest not covered in a regular course. The following guidelines should be observed:

  • Courses should have specific prior expectations established, clear to both the faculty supervisor and student.

  • Courses should have as a prerequisite sufficient prior course work in the area of the project to give the student a good basis for working independently, i.e., they should involve advanced, not introductory, work.

  • Independent study should normally be for juniors and seniors who are likely to have sufficient academic maturity to succeed in it.

  • Courses should require the equivalent student workload of a regular course carrying the same credit.

  • Courses should be planned well ahead of time.

  • Courses should have the approval of the department or interdisciplinary program chair.

  • Consent of instructor is required.

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Credits and Grades

The unit represents the academic work of a single block of three and one-half weeks. There are eight blocks in the academic year, and under normal circumstances a student can earn 8 units of credit per year and 32 units in four years. Each unit is equal to four semester hours or six quarter hours. Adjunct courses provide 1/4 unit credit each, and extended-format courses provide up to 1/2 unit per semester. The January half-block allows students to earn 1/2 unit of credit.

Any first-year student who enrolls for fewer than eight blocks, and any other student who enrolls for fewer than seven blocks, must have the prior approval of the Registrar's Office within the first two weeks of the semester of reduced enrollment.

The college provides a two-track system for all students. In a given course, students may choose to be graded by either the designation of A, A-, B+, B, B-, C+, C, C-, D+,D and No Credit (G Track) or the optional system S/CR/NC (P Track). S = A through C-; CR = D+ or D; NC = No Credit. For purposes of computing the Grade Point Average, the following schedule will be used: A=4.0; A-=3.7; B+=3.3; B=3.0; B-=2.7; C+=2.3; C=2.0; C-=1.7; D+=1.3; D=1.0; and NC=0.0

P Track passing grades are not calculated in the GPA; however, a grade of NC under either grade track option is calculated in the GPA. D+ and D grades under both G and P Track options do fulfill graduation requirements. They do not fulfill major or prerequisite requirements. There are no restrictions placed on the number of courses a student may choose under each option. However, students are expected to choose the option by which they wish to be graded at the time they register for courses. No change in the grading option is permitted after the fourth day of class without extenuating circumstances. Students who do not choose a grading track for a course are automatically assigned to the G Track by the Registrar's Office. A student may, with permission of the course professor, audit (Z Track) a course. No credit toward graduation will be awarded, but the audit, if completed successfully, will be recorded on the student's transcript.

The college believes its grading system options offer a desirable versatility because they provide a commonly understood set of grades for consideration beyond the campus while preserving a simpler option for students who wish to be free of certain kinds of grading pressures. This 'optional system' encourages students to take courses they might otherwise shun out of fear of poor grades, and in general makes students much less 'grade conscious.' On the other hand, the college avoids the risk that some of its students could be disadvantaged by the grading policy in the competition for jobs or graduate and professional school admissions.

In the interest of a more uniform grading policy that accords with our commitment to high academic standards, the college endorses the following revised statement of the meaning of grades at Colorado College:

  • A = Excellent work that reflects superior understanding and insight, creativity, or skill.

  • B = Good work that reflects a high level of understanding and insight, creativity, or skill.

  • C = Adequate work that indicates readiness to continue study in the field.

  • D = Marginal work, only minimally adequate, raising serious question about readiness to continue in the field.

  • S = Work that falls in the range of A to C-.

  • CR = Work equivalent to a D+ or D.

  • NC = Failing work, clearly inadequate and unworthy of credit.

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Incompletes and Excused Grades

If a student is unable, for a satisfactory reason such as illness, to complete the work in a given course, the student will receive either a grade of "Incomplete" or "Excused" for that course."Incomplete" grades must be made up within three blocks of the completion of the course, unless the instructor sets a shorter time limit for completion of the prescribed work. If an "Incomplete" is not made up within the prescribed time, the Registrar will automatically convert it to a grade of "No Credit."

After the first two days of the course, students who want to drop a course must petition for a grade of "Excused" by submitting a form to the instructor and the Registrar. Normally, a grade of "Excused" will not be approved unless the student is passing and there are extenuating circumstances, such as illness or injury, which have affected the student's progress in the course. The student must state a specific reason for requesting an "Excused," and the instructor's recommendation must be recorded. The Registrar will make the final decision and notify the Dean of the College.

If a student does not complete the work in a course, and has no satisfactory excuse, or does not meet the minimum standards set by the instructor, the instructor will give the student a grade of "No Credit."

