Academic Advising is an important part of Slippery Rock University's commitment to helping students attain their educational goals.  Academic Advisors provide information regarding degree programs, courses, resources, university policies/procedures, and may facilitate the students' search for career information and opportunities.

At Slippery Rock, the faculty provides academic advisement services to the students.  The advisor (faculty member) helps the student coordinate his/her academic plan, and can assist in helping the student to solve academically related concerns, either through providing advice and direction or through referral to other individuals and campus resources.  Both the advisee and the advisor share the responsibility of being active participants in the advisement process.

The success of the academic advising process hinges on the extent to which both students and faculty meet their individual responsibilities.  Faculty must be prepared to offer students accurate and timely information and advice, and students must be prepared to use the information and advice in ways that will help them establish and meet their own educational goals.

The foundation of the advising process is the relationship between the advisor and the student.  The advisee should try to maintain regular contact with his/her advisor in order to foster a comfortable and honest relationship.  By meeting with the advisor regularly, students will be better able to...

• become well informed about policies and procedures, curricular options, and academic program requirements;
• define their education objectives;
• plan a program of study that incorporates their interests, abilities, and career goals;
• make full use of the facilities and resources available at Slippery Rock University

Student responsibilities in advising include:

• discussing your long-range goals with your advisor, including possible job opportunities
• discussing your choice of a major with the advisor
• making final decisions about choices concerning academic matters
• being able to ask intelligent questions about your degree program
• keeping your advisor informed about things like schedule changes, academic problems, change of major, etc.
• making regular appointments with your advisor
• preparing in advance for every meeting with your advisor, including having possible course options outlined for registration advising
• keeping advising appointments and being on time
• gathering all decision-making information
• following through on referrals
• asking questions when you don't understand
• knowing who your advisor is

Although the academic advisor may assist the student with decisions throughout his/her academic career, the student is responsible for making final decisions regarding personal and educational goals. Students are ultimately responsible for satisfying all graduation requirements, so it is vital that they take an active role in their academic planning.  Faculty advisors are willing and able to facilitate that planning, but completing the necessary steps is up to the student.

The most important thing to remember is that you are responsible for your decisions and academic choices.

YOUR ROLE IN THE ADVISEMENT PROCESS

Slippery Rock University is committed to providing quality advising services to students in all academic programs.  However, attaining this goal requires that the student understand his/her role in the advising process.

SOME GENERAL THOUGHTS ON STUDENT RESPONSIBILITY

One of the roles of an academic advisor is to help you assume responsibility for your actions.  Students come to advisors at varying states of development.

You may:

• appear mature and sophisticated but actually be very unsure of yourself in new situations such as college.
• want to become dependent on your advisor and expect him/her to do things for you that you should do for yourself.
• be able to handle your own responsibilities.

As you and your advisor develop a relationship based on honest communication, he/she will become aware of the level of connection, attention, and information you need.

General Responsibilities Include:

• developing and clarifying values and goals
• becoming familiar with campus resources
• knowing about degree requirements
• finding the catalog on the SRU website (Home> Academics) and being familiar with it
• understanding the information in the class schedule
• monitoring progress toward a degree
• following departmental or school requirements
• keeping copies of relevant academic records
• knowing about University policies, procedures and requirements
• keeping copies of schedule transactions, including registration records and withdrawal forms, and correspondence
• seeking out-of-class activities relevant to their major
• abiding by published deadlines
• meeting course prerequisites
• registering and obtaining appropriate signatures on forms
• providing Admissions with official transcripts of coursework taken at other institutions
• applying for a degree within specified deadlines

Role/Responsibility of the Advisee----You!

