Entry Advising Process

For students new to TC3, transferring in from another college, or coming back to TC3 after more than one semester away.

Once the application for admission is complete and the student is admitted, an admissions counselor prepares an assessment checklist and an advising folder for the student (assessment process details). The student makes an appointment to come to TC3 for any needed placement testing, initial advisement and registration, usually all on the same day.

After the student completes placement tests, the testing staff reports the results on the assessment checklist, with recommendations about what (if any) developmental skills courses will be needed before the student can take college level courses.

At this point the student is introduced to his or her initial advisor, who welcomes the student to TC3. If parents or others are with the new student, the advisor will give the student the option of leaving the companion(s) in the waiting room. The advisor uses the Initial Advisement Session Record form to record the points discussed during this session.

The advisor begins by looking at the student's responses to the goal-themed questions on the Accuplacer report. These responses will guide the discussion of whether the student has chosen the correct academic program for his/her goal. To be sure that the student is in the right program, the advisor may consult the academic program catalog descriptions, which contain information about career and transfer opportunities available in each field. The program tip sheets may also be helpful, as they provide contact information for the program chair, along with more information to help determine if the student is in the right program. If the program needs to be changed, the advisor makes the change on the assessment checklist and obtains the program audit sheet for the new program. In the goal discussion, the advisor also asks the student about plans to transfer after attending TC3, and if the student has a specific college in mind. This is noted on the Initial Advisement Session Record.

The next step is to discuss the roles of advisor and advisee in a college setting. Referring to the Academic Advising at TC3 form the advisor explains what issues a student might want to discuss with his or her advisor. The student learns that he or she will use myINFO to check his or her course schedule, look up the advisor’s name, check grades, and register for future semesters. The initial advisor mentions that the academic advisor’s approval will be needed for schedule changes drop/add/withdraw and for registration for each new semester. The initial advisor emphasizes the importance of getting registered early for each new semester in order to insure the best choice of courses and sections of each course. The advisor encourages the student to touch base with his or her academic advisor early in the first semester. The student will learn that the advisor can be a wonderful resource — even if he or she does not have the answer to a particular question, the advisor should know where the student can go to find the answer and to get various types of help and support at TC3.

The initial advising session is also a time for reminding the student about a number of things. For example, financial aid applications must be complete, and a Certificate of Residence is needed by residents of all counties in New York State. Athletes are reminded that practice and game times will affect their class schedule. Students are encouraged to participate in orientation, and “returning” students (those out of school more than five years) are notified of a special orientation just for that group. The advisor also explains to students about deadlines for adding, dropping or withdrawing from a course, and about standards for academic progress and the consequences of low grades or a low earned/attempted credit ratio.

Next, the advisor looks at the assessment in reading, writing, and mathematics and assists the student in choosing courses for his or her first semester, When developmental courses are required, the student must fill out and sign the white half sheet (Assessment and Course Requirements Acknowledgements) acknowledging that it may take more than four semesters to complete the associate’s degree because of required developmental work. If developmental courses are required in all three areas (reading, writing, and mathematics), the advisor will use the TAP advising form to be sure the student will qualify for TAP by choosing the right courses for his or her first semester.

The program audit sheet and program tip sheet are consulted to be sure the student selects the right courses for the best start at TC3. Also, the STAR questions on the Accuplacer report can start a discussion of appropriate courses to address certain other skill or knowledge needs that the student has self-reported. The advisor may also begin to explain the General Education Requirements, both for TC3 and for SUNY. As the student chooses courses for the first semester, the advisor must be sure that the student’s skill levels reported on the assessment checklist are at or above minimum levels for each course, as listed in the basic skills matrix. Levels of WC, MC, and CC mean that prior completion or concurrent enrollment in other college courses is required. For these, the advisor must check the course catalog description to find out the prerequisite or co-requisite courses.

On the program audit sheet, the advisor lists all developmental courses the student must take and indicates all courses chosen for the first semester. The advisor also lists the courses for first semester on the assessment checklist. Lastly, the advisor fills in the courses for the first semester on the student’s registration form and signs the form.

After meeting with the initial advisor, the student moves on to a student scheduler, who helps him or her to choose the section for each course, planning around work, family, athletics and other responsibilities. Then the student proceeds to the enrollment services center to register.

In summary, the initial advising session has four parts: welcome and goal clarification, explanation of the advising relationship, reminders, and course selection for the first semester.