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Grade Point Average

The Grade Point Average (G.P.A.) is only calculated for Honors at graduation (See "Distinction and Honors" for more information on Honors at graduation). The G.P.A. is calculated using semester hours. Units earned before August 31, 1988 are evaluated at 3.50 semester hours; units earned since are evaluated at 4.00 semester hours. Total Units listed here represent all grades, not units earned (passed).

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Residency Requirement

All students must complete 32 units of credit to qualify for a Colorado College B.A. degree. As described below, a specified number of the 32 units must be taken in residence, here at Colorado College, or through Colorado College-sponsored programs, including those affiliated off-campus and ACM programs detailed in the Colorado College Catalog.

The following rules apply to the academic residence requirement:

  • Students who enter Colorado College as first-semester first-year students must complete 24 units at Colorado College or Colorado College-affiliated off-campus or ACM programs. Transfer students are required to complete a minimum of 16 units at Colorado College or Colorado College-affiliated off-campus or ACM programs.

  • All Colorado College students are required to complete their last 8 units at Colorado College, except for students participating in Colorado College-affiliated off-campus or ACM programs. Students who have completed 16 units at Colorado College may petition the Dean's Advisory Committee to waive up to 4 units of the 8-unit rule.
Because different departments have their own residence requirements for their major, students should consult their major department before conducting any off-camps study in their major.

These policies should not be confused with Residential Life policies regarding campus housing.

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The Dean's List

A student will be placed on the Dean’s List if she or he attains a Grade Point Average for the academic year of 3.75 or higher and no NC's or Incompletes at the time the list is calculated. To qualify for the Dean’s List, a student must complete seven units, excluding adjuncts, in the academic year (six for graduating seniors), all seven of which (or, in the case of seniors, six) must be taken for a letter grade. Only credits completed at Colorado College or within an affiliated study abroad program will be used in determining eligibility.

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Distinction and Honors

Certain departments in the College grant a special award of distinction at graduation to majors who have done especially outstanding work in their major field and who also have superior records in all their college work. The departments may offer special courses of independent work for students admitted to these programs.

The bachelor's degree with honors - cum laude, magna cum laude and summa cum laude - may be conferred upon those students who receive the recommendation of the Committee on Instruction. The degree summa cum laude is conferred only by a special vote of the faculty after individual consideration of each case.

Honors at graduation will be determined on the basis of grade point average computed from the last 22 units taken under the "G" or grade track at Colorado College, including credit earned in ACM Programs or the College's approved programs at the American University and the Kansai Gaidai program in Japan. Any transfer student who completes a minimum of 18 units for graduation at Colorado College, and at least 16 units on the "G" track option, will be automatically considered for honors.

Courses taken for less than one-half unit credit shall be excluded from the 22. The Committee on Instruction may consider individually the cases of students with fewer than the required units at Colorado College. The Registrar's Office will notify departments about students who have the required Grade Point Average to be considered for honors, but would not automatically be considered using the above criteria, and these students will be considered if recommended by three faculty members. The Committee on Instruction will recommend to the faculty students who should be awarded their degree summa cum laude, magna cum laude, or cum laude. The total number recommended by the Committee on Instruction will normally be equal to approximately 20 percent of the graduating class. Faculty approval is not required except for the granting of the degree summa cum laude.

The Registrar will notify departments about students who have the required grade average to be considered for honors, but would not automatically be considered using the above criteria, and these students will be considered by a department.

A minimum of three faculty members may also recommend students for honors to the Committee on Instruction even if they do not qualify for honors based on the above criteria. The Committee on Instruction will recommend to the faculty students who should be awarded their degree summa cum laude, magna cum laude or cum laude. The total number recommended by the Committee on Instruction will normally be equal to approximately 20 percent of the graduating class. Faculty approval is not required except for the granting of the degree summa cum laude.

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Honor Societies

The Colorado College chapter of Phi Beta Kappa, chartered in 1904, was one of the first established in the West. Other honorary and professional organizations include: Alpha Lambda Delta, the national honor society for first-year students; Blue Key, the honor and service society for juniors and seniors; Tau Kappa Alpha, the honor society for forensics; Delta Epsilon, the honor society for scientific achievement, and Pi Gamma Mu, the honor society for achievement in the social sciences.

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The All-College Requirements for the Bachelor of Arts Degree

See the Colorado College Catalog.