• Recognize that you are ultimately responsible for all your academic choices.
• Take personal responsibility for the evaluation of your progress toward meeting the objectives set by the University.
• Formulate social and academic goals in order to optimize life and career choices.
• Become acquainted with the resources at Slippery Rock University, such as Career Services, Academic Services, computer labs, the Writing Center, the library, and your designated advisor.
• Become familiar with academic policies, procedures, and requirements by using the designated College Catalog and Academic Advisement Handbook (Home> Academics), current Master Semester Schedule, and the progress sheet(s) from your designated majors.
• Know the graduation requirements for your chosen program in order to monitor your personal progress toward completion of a degree.
• Maintain accurate and current academic records, such as copies of grade reports, add/drop transactions, major progress sheets, transfer credit evaluations, and correspondence from beginning to completion of degree program.
• Know your advisor.  Initiate contact with your advisor and seek help on a regular basis when needed.
• Prepare, in advance, for every meeting with the academic advisor, and bring to each meeting the necessary supporting materials such as the Liberal Studies Guide and Program Progress Sheets (and if registering, a tentative schedule).

SOME COMMON ADVISEMENT QUESTIONS

1.  As a new freshmen student, why should I schedule an appointment to see my Academic Advisor?

Since your advisor can be one of the most significant people during your college career, you should schedule to meet with your advisor within the first three weeks of the semester.  You may want to get settled into your classes during the first week and meet your advisor within the second or third week of the semester.  Academic advising is an ongoing process rather than a single or isolated appointment or event.  Meeting with your advisor can help you to define your academic or career goals and help you to choose classes.

2.  What should I do if my advisor's office hours are not conducive to my available free time because of my class schedule?

You can ask the department secretary if the instructor would have another available time to meet with you.  You can leave a note for your advisor or leave a voice mail message for your advisor (remember to leave your telephone number so that your advisor may return your call) asking him/her to contact you to arrange a mutually convenient meeting time.  

3.  What happens if I carry only three courses (9 credits)?  

A student who carries fewer than 12 credits is a part-time student.  This part-time status could reduce the student's financial aid package because financial aid awards are based on an "assumed" full-time enrollment--12 or more credits.  Also, a student must pass 24 credits from the beginning of one academic year to the next and attain a grade point average of no less than 1.5 for freshmen and a 2.0 for sophomores and upperclass students* (see section on Financial Aid).  International students must maintain full-time status per federal regulations.

*certain majors may have higher grade point requirements

4.  When should a student repeat a course?

A student should repeat "F" grades and "D" grades when the student is attempting to raise his/her quality point average.  The student should try to repeat "D" or "F" courses by the next semester.  When a course is repeated, only the most recent grade counts in the overall quality point average.  All attempts to complete the course, however, are still recorded on the student's transcript (see section on Deficiency Points).  

5.  What happens if I withdraw from a course after the first week of classes?

The drop/add period lasts for five (5) days from the start of the semester.  During this time, a student can drop a course and there will be no record of the course on the student's transcript.  However, after the drop/add period until the end of the tenth week of the semester, a "W" (Withdrawal) grade will show on the transcript for all courses.  After the tenth week deadline, students may not withdraw from courses and must be graded.

6.  Are there any courses from which a student may not withdraw?

Yes.  Students may not withdraw from the courses listed as Basic Competency Courses in the Liberal Studies Program (excluding PE/Dance courses and the AHEA Personal Health 101 course).  

7.  Can I take courses at another university to improve my grade point average?

Yes, if the credits are taken through the SSHE Visiting Student Program.  Students must attend one of the other 13 SSHE Universities (Bloomsburg, California, Cheyney, Clarion, East Stroudsburg, Edinboro, Indiana, Kutztown, Lock Haven, Mansfield, Millersville, Shippensburg, West Chester).  Otherwise, only credits, not grades, will be accepted from other institutions.  Also, if the grade in the course is less than a "C," the course will not transfer (see section on Transient Clearance).  

8.  If I get an "F" (or a "D" or "NC") grade in a course at Slippery Rock, can I repeat it at another university?  

No.  Courses in which a student has received a "D," "F," or "NC," can only be repeated at Slippery Rock.  A grade of "NC" in a Basic Skills course must be repeated at Slippery Rock (see section on Transient Clearance). The only exception is when a student is approved to take credit at another SSHE institution as a visiting student. Both credits and grades are transferable to SRU.

