CC COLUMBIA 101 - Summer 2014


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COLUMBIA 101 is a program offered each year for incoming Columbia College and Columbia Engineering first-year and transfer students and their families. This is the slideshow from the CC presentation. Please feel free to look through it.

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  • High school is formulaic: If you take certain classes, get certain grades, and do certain activities, you’ll get into certain schools. Aside from the premed curriculum, college is not so formulaic. You can go into any professional field from any major. You have to figure out who you are, what you love.

    Hours in a week: A week has 168 hours in it. In high school you are very scheduled, from when you wake up until late at night. In college, you only are scheduled for the 12-15 hours a week you have class. What do you do with the other 153 hours? Students feel pressure to fill them up.

    Parents: High school students may be in communication with their parents several times a day. This may change in college. Talk to your parents about this change and establish new expectations.

    Support Network: Going to college requires you to put a support network in place. Be in touch with CPS, ODS, or other resources to let them know about challenges you may be facing. We are here to help you succeed, and you have to create that network around yourself.

    Stuff: Dorm rooms are small, and students often arrive with so much stuff. Think about what you really need. Go minimal; you can always get more when you go home over Thanksgiving.

    Rest and reflect: As a high school student, you have been working hard, and you’re exhausted. Take time to rest and reflect over the summer. Arrive at Columbia in better shape, ready to make good decisions. Think about what you want to do/achieve at Columbia.

    Role of your adviser: Advisers can support and guide you, but you are in control of your education and experience, and ultimately responsible for your own choices and decisions both academically and socially.
  • Getting to know faculty. As Richard Light writes, try to get to know at least two faculty members each year. These faculty members will become your advisers and mentors, and can be a great resource in the future for letters of recommendation.
  • Explain the difference between a major and a concentration. This is an example of students taking ownership of their college career – do they want to study one or two subjects in great depth (major/double-major), or do they want more breadth in the form of a concentration and a lot of interesting electives. There is no down-side to ‘only’ having a concentration and it allows students to explore electives.

    1/3 each. Note that the Core, the major/concentration, and electives roughly occupy 1/3 of the curriculum each. This helps students contextualize the Core within their overall program.
  • Core History. Certain classes have been in existence since the beginning of the Core, and change only very slowly. A student in Lit Hum today has a syllabus very similar to a student from 1945. This is what ties CC students together across generations. Similarly, the syllabi for Lit Hum, CC, Frontiers, UW are the same for all first-years. So they are studying the same material as their fellow classmates, which again is a point of unity across the class.
  • Exploring. Speak of the joys of being in college here – talk about some of the many interesting majors we have here – Religion, Women’s Studies, Classics, Philosophy. This is the chance for students to take classes that weren’t offered in high school and to acquire a well-rounded education. Even more importantly, a student can never know when an elective taken for fun will lead to an academic passion.

  • Correct Placement. Students should not worry too much about correct placement level in either language or math. Changes in level can be made in the first 2 weeks of school if warranted.

    Biology. First-years sometimes ask about Biology. The premed Bio must be taken in the sophomore year, after students have completed the prereq of Chemistry.

  • Take some time to explain the differences between the Directory of Classes and the Bulletin. Explain what information can be found in the online Bulletin: contact information for the department and DUS, requirements for the major or concentration, course descriptions. Go over what the codes mean in the Bulletin/Directory. Talk about creating a grid with different possible schedules.

    Directory. Encourage students to begin exploring the Directory of Classes over the summer, before they come to campus.
  • These are screenshots of what you will see in the Directory of Classes and the Bulletin to help prepare the students for registration.
  • Schedule planning. Advise the students to come up with many options and choices for their fall schedule since many classes will already be full. Sophomores, juniors, and seniors have already registered. Explain two or three times that they should not panic if they only end up registered for 2 or 3 classes at the end of the first day of Registration. Registration/Change of Program is a 2-week process. They will absolutely have a complete, full-time schedule by the end of those 2 weeks.

    Terminology: professor, TA, instructor. Explain the difference in these terms. When in doubt, just go with “professor.”

  • First advising meeting. Note that students’ first meeting with their CSA adviser is just a quick introduction. Students should return for a longer conversation in September.
  • Changing advisers. Refer back to the advising partnership and the expectations of both adviser and student. Before requesting a change students should make a good effort to build a strong relationship with their adviser.
  • Sample questions for discussion:
    Tell me about the classes you’re considering taking in your first term.
    What classes are you looking forward to?
    Do you have questions about any particular departments or majors?
    Is anyone thinking about being premed?
    Does anyone have questions about language placement?
    Does anyone have questions about study abroad?

  • Additional resources for students:

    Cal Newport, How to Become a Straight-A Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less
    Richard Light, Making the Most of College: Students Speak Their Minds
  • CC COLUMBIA 101 - Summer