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The Language Requirement

The language requirement may be fulfilled in any one of the following seven ways:

  • the study of the same non-English language for four full years in high school;

  • an acceptable score (at least 5) on the International Baccalaureate language examination or an acceptable score on the Advanced Placement language examination (3, 4, or 5 depending on departmental policies in different languages at CC);

  • the placement examination administered by the language departments, with a score allowing placement at, or above, the 201 level, or a special proficiency examination administered by a certified proficiency examiner;

  • a beginning course in any of the languages offered at Colorado College, ordinarily a course numbered 101 (2 units), unless the student presents acceptable evidence of a learning disability making language study impossible;

  • an acceptable language program at any accredited college or university, in any non-English language, equivalent to the 101 level at Colorado College, if approved by the Registrar's Office;

  • substantial use of a non-English language either in course work or in the living situation (programs abroad will be assessed and certified by the Registrar's Office independently to determine which programs fulfill the requirement.

  • students who are native speakers of a language other than English are considered to have satisfied the requirement.

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Master of Arts in Teaching Program

For information on the requirements for the Master of Arts in Teaching degree please refer to the Catalog. If you have questions please call the Department of Education.

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Declaring a Major

Colorado College seeks to provide a broad education. The College therefore requires students to gain some knowledge and experience in a variety of areas outside their major disciplines.

In addition, the College recognizes the student's need for a concentration in depth and for pre-professional education. During the Spring of the second year at the college, the student chooses a major field in which to take concentrated work. Many majors allow special concentrations within broad disciplinary study. Interdisciplinary majors are also available. All majors are listed in the current print edition of the Colorado College Catalogue.

The College offers several combined or distributed majors for students whose interests require concentrated work in more than one department. Such major fields are Classics-History-Politics, History-Philosophy, History-Political Science, and Political Economy. Self designed majors are possible under the heading of Liberal Arts and Sciences.

Requirements for graduation in each major field are listed under the appropriate titles in the Departmental Course section of the Catalog.

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The Double Major

Students at Colorado College may complete a double major. The following rules must be observed:

  • The two majors may be from traditional departmental majors or an interdisciplinary major and a departmental major as long as the latter is not a discipline making up part of the interdisciplinary major.

  • Both departments must approve the option.

  • In no case may more than three courses within the majors overlap.

  • The student must have an advisor in each major.

  • The student must complete all college requirements.

  • The number of units required to complete a major ranges from 8 to 16.
The specific requirements for each major may be found in the Departmental Courses section of the Catalog.

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Liberal Arts and Science Major

Students who wish a major other than those provided by the departments may choose to major in liberal arts and sciences. This option permits students with the help of three faculty advisers to design special concentrations according to particular interests and needs. It is assumed that the liberal arts and sciences major is at least as rigorous as any departmental major, and requires considerable initiative and self-discipline from students who elect it.

    Students selecting the liberal arts and sciences major must fulfill the appropriate College degree requirements as listed in this bulletin. A minimum of nine units or a maximum of fourteen units may be counted toward this major.

  • At least six of the units, designated as constituting this major, must be above the 100-course number level. One or two of these units may be General Studies 400 (Senior Thesis I) and General Studies 401 (Senior Thesis II).

  • Courses which constitute the major in liberal arts and sciences are designated on the transcript by an asterisk. The Registrar designates on the transcript in an appropriate way a description of the program.

  • A student must submit the application for a liberal arts and sciences major to the Dean's Advisory Committee during the second semester of the sophomore year. A student wishing to apply for this major after the sophomore year, or to change from another major to the major in liberal arts and sciences, must present persuasive evidence that such a proposal is educationally advisable and that circumstances make it possible to achieve a satisfactory major.

  • In order to be accepted as a major in liberal arts and sciences, a student must obtain the approval of three faculty advisers for a tentative program of courses for the final two years. Each faculty adviser is expected to write a letter of support for the student's proposed program. Faculty advisers should also indicate in their letters their evaluation of the student's past academic performance and comment on the student's ability to carry out a program with an unusual amount of independence and responsibility.

  • The program of courses should be accompanied by a typewritten description of the concentration proposed in the major--that is, a rationale demonstrating the cohesiveness of the proposed program of courses. Each course in the proposed program should be listed by course number and title, along with a statement as to how it relates to the written description of the major. The student must also submit a written statement explaining why the proposed goals of the major cannot be achieved through a departmental major or through outside courses taken in addition to the requirements of a departmental major.

  • The description and explanation of the major and the listed courses must be accompanied by an application form for declaring the major, available in the Registrar's Office. The completed application is presented to the Advisory Committee to the Dean of the College for its approval.

  • Among the three faculty advisers, one should be designated as the principal adviser, but all three will be responsible for approving any later changes in the major. It is expected that the students will meet periodically with all three advisers, during the junior and senior years, to discuss progress of the major.

  • Each Liberal Arts and Sciences major will be required, near the end of the senior year, to submit a substantial thesis or project. Administration and evaluation rests with the three faculty advisers. The application for the major should contain some indication of what this final project or thesis will be.