9.  What constitutes academic probation?  

A cumulative qualitative point average of less than a 2.0 places the student on academic probation, or a semester QPA of less than 1.0 even if the cumulative QPA is greater than 2.0 (see section on Academic Standing).

10.  What is the grade point average that students must attain for satisfactory academic standing?

Students admitted to the University are expected to maintain a satisfactory academic standing (2.0).  However, some departments require a higher academic standing in their major programs and their cumulative quality point average (see section on Academic Standing).  

11.  What should a student do when he/she receives an "NC" or "F" grade in Basic Competencies Course?

The student should contact his/her academic advisor as soon as possible to make a schedule adjustment for the next semester.  The student should repeat the course within the next semester (see section on Basic Competency Courses/Liberal Studies Program).  

12.  If a student is enrolled in a Bachelor of Arts (BA) Degree Program, can the student use the modern language requirements for the degree in the Cultural Diversity/Global Perspective area of the Liberal Studies Program?

No.  A student enrolled in a BA program must demonstrate language competency at the 103 course level and these credits may not be counted toward any Liberal Studies requirements.  Students working toward a Bachelor of Arts (BA) degree, who complete the language competency (103 level), can use any additional credits in the same language or another language in the Liberal Studies Program.

13.  How many credits does a student need to be a junior?

The junior classification is 60-89 credit hours (see section on Classification of Students).

14.  Can a student who is on probation carry more than 16 credit hours in a given semester?

No.  If a student's cumulative point average is less than 2.0, the student is limited to a maximum of 16 semester hours, including any courses to be repeated (see section on Semester Hour Load).  

15.  Can a student be suspended for reasons other than being on academic probation for three consecutive semesters?

Yes.  A student can be suspended for reasons other than being on academic probation for three consecutive semesters.  For example, after the first semester, a student earning a QPA of less than 1.0 for any given semester with a cumulative QPA of less than 2.0 will be suspended.  Also a student who accumulates a specified number of deficiency points can be suspended (see section on Academic Standing).  

16.  When does a student need to make up an incomplete grade (I)?

Effective, summer, 1993, if an undergraduate student receives an "I" grade in a course, the student will have 12 months after receiving the incomplete to finish all coursework and receive a change of grade.  Failure to do so within 12 months, regardless of whether or not the student attends the University, will result in the grade automatically converting to an "F."  Students will not be permitted to graduate with incomplete grades on their record.

17.  What does the "X" symbol mean?

The "X" symbol on a student's grade report means "no grade given."  The "X" symbol must be removed from the student's record by the end of the next semester of enrollment or it will automatically be converted to an "F."  If an "X" is awarded during a student's last semester and the course is not required to graduate, the "X" symbol will remain permanently on the student's records.

CRITICAL CONTACT TIMES

• prior to the pre-registration period

• following a grade report indicating academic probation

• prior to declaring a major

• prior to any scheduling adjustments

• prior to withdrawal

• when a student is experiencing personal or academic adjustment problems

RESPONSIBILITIES OF THE ACADEMIC DEPARTMENTS

Note:  The manner in which the various academic departments handle advising responsibilities will vary to meet the special needs of students and programs.

• Formulate and direct the academic advising program within its academic unit to meet the students' needs.
• Provide for the maintenance of individual student record files at the department level, including transfer credit evaluation and any additional correspondence.
• Assign advisors within the department and provide students with information about the department's advisement program.
• Provide faculty advisors with accurate, up-to-date information concerning graduation requirements of academic programs within the department.
• Transfer student folders to a new department, when needed, if a student changes his/her major.
• Review, verify, and sign the students' applications for graduation.

RESPONSIBILITIES OF THE ACADEMIC ADVISEMENT CENTER

• Coordinate First Year Studies Advisement Services
• Provide students, faculty and administrators with academic information concerning University advisement programs, policies, procedures, and services.
• Provide new students with an academic orientation to the University.
• Coordinate the Exploratory Program.
• Provide an advisor training program for new faculty and continuing faculty.
• Advise non-degree candidate students and undeclared post-baccalaureate students.  
• Assess University advisement processes and practices.

