First-year students receive academic advising through the Colloquium course (IDST 007). In fall semester, all first-year students are required to complete this one-credit paracurricular course that is graded satisfactory/unsatisfactory. Colloquium is designed to assist new students in making the transition to college life. Colloquium faculty are the assigned academic advisors for first year students until they declare a major.
First-year student advising requires a special approach, particularly because these students are experiencing significant change by coming to college, are typically still undecided with regard to academic focus, and are at greatest risk of attrition. Jessica Bigger of Kansas State University wrote, in Improving the Odds for Freshman Success (http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/First-Year.htm), that Academic advising plays a key role in the success of students as they transition to our institutions. Tinto (1999) suggested that advising is integral to student development. Advisors must understand the informational, conceptual, and relational aspects of their roles and how these aspects affect their interactions with first-year students.
Academic advisors should possess a clear understanding of the students on their campuses. Today's transitioning student may belong to a variety of sub-groups or "special populations". Special populations that often include a large number of students are: students with disabilities, adult learners, at-risk students, students from differing cultures, and students in the Millennial Generation.
The advising of one special population group deserves focused attention; today's traditional-age student represents a new generation of college students known as the Millennial Generation. As defined by Keeling (2003), millennial students are those born between 1982 and 2003. Although many of these students have been protected by parents and society, as a rule they are driven to improve the world, have a positive attitude, and are team players. Advisors should understand and be prepared to handle issues common to this group.
Keeling (2003) notes that millennial students often have lofty goals and high expectations but often lack realistic plans for achieving their goals. Advisors must be prepared to help these students achieve a full understanding of how their educational and career goals align. Advisors should ask guiding questions to determine students' strengths and interests as well as what will make them happy. While institutionally based career development services may be available on many campuses, to be effective, advisors need a thorough understanding of different career development theories e.g.,, Holland , Super, Myers-Briggs, etc., and how to use and interpret different inventories and tools. Advisors who use these tools effectively can steer students toward appropriate career paths.
Millennial students often matriculate from highly structured elementary and secondary school systems that may place a higher value on conformity than on critical thinking and decision making skills. Students who lack of experiences in these areas can pose a particular challenge for advisors since they need more guidance in choosing a major or career path (Keeling, 2003). Advisors need many tools at their disposal to help these students with decisions.
Often millennial students find the pressures of their first - year daunting. This can lead to extreme stress, depression, and, in some cases, student engagement in risky behaviors. Advisors should be aware of warning signs and know how to refer students to appropriate resources (Keeling, 2003). Parental involvement in the daily campus life of millennial students exceeds that of any previous generation. It is important that advisors understand the implications of this involvement. Advisors should expect that parents will be present at orientation, may ask to participate in student advising appointments, and make phone calls to advisors.
The Registrar’s Office is responsible for all official evaluations of transfer coursework. Questions about course evaluations should be directed to the Office of the Registrar at (503) 883-2211.
What courses will transfer?
How will the credit be applied?
Applying coursework to the Linfield Curriculum:
Reevaluation of Transfer Credit:
Transfer GPA Calculation:
Obtaining Transcripts for Transfer Evaluation:
It is the student's responsibility to request that an official* transcript be sent from the originating institution to:
Office of the Registrar
900 SE Baker Street
McMinnville, OR 97128
* An official transcript must be sent directly from the originating institution to the Registrar's Office at Linfield College in a sealed envelope. Transcripts issued to the student or sent to the student are not acceptable.
Advising Students About Summer Classes at Other Institutions:
Students who plan to take coursework at other regionally accredited institutions and transfer the credit to Linfield should gather the appropriate information and consult one or more of the following: their advisors (for all courses), someone in the major/minor field (for courses applied to the major/minor), and the Registrar. Prior to enrolling in the course(s), they should complete the Preliminary Domestic or International Transfer Course Approval Form, obtain needed signatures, and submit copies to the Registrar’s Office and their faculty advisor. This will insure preapproval of the credit earned through the course.