  • A student wishing to change from a major in Liberal Arts and Sciences to another major program may do so with the consent of the new major department.
For information on Southwest Studies as Liberal Arts and Sciences majors see the Colorado College Catalog.

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Degree Progress Report

A sample of a second year student's Degree Progress Report can be reviewed in the section on using a computer to access your advisee's records. In contrast, the Degree Progress Report shown below is for a graduating senior majoring in Political Economy with Thematic Minor in North American Studies. The sample is the final Degree Progress Report and records all the requirements completed by the student, both all-college and major requirements as well as the requirements for a Minor.

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Leave of Absence

The deadlines for requesting a leave of absence are November 1 for a leave which begins in the spring semester and March 1 for a leave which begins in the fall semester. Students are encouraged to apply for a leave even if they are awaiting word of their acceptance to a specific program. Students who are granted a leave are expected to reconfirm their return date by writing to the Dean of Students (non-academic) or the Registrar (academic) no later than November 1 for a return in the spring and March 1 for a return in the fall. Students who fail to reconfirm will have their preregistration canceled, and they will be withdrawn formally from the College. Finally, students who are granted leaves which include the spring semester have the option of pre-registering by mail.

On formal application to one of the deans, a non-academic leave of absence will be considered for one of the following reasons:

  • Financial or personal emergency. Students who find it necessary to interrupt their education because of financial considerations are expected to contact the Dean of Students and to present evidence in support of their request for a financial leave. In the case of personal emergencies such as illness or family crisis, the Dean of Students should be consulted.
On formal application to the Registrar, an academic leave of absence will be considered for one of the following programs:

  • ACM programs, Washington Semester, Kansai Gaidai, and The Manchester Program as these are an official part of the Colorado College curriculum. Students who apply must request a leave of absence from the Registrar prior to the deadlines for requesting a leave. The College cannot guarantee a leave to those students who apply late or are accepted late by these programs.

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Permission to Study at Another College While on Leave of Absence

Students who wish to study at another college must withdraw from the College and reapply as a transfer student with the Admissions Office. Students may petition the Dean's Advisory Committee for permission to study at another institution while on a leave of absence. Usually, the petition must demonstrate a special academic opportunity, not available at Colorado College. Students should speak with the Assistant Dean of the College prior to making their petition to the Committee. Very few requests receive the permission of the committee.

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Withdrawal from the College

All students who decide to interrupt their education at Colorado College, and who do not qualify for a leave of absence, or who wish to transfer to another institution, are expected to withdraw formally from the College. A notice of formal withdrawal is available in the Dean of Student's Office. In order to withdraw from the College for the spring semester, a student must submit a formal notice of withdrawal by November 1 of the preceding year or forfeit the general obligation deposit. In order to withdraw from the College for the fall semester, a student must submit an intention to withdraw by March 1 of the preceding academic year or forfeit the general obligation deposit. A student who has submitted an intention to withdraw for the fall semester must complete the formal notice of withdrawal by May 1.

Students who withdraw to transfer to another institution, and who later wish to reapply to Colorado College, must do so through the Admission Office as transfer candidates. Those students who withdraw for other reasons, such as time off to travel or simply to take a break from the educational environment, have the option of reapplying to Colorado College by writing directly to the Vice President for Student Life or the Dean of Students. This option remains open for two semesters, that is, one academic year, following withdrawal.

The deadlines for reapplying through the Dean of Students for a given semester are November 1 for reinstatement in the spring semester and March 1 for reinstatement in the fall semester. After a lapsed time of two semesters or longer, students in this category who still wish to reapply to Colorado College must do so through the Admission Office. Students who withdraw formally from the College do not have the option of pre-registering in the spring.

Why Students Withdraw?

Most students leave the College for personal or financial reasons. In addition, anywhere from10-15 students are placed on Academic Suspension every year.

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Exit Interviews

Students who withdraw from the College are asked to fill out an exit interview form and then to meet with the Dean of Students to discuss their reasons for leaving the College. All Students who withdraw are encouraged to meet with their advisors as well. Students should be encouraged to complete the exit interview and meet with the Dean of Students.

Role of the Academic Advisor. The Advisor should try to meet with an advisee who is intending to withdraw from the College. The reasons for leaving should be explored with each student and notes on the conversation placed in the student's advising file. Sometimes, students can change their mind after a good conversation with an advisor. This is usually the result of questions being answered which result in the elimination of the problem facing a student.

Other times, students simply do not know all the options available to them under the Block Plan. Provide the student with alternatives and let them make a choice. And lastly, in many cases the Block Plan does not meet the needs of a student and they want to pursue their education under a different calendar. Listen and be supportive.