FIRST YEAR STUDIES (FYRST) ADVISING PROGRAM

The mission of the FYRST Advising Program is to personalize the first year by ensuring that, as a student, you receive a high standard of academic advising from pre-enrollment to orientation, and throughout your first year. The FYRST Advising Program will provide assistance that will help you to acquire the knowledge and skills necessary to select an academic program or major that best suits your individual abilities, interests and career goals.  During your enrollment in FYRST, you will develop a more thorough understanding of your own purpose and goals in college as well as those of the University.

In order to progress satisfactorily through a degree program, you must have available not only accurate information about requirements and procedures, tailored to individual educational needs, but also a knowledgeable, caring advisor capable of guiding you toward meeting your educational and career objectives.

The faculty and staff of FYRST believe that students succeed academically by developing sound learning and success strategies and attitudes in a challenging curricular environment.

FYRST STUDENT GOALS

FYRST students will gain the following:

• A sound introduction to the expectations of higher education and to attitudes that will be helpful in their adjustment to the University;
• Accurate, timely, and courteous responses to their questions about University procedures, resources, and programs;
• Clear and accurate information regarding academic programs and how to formulate and personalize their own baccalaureate degree;
• A clear understanding of both their individual rights and responsibilities and those of the Institution;
• Belief that their academic advisors are willing to discuss with them any matter affecting their academic work;
• An appreciation for the value that a college degree has to personal growth, career opportunities, and community obligation.

STRUCTURE OF FYRST ADVISING

Declared FYRST Students:

If you have declared your major field of study you will be assigned a FYRST advisor from your major department.  Faculty from each academic department have been identified as FYRST advisors.

FYRST Exploratory Students:

If you are exploring major program options you will participate in the Exploratory Program.  Advisors from various academic departments volunteer their time to advise students in the Exploratory Program.  Each academic department has identified at least one FYRST Exploratory Advisor.

EXPLORATORY PROGRAM

Many students who enter the University are not yet able (or ready, or willing) to identify an academic major.  Some students are simply not sure what direction best suits them.  Others may have difficulty selecting one from among several areas of interest.  These students receive a variety of assistance from the Academic Services Center and from the one-on-one relationship with a faculty member who has volunteered to assist students through this period of exploration and adjustment.

TRANSFER STUDENT ADVISEMENT

Transfer students are defined by Slippery Rock University as those students who have graduated from high school and have subsequently enrolled in post-secondary coursework.  High school students who complete post-secondary coursework prior to their high school graduation are considered freshmen.  Transfer students, who will hold an associate degree at the time of enrollment at the University, must provide official copies of post-secondary transcripts at the time of the admission application.  Those transfers who will not hold an associate degree must additionally provide an official copy of the high school transcript and/or copy of the GED diploma test scores.  After the offer of admission and payment of the enrollment deposit, the Office of Admissions prepares and forwards to the student an official audit of transfer credits (the DARS report) and the name and phone number of the student's academic advisor. The transfer student then contacts the advisor to make arrangements for the first semester's registration.

SPECIAL/TRANSIENT STUDENTS

Special students are non-degree undergraduate students who are admitted through the Admissions Office and registered through the Academic Records and Summer School Office.  Special students needing advisement assistance are advised by the Academic Advisement Center (these students are allowed to take up to 30 credits at the University).

Transient Student Status:  SRU students who are in good academic standing or who are under academic suspension and plan to take courses at another institution for transfer back to SRU, must complete a transient clearance form.  Students must comply with all regulations cited on that form, and courses selected must be approved by their advisor, chairperson, and dean (if suspended).  Credit will not be awarded for transient courses determined by the Director of Academic Records and Summer School to duplicate coursework already posted on students' SRU records.  Transient credit will be awarded for courses in which grades of "C-" or better have been earned.  Grades earned as a transient student will not be calculated in a student's SRU cumulative QPA.  Copies of the transient clearance form are available in the departmental chairperson's office, Academic Advisement Center, or the Office of Academic Records and Summer School.  Transient students may not take correspondence courses and credit earned by examination.  Other policies governing transient status are available from the Office of Academic Records and Summer School.