Undecided students are a large, heterogeneous group. They vary in age, maturity, academic preparedness and degree of professional knowledge. Some students follow the typical path of social and intellectual development while others struggle to find a sense of identity and lack decision-making skills. Part of working with undecided students is to provide them proper support and guidance, to help them learn to take educational initiative and become accountable for their own learning.
One of the most important skills these students need to learn is resourcefulness. As their advisor, it is vital that you help them explore educational opportunities, modeling how successful students find answers to questions and interact with college representatives and resources. This may mean discussing the majors and minors offered at Linfield and demonstrating how to find the requirements of any given major in the catalog or online. It may also mean asking students what interests them and having them read a few departmental descriptions in the catalog. As you work with these students, ask open-ended questions in order to draw out information that will be helpful in their academic planning.
Often undecided students become overwhelmed when making academic decisions because they strongly believe that their major/minor is directly linked to their future career. As their advisor, it is important that you talk about the connection between academic disciplines and careers, encouraging them to study something they enjoy rather than focusing on what will prepare them for a career. It is also helpful to discuss with students the connections between different disciplines, the skills students obtain in their liberal arts education, and how applicable those skills are in the workforce.
Help students develop an educational plan by suggesting some lower-level LC courses through which they could “try out” areas of interest and subjects that could be possible majors or minors. It is helpful to keep a list of students’ interests in their file to refer to during follow-up advising sessions. As interests develop, encourage students to talk with other professors and students majoring in the field(s) they are interested in. Also encourage students to visit the Career Library in Walker 124. There are numerous books and interest/skill inventories that they can use to learn about themselves as well. The Career Center may also be able to connect them with an alumni contact working in that field.
The key is exploration. Help students understand the importance of using resources and educating themselves about possible educational options. Although students are not required to declare a major until they have earned 45 credit hours, it is important for them to think about this decision early on in their educational career. Encourage them to use their first year or two in college to learn about the different majors and make informed educational decisions.
Keep in mind that some students may not be realistic about their abilities. For example, if a student struggles with math, despite tutoring, a chemistry or business major may not be a good fit. Or, if an undecided student (particularly a sophomore) is extremely hesitant to commit to a major and is experiencing anxiety associated with that decision, consider a referral to the counseling center. You could also offer to walk the student to Walker 124.
If you have questions about working with undecided students, please contact the Office of Academic Advising.
Note: It is important to ask your student if he/she is working toward a degree at Linfield or is here on a special one-year program.
1) International students, here on an F-1 visa, must take a minimum of 12 credits to maintain their student visa status.
2) Ask to see your student's ELCP (English Language and Culture Program) requirement sheet. The Office of Academic Advising will circulate results after placement exams are given. If you have questions regarding the sheet, please call Sandra Lee, x2503).
3) Your advisee is required to take courses in the English Language and Culture Program if his/her scores fall below:
4) If your student is taking 12 hours or more of ELCP classes, please advise him/her to add only paracurricular classes from list A below.
5) If your student has fewer than 12 hours of ELCP requirements, you might suggest other classes from list B below.
6) International students taking ELCP courses ill not be allowed to take courses in the Adult Degree Program (ADP) as part of their minimum 12 hour commitment to be considered full-time students.
7) If your students need no ELCP classes but are degree candidates, they are strongly advised to take an Inquiry Seminar during their first semester at Linfield. ***Please note: ELCP students should NOT take an INQS until all ELCP requirements are met satisfactorily.
8) TWENTY FOUR ELCP CREDITS COUNT TOWARDS GRADUATION. Students should be informed, however, that they may need more than 24 credit hours of ELCP coursework to prepare themselves for entry into an academic program.
9) Please inform your students in the English Language and Culture Program that they will be required to obtain B- (2.70) or above in each of their advanced ELCP classes to exit the program and begin taking a full load of regular academic classes.
10) Federal law requires that international students notify a DSO (Designated School Official) when there is a change to their credit load, address, or academic program (e.g. change of major, advisor). DSOs on the Linfield campus include Shaik Ismail, Sandy Soohoo, Michele Tomseth, or Marie Schmidt in the International Programs Office.
Suggested paracurricular classes:
(Please notice which have additional fees).
Other suggested classes for ELCP students (subject to space available and professor’s approval-also many have additional fees):