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Dean's Advisory Committee

The Dean's Advisory Committee is composed of two faculty members, the Assistant Dean of the College, a representative of the Registrar's office, and two students. The Assistant Dean chairs the Committee. The Committee reports to the Dean of the College.

The Committee reviews student and faculty requests for waivers or interpretations of the College's academic rules and regulations; reviews Venture Grant proposals and awards Venture Grant funds; reviews students' academic records at the end of each semester to determine academic suspensions and warnings; reviews applications for leaves of absence for off-campus study when the program in questions is not sanctioned by the College; approves applications for the major in Liberal Arts and Sciences; and upon consultation with the Director of General Studies, reviews proposals for individually tailored thematic minors.

  • Petition for waiver of an academic rule: Students can petition the Dean's Advisory Committee to waive a particular academic rule or regulation by writing to the Assistant Dean of the College. The petition should be submitted no later than the Friday of the second week of any block. The Committee meets during the third week of the block during the academic year. Student petitions typically concern the rules and topics listed below:

  • Waiving of an All-College requirement. This includes total number of units; units outside the department of the major (18); Alternative Perspectives: A & B; Distribution requirements; Natural Science requirements, etc. The Committee is very reluctant to grant exceptions to all-college requirements, but reviews each petition on its merits. Waivers of all-college requirements will be reviewed and voted on by the Faculty when the graduation list is approved in May. The granting of a waiver requires a 2/3 vote in favor of the petition by the faculty at the last meeting of the year.

  • Permission to study while on a Leave of Absence. Students can petition to study at another institution while on a leave of absence. The Committee only grants permission when the petition represents a "Special Academic Opportunity," one which is not available at Colorado College. An example would be the student who wants to pursue Buddhist Studies at the Naropa Institute in Boulder. The permission is difficult to obtain. The rule states that a student must withdraw from the College if he or she wants to study at another institution. The student withdraws and reapplies as a transfer student through the Admissions Office.

  • Request for a Grade-track change beyond deadline: This request is not granted readily and depends on the individual circumstances.

  • Request for an Excused grade: College policy states that, during the first two days of any course, students may drop their registration in a course by notifying the instructor and submitting an official Add/Drop Card to the Registrar. Neither a grade nor a course listing will be recorded on the transcript. In addition, students may withdraw from a course as late as the Tuesday of the second week of a block. This option results in the student not being able to enroll in another class for that particular block as well as not being eligible for a refund unless the withdrawal reduces the total number of courses taken in an academic year to less than six. Students should be encouraged to stick with the course. If a student insists, the advisor should consult with the instructor as to the students' progress and whether there is hope that a student could finish the course with a passing grade.

    After the first two days of the course, students can withdraw as stated above or they can petition for a grade of Excused by submitting the "Petition for a Grade of Excused" form to the instructor and the Registrar. Normally a grade of Excused will not be approved unless the student is passing and there are extenuating circumstances, such as illness or injury, which have affected the student's progress in the course. The student must state a specific reason for requesting an Excused grade, and the instructor's recommendations must be recorded. The Registrar of the College or the Associate will make a final decision.

    Students can petition the Dean's Advisory Committee to appeal the decision of the Registrar of the College.

  • Academic Warning: Any student who fails two units in a semester is placed on academic warning. The warning informs the student about the Committee's concern about his or her academic performance and progress toward the degree. The letter also tells the student the number of units that he or she is expected to pass the following semester; failure to meet this expectation can result in academic suspension for a year.

  • Academic Suspension: First year students have to pass a minimum of 1 unit during the first semester and a total of five units for the academic year. After the first year, students must pass a total of six units over any two contiguous semesters in order to remain in good academic standing. Failure to meet these minimum requirements may result in the student being placed on academic suspension for a year. The Assistant Dean of the College meets or speaks with each student who is in danger of academic suspension. Each case is reviewed by the Assistant Dean of the College.

  • Reinstatement from Academic Suspension: Academic suspension is usually for one year. A student can petition the Assistant Dean of the College for reinstatement before the full year has been completed. The request is only granted in exceptional cases. Most students who are suspended stay out for the full year. Students are typically reinstated after a year on suspension. To be reinstated, the student writes the Assistant Dean requesting reinstatement and provides a description of what the student has accomplished during the year away from the college. The latter includes a statement pertaining to the successful completion of any conditions set forth in the student's suspension letter.