POST-BACCALAUREATE STUDIES

A student who has earned a baccalaureate or higher degree from an approved institution may qualify for initial certification or an endorsement certificate by completing the prescribed requirement in one or more of the approved undergraduate programs at SRU.  The 25 undergraduate programs of teacher certification and the undergraduate degree programs are listed in the section of undergraduate degrees and majors offered in the catalog.  

Enrollment in the post-baccalaureate program is initiated by submitting a post-baccalaureate application to the University's Admissions Office.  At that time, applicants' previous academic coursework will be reviewed.  Applicants will then be notified of their admission status.  If accepted for admission, students will be informed of program requirements for completion of an additional degree certification.  

The benefits for post-baccalaureate students are to:  

• earn an initial certificate
• extend a certificate
• earn a second degree
• make a certificate permanent
• gain personal enrichment

VISITING STUDENT PROGRAM

The Visiting Student Program facilitates undergraduate student enrollment at sister institutions of the State System of Higher Education for a limited period to take advantage of courses, programs, or experiences not available at the home institution without loss of institutional residency, eligibility for honors or athletics, or credits toward graduation.

In order to be eligible for the program the student:

1.  must have satisfactorily completed at least 27 credits at the home university and be in good academic standing.

2.  must obtain advance approval from the home university and from the sister university to complete specified studies at a sister university under this program.

3.  must present evidence of home university approval and evidence of visiting university acceptance at time of registration at the sister university.

4.  may complete up to 18 credits in a single semester and up to 16 credits of summer work as a visiting student.

All credits and grades accrued at the sister university shall be accepted in full by both the home university and the sister institution.  The student shall register at, and pay tuition and fees to, the State System university visited.  A student wishing to divide a course load between two institutions in the same term shall register and pay appropriate tuition and fees at both universities.  The Visiting Student Transcript will transfer all credits from the sister university to the home university.

EXPLORATORY PROGRAM

Many students who enter the University are not yet able (or ready, or willing) to identify an academic major.  Some students are simply not sure what direction best suits them.  Others may have difficulty selecting one from among several areas of interest.  These students receive a variety of assistance from the Academic Services Center and from the one-on-one relationship with a faculty member who has volunteered to assist students through this period of exploration and adjustment.

All exploratory students are not alike. They may be:

• Completely undecided (25%)
• Tentatively undecided (50%) - have couple of ideas about a major but need time and information before deciding
• Uncommitted undecided (25%) - have made a tentative choice but be unwilling to commit

Others choose a major when they apply to SRU but are only tentatively decided and need to confirm that decision. Others make decisions prematurely by making choices that are unrealistic or uninteresting to them. Since estimates are that 70% of all students change their major at least once before graduating, almost all students need the same academic and career exploration services that exploratory students need.

A number of studies have shown that exploratory students are no different from students who have declared majors (midstate, p. 433 and p. 5.276, from Gordon, 1981; Ohio St, p. 65).

DECLARING A MAJOR

There are many reasons or methods people have for choosing a major.  Consider which of the following conditions are important to you:

• Doesn't require courses I might make low grades in.
• Will be really fun and interesting.
• Is going to have a "good" job outlook.
• Builds on my skills and teaches me new skills.
• Is acceptable to ___________ (my parents, friends, spouse, etc.)
• Is consistent with my values and lifestyle.
• Uses college credits I already have.
• Making the most of your electives

Doesn't require courses I might make low grades in:

• Evaluate your academic strengths and weaknesses, based on previous courses.
• Read descriptions of course requirements in catalog.
• Take an elective in the major on a pass/fail basis.
• Request a syllabus for courses that are required; review texts in the bookstore.
• Audit a class and complete assignments.