  • Liberal Arts and Science Major (See the Colorado College Catalogue for the Guidelines for the LAS major)
    Students can create their own Liberal Arts and Science (LAS) major by making a formal application to the Dean's Advisory Committee. The application forms and guidelines are available in the Registrar's Office. An LAS major must have three advisors; the principle advisor and a second and third advisor (readers). The principle advisor acts as the student's faculty advisor in the LAS major. All three advisors help the student design the major, review the application, read the student's thesis, and certify the completion of the LAS major. In addition, all three advisors must approve any changes to an approved LAS major and report the requested change and their approval to the Chair of the Dean's Advisory Committee and the Registrar. Graduation with Distinction in the LAS major requires letters of nomination and support from all three advisors.

    The Assistant Dean of the College is available to answer student and faculty questions about the Liberal Arts and Sciences major. He will also review drafts of the student's LAS application prior to its inclusion in the Dean's Advisory Committee's agenda.

  • Independently designed Thematic Minors. Students can create their own Independent Minor by submitting a petition to the Dean's Advisory Committee. The Independent Minor forms are available in the Registrar's office. The form must be signed by an Advisor willing to supervise the student's proposed integrative experience. Successful completion of an Independent Minor will be recorded on the official transcript.

    Thematic minors focus a student's education on significant themes examined from several disciplinary perspectives. They reflect the belief of Colorado College that, in addition to the more specialized major, a student needs to gain experience in comparing and connecting ideas and approaches across the disciplines.

    The Independent Minor option consists of a minimum of five courses from at least two departments outside of your major department. Only one of the five units in the minor may be a course in the department of your major, and it must be directly related to the theme or issue of the minor. In addition, the minor must end with an integrative experience in which the student brings together much of what has been learned in the minor. The integrative experience may consist of a paper, a creative project, or a block of independent study, planned in advance with a willing advisor.

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Special Instructions for Entering Students and Approaches to Majors
Advising Transfer and Non-traditional Students

Transfer student admission occurs in the Fall and Spring. The College admits anywhere from 10-40 transfer students per academic year. A transfer applicant must file an application and present official transcripts from all colleges and universities attended. The Registrar evaluates the student's transcripts and awards transfer credit. Courses which meet Colorado College all-college requirements are also noted.

Transfer students are usually assigned an adviser in the department of the intended major. Advisors should identify courses which meet prerequisites for advanced courses in the major. If a student does not have some of the prerequisites for advanced work in the major, the first order of business is to have the student sign up for said courses during the first semester at the College. Review the all-college requirements with the student and ask them to sign up for courses which meet the requirement. In addition, you should review the courses a student has completed for the major as well as the courses which the student still need to complete. Ask the student to try and plan their schedule over the two to three years they will be at the College.

Questions to remember: Are there courses which have transferred which meet requirements in the major? Be prepared to discuss these courses with the Department to seek their approval. Should other courses which have transferred meet an all-college requirement? Call the Registrar to make an inquiry or assist the student with a petition to the Dean's Advisory Committee. The key is get the student involved in fulfilling requirements in and out of the major.

Advising Minority Students

Office of Minority Student Life. (Second floor of the Worner Center) The Minority Student Life office in Worner Center serves all students and campus community members by promoting multi-cultural programs. The director advises ethnic groups on campus, assists other individuals and groups who seek to offer multi-cultural programs, and provides personal support to ethnic minority students.

The Dean of Students (X 6684) and the Assistant Dean of the College (X 6687) are also available to discuss advising issues related to minority students at the College.

Advising International Students

One of the most important consideration in advising new international students is their proper placement in courses which depend on their command of spoken and written English. A student's proficiency is measured by their score on the T.O.F.E.L Exam. Recommend the use of the Writing Center and suggest the Practice in Writing adjunct course to students who need help with their writing.

Most international students are accustomed to a system of higher education that emphasizes specialization. An advisor must be very persuasive in convincing the student not to rush into courses in their indicated major. We want them to adjust to a new calendar and new learning environment prior to starting their courses in the major.

Most international students have a strong background in Math and the Natural Sciences. However, many often have problems with the language used in the classroom and are often not used to asking questions or participating in seminar style classes. Advisors and Instructors need to be aware of these differences. One method which supports international students is to encourage a fellow student in class to help them overcome these classroom adjustment issues. Simply answering questions and explaining classroom expectations can be of great assistance.

Courses with heavy reading loads in unfamiliar subjects are difficult for some students because they cannot effectively sort out details from major ideas. They may tend to concentrate too much on the details (who, when, and where) and miss the larger issues. In addition, a students' lack of familiarity with the subject or with western perspectives in a course create a disadvantage and might require some additional reading or tutoring (e.g., American Government or U.S. History).

An advisor should check on a student's progress in and reaction to his/her courses. International students are occasionally offended by or disagree with the views and perspectives presented in their classes. They may come to their advisors to express their frustrations. Listen carefully and help them formulate questions to ask in class. Encourage participation.