Will be really fun and interesting:

• Decide what you consider fun and interesting, then read course descriptions.
• Try a volunteer job, work-study job, summer job or field experience in an area related to that major.
• Talk to upperclass students who are in the major.
• Inquire within the department about field experience offerings.
• Ask professors in the major about their methods of teaching, sit in on some classes.

Is going to have a "good" job outlook:

• Review resources in career library (Career Services), such as the Occupational Outlook Handbook.
• Talk to professionals in work related to that major.  
• Talk to counselors at Career Services:  review follow-up surveys on graduates.
• Ask academic advisors what other students have done with their majors; what areas of concentration have they designed with employability in mind?
• Career Services:  http://www.sru.edu/career

Builds on my skills and teaches me new skills:

• Discover your skills and those you want to develop by talking with a career counselor.
• Use the computerized guidance system--DISCOVER (Career Services) or the Academic Advisement Center.
• Ask people, in careers of interest to you, what skills they need and use and what courses they would recommend taking.
• Review resources in career library (majors---skills---careers).
• Investigate practical experience opportunities within the major.

Is acceptable to _________________ (my parents, friends, spouse, etc.):

• Discuss your choices with these "significant others."  How well do their expectations match with the goals you have set for yourself?
• Remember that your choices must be realistic and interesting to you. You will be the one that has to live with your choice(s).  
• Provides a good foundation for professional/graduate school.
• Talk to graduate advisors and admission deans to determine required QPA and suggested (or required) courses and majors.
• Read descriptions of programs and requirement in professional/graduate school catalogs.
• Discuss merits or particular majors as graduate school preparation with professionals in the field.

Is consistent with my values and lifestyle:

• Visit the Counseling Center to clarify values and take values/lifestyles/interest inventories.
• Talk to students in the major--do you share similar values and lifestyle preferences?
• Ask professors who teach major courses why they enjoy the major.
• Attend a meeting of a club or professional organization associated with the major.
• Talk to professionals in careers related to the major--what lifestyles do they lead?
• Counseling Center:  http://www.sru.edu/pages/267.asp

Uses college credits I already have:

• Talk to academic advisors about requirements and unique combinations.

Making the most of your electives:

• Take a second major - preferably quite different from your declared major.
• Develop an occupation-related skill. (A liberal arts curriculum is not intended to prepare you for a specific occupation. Emphasis is on general intellectual development). Ex: computer programming, statistics, accounting, technical writing.
• Pursue a special interest or hobby. Ex: writing, choral music, a foreign language, outdoor recreation.
• Pursue a particular issue, topic or problem through different disciplines. Ex. environment via marine biology, urban studies, political science, psychology.
• Spend a semester taking courses in another country.

MAJORS AND CAREERS

The best way to select a major is to identify a course of study that matches your interests and aptitudes. Additionally, though, you will no doubt want to know how various academic majors relate to actual employment.  Actually, about 50% of all graduates enter professions different from what they have studied immediately upon graduation.

Academic majors can be classified as being either vocational or avocational.  Examples of vocational majors at SRU include Education, Accounting, Computer Science, and Nursing.  The content of vocational majors is usually directly linked to specific occupations.  

Examples of vocational majors may include English, History, Communication, Sociology, Geography, and Environmental Studies.  The content of avocational majors is not usually directly linked to specific careers. However, problem-solving and communication skills (oral, written and interpersonal) can be developed in any major.  

The advantages and disadvantages of each course of study are dependent upon your interests and skills as well as how clear you are about your career goals.  The primary advantage os studying a vocational major is that the relationship between your course work and a chosen occupation is more readily understood by employers.  However, learning late in your academic career that your chosen occupation is not what you really want becomes a primary disadvantage.  The resulting problem is narrow specialization with limited opportunity to redirect your course work to other more satisfying careers.

On the other hand, choosing an avocational major can open up a wide range of career options through careful planning.  A primary disadvantage is that employers are typically unclear about how an avocational major's credentials fit the available job opening.  So clarifying career goals tends to be more critical for avocational major than for vocational majors.