The Honor Code and Plagiarism as it is understood at Colorado College may be unfamiliar concepts for some international students. For those who were educated in systems that stress rote memorization, it is particularly important to explain the need for citing sources and distinguishing between original ideas and paraphrased or acquired ideas. Review the Honor Code with your advisees.

Some international students are limited in their choice of majors due to government contracts or restrictions for the release of foreign currency to students.

One year exchange students should be aware that it is their responsibility to collect the necessary syllabi and letters of support from professors needed to transfer credits to their home university. Before leaving Colorado College they should have a current catalog in their possession and request a copy of their transcript to carry home with them.

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Off-Campus Study

Before students may participate in off-campus study and activities sponsored by Colorado College, they are required to file a general release signed by the students and their parents. If students leave the country or are absent from campus on such studies or activities for a block or longer, specific permission (leave of absence) and an additional release will be requested.

A leave of absence through the Registrar's Office is required for students who participate in programs abroad which are not sponsored by Colorado College. Plans for such individually arranged study abroad must be approved in advance by the International Programs Committee.

The College reserves the right to limit the number of students enrolled in any off-campus program and to limit the number of off-campus units which may be taken for credit. Credits earned will not be transferred automatically; they will be subject to a careful evaluation by the appropriate departments or the International Programs Committee and the Registrar.

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Advising students about study abroad

The Office of International Programs (OIP): The Office of International Programs serves two student groups: International students and students planning to study abroad.

All Department of Immigration issues and paperwork (including I-20s) are handled out of the OIP for foreign students with F-1 stamps in their passports. (J-1 students and visiting scholars should see the office of the Dean of the College.) Upon arrival at the college, foreign students receive support through an orientation week of activities and a "host family" program, individualized attention to student needs throughout the year and liaison support on their behalf to all aspects of the college community. Cross-cultural events organized by student groups are encouraged and co-sponsored by the OIP.

The Office of International Programs also assists students researching study abroad options. The study abroad resource library provides students with materials about "non-affiliated" programs around the world plus general information about programs sponsored by Colorado College and The Associated Colleges of the Midwest (ACM), of which Colorado College is a member. Plans for all "non-affiliated" programs must be approved by the Committee on International Programs through the OIP, which with the Registrar's Office evaluates the transfer of credit from such programs.

Interested study abroad students are encouraged to attend the twice-annual "Study Abroad Fair" and begin thinking about their options at least twelve months in advance.

Colorado College Affiliated Programs:

Planning For Study Abroad: Colorado College offers a broad selection of programs through it's language departments, summer study and the Associated Colleges of the Midwest (ACM). Please refer your advisee to the appropriate advisor listed here for guidance and the application process. Colorado College program materials are available in the Office of International Programs.

Advantages of these programs:

  • Credit and grades automatically transfer upon completion of program.

  • Colorado College Financial Aid applies.

  • Colorado College advisors available for each program.

  • Most are primarily staffed by ACM member faculty or Colorado College Professors.
Disadvantages of these programs:

  • Costs can run higher than attending classes at Colorado College or other outside programs.
For more information about student opportunities for study abroad, contact the Office of International Programs.
Summer Study Abroad: See Summer Session Office for details.

Application Procedure

  • Students should discuss their plans with you and the Program Advisor (see listings above.)

  • A student should obtain all application paperwork from the Program Advisor. The application should be completed and returned to the Program Advisor. After acceptance, a student must send in the deposit and program fee. (ACM programs)

  • A student should complete the Colorado College Off-Campus Semester Form in the Registrar's Office before November 1 (for Spring study) or March 1 (for Fall study).
Please note: If a student is planning to study abroad on a program NOT affiliated with The Colorado College, he or she should visit the Office of International Programs for information and application approval. Deadlines are March 1 and November 1 for non-affiliated application approval.

The College reserves the right to limit the number of students admitted to foreign programs and the total number of credits awarded to off-campus study.

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Academic Support Services

The Writing Center and the Writing Program. Colorado College offers a multi-level program designed to help students improve their writing. Believing that students write more forcefully about subjects which interest them, the faculty decided against requiring a conventional composition course: instead, faculty members from many fields offer courses which emphasize writing. Freshman tutorials, limited to 15 students, require papers and offer help with writing. For students who want more extensive help, many departments offer one- and two-block courses in standard academic subjects which emphasize writing. Enrollment is limited to allow time for individual conferences, small group sessions, and detailed criticism. The Student Writing Center offers free tutorial help in writing to all Colorado College students. Staffed by a director, part-time professionals and student peer tutors, the Center provides individual tutoring and small group workshops in composition. In addition, the Center can give editorial help with non-curricular projects such as newsletters, job or graduate school applications, and non-academic articles.

Tutt Library. Tutt Library provides intellectual and physical access to knowledge and information in support of the educational aims of the college. To support this mission, Tutt Library's collections are a rich resource for study and research. An enthusiastic and knowledgeable team of librarians help students, faculty and staff navigate the complex electronic and paper-based information world of the 21st century. Professional research help is available by contacting the reference desk at extension 6662.

The library has an excellent reference collection consisting of bibliographies, periodical indexes and related bibliographic tools, many available online. It currently subscribes to more than 2,000 periodicals and 50 domestic and foreign newspapers, and houses over 430,000 books (both paper and electronic). In addition, as a federal government depository library, the library houses over 300,000 government publications. Rare books, the College's archives, and regional historical collections are housed in the Special Collections Department. A video collection serves both the educational and recreational needs of the academic community.

Built in 1962 and expanded in 1980, Tutt Library seats 800 people in spacious study areas, including individual carrels. A computer lab, video viewing area, multipurpose rooms, audiovisual facilities, a satellite of the Writing Center, and a late-night study area are available. Round-trip van service to Denver and Boulder libraries is provided on the first, second and third Saturdays of the block.

The collection of more than 480,000 volumes in open stacks is designed to serve undergraduate study and research. The Government Documents collection contains 200,000 items. Special Collections houses the College’s historical and rare materials

Specialized materials are kept in the Albert Seay Library of Music and Art in Packard Hall. Students may freely use the art and anthropology resources of the Colorado Springs Fine Arts Center one block south of the campus.

Academic Computing. Colorado College provides extensive computer service to students, faculty and administration.

The Mathematics Department offers formal course work in the computer use and in adjunct courses.

Tutoring. The College does not have an office that manages tutors and tutoring services. Departments should be contacted when an advisee needs a tutor. Ask the department whether they have special sessions for students needing assistance (afternoon problem sessions tied to Math courses; help sessions in some Physics classes). The Dean of Students and the Assistant Dean of the College may also be contacted for help in arranging tutors for students with academic problems.

Counseling Services. The College Counseling Center at Boettcher Health Center provides a wide range of free mental health programs. The staff consists of doctorate-level psychologists, social workers, and a psychiatrist. Short term in-house therapy and outside referrals are provided for eating disorders, depression, anxiety, substance abuse and many other personal problems. Workshops and support groups are also available for relationship issues, assertiveness, study skills, time management, and problems related to grief, body image, and adult children from dysfunctional families.

In addition to the counseling center, other excellent sources of brief counseling and advising on personal and/or academic concerns include faculty advisors, academic deans, the dean of students, hall directors and student resident assistants. The chaplain of Shove Memorial Chapel is also available to the students for counseling.

Career Center. The Colorado College Career Center supports the mission of this liberal arts and sciences college. Center staff help students and alumni articulate their undergraduate experience to the world of work, clarify career goals, explore graduate programs, and develop effective job/internship search strategies. Students should be encouraged to visit the Career Center - even their first year at CC. The Career Center offers:

  • Individual career advising, self-assessment, and job/internship search assistance

  • Resume and cover letter critiques (in person, electronically, or by mail)

  • Workshops on career assessment and job/internship hunting skills

  • Panel discussions and presentations on various career fields

  • Job/internship vacancy listings (full-time, part-time, and summer)

  • Current information about careers, internships, and graduate programs

  • Research resources and directories for a variety of career interests

  • Information booklets and handouts on a variety of relevant topics

  • Career Fairs and on-campus recruiting by graduate schools and employers

  • Practice Interview sessions

  • Data on recent graduates
Self-Assessment Tools to Help Students Declare a Major. Choosing a major can be the biggest decision facing an undergraduate and advisors should expect some apprehension about making this commitment. Additionally, advisors should be aware that students may question how their majors fit in with their after-college plans. For many students self-assessment and information gathering are keys to successfully choosing a major. By examining skills, interests, values and personality characteristics as they relate to career choices, students can begin to identify and explore viable options. The Career Center offers a variety of services and programs to help students with the self-assessment process.

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End Notes

  • Dean Brenda Tooley would like to thank Victor Nelson-Cisneros and Richard Storey for their strong commitment to the on-line Advisors Handbook project. She would like to thank reviewers and contributors to the third, on-line edition -- Matthew Birnbaum, Susanne Felber, Sarah Kawano among them.

  • Dean Victor Nelson-Cisneros would like to acknowledge the encouragement and commitment of David Finley to this project. He thanks Tim Ful