The key issue will be how interested you are in the job.  Unless the position is highly technical, aptitude and ability to perform the job will not be the main concern of most employers who use academic majors as part of their sorting process.  Employers are most concerned about hiring employees who are genuinely interested in their organization and position.  They are usually cautious about selecting candidates who do not show interest and enthusiasm in the field in which they are seeking employment.

In summary, it is probably best not to think of your major as the sole measure of your aptitude and career options.  Prior experience, extracurricular activities, enthusiasm and positive attitude will play a larger role than  your major in convincing an employer that you are the "right" candidate for a particular job opening.  Developing self-confidence, persistence, and good interpersonal skills (social and communication) will be invaluable in helping you to find the job that gives you the greatest amount of satisfaction.  Above all, follow your instincts.  What do you really want to do?  In what type of occupation do you feel you would be most satisfied and happiest?  Be honest.  Only you can make the choices that are right for you.     

Choosing A Major

The best major is the one that will challenge and stimulate you....the one that will keep you interested throughout your college career.  The best steps you can take to improve your career options include selecting a major that matches your skills and interests so you will remain enthusiastic and excel in your course work.  

Career and life planning becomes the integration of concepts, ideas, dreams, opportunities, education, and experiences.  This integration makes plans come alive.  Five aspects of life--occupational, educational, social, personal, and leisure time activities---must be interwoven in making career and life plans.

To do so you must gain a better understanding of self, the world of work, the options available and the advantages and disadvantages, the hurdles between where you are and where you want or expect to be, and the means for overcoming the hurdles.  Learning the process will enable you to grow more independent, gain more control over your own future, and look forward to tomorrow with a positive attitude.  Career Services has the resources and the personnel to assist you as you choose your major.  

A major consists of at least 25% of the degree program and shall be a minimum of 30 hours.  Bachelor of Arts Degrees shall consist of a maximum of 40 hours and Bachelor of Science Degrees shall consist of a maximum of 60 hours.  There are no specifics for professional programs except that they are limited to 67 credits by default.

The Most Important Factor in Choosing a Career

Do you know what the most important factor is in choosing a career?  Parents?  Important, yes, but not in the first place.  Career counseling?  That's also valuable, but not the top reason.

First prize goes to experience---part time and summer jobs, volunteer activities, hobbies, and interests. Whenever young people are asked why they selected a certain career, some previous experience is cited as the major reason.  Experience is valued by employers as well.  In fact, the second question an employer will ask---after your name---is "What have you done?"  When you have a choice or when you go looking for experiences which will have a payoff later, consider the follwing:

Is the Experience Transferable?

Are there elements of the activity that will likely be useful in future opportunities?  Serving on a debate team, for example, teaches you to think on your feet, discover how to be concise and to the point, how to research information, how to communicate effectively as a public speaker, and how to work as part of a team.  Those traits will "transfer" to other opportunities later.

MAKING YOUR OWN UNIQUE COMBINATION

Fine Arts	+	Public Administration	=	Arts Management
Language	+	History & Mathematics	=	Insurance Administration
Psychology	+	Legal Issues	=	Victim Advocacy
Business	+	Foreign Languages	=	International Business
English	+	Computers, Science	=	Technical Writing
Language	+	Graphics & Physics	=	Design Modeling
Psychology	+	Biology	=	Genetics Counseling
Philosophy	+	Computer Science	=	Systems Analyst
History	+	Compuer Science	=	Information Specialist
History	+	Urban Studies	=	Preservation Studies
Anthropology	+	Statistics	=	Demography
Psychology	+	Business	=	Personnel Management
Sociology	+	Human Dev. & Lang.	=	Human Services
English	+	Journalism & Psychology	=	Public Relations
Biology	+	Communications	=	Pharmaceutical
Biology	+	Chemistry & Language	=	Industrial Hygienist
Language	+	Communications & Pub. Relations	=	Public Opinion
English	+	Sports/Recreation	=	Sports Journalism
Mathematics	+	History & Lanaguage	=	Insurance Administrator
French	+	Government	=	Conference Administrator
Math Decoder	+	Languages	=	Government Security
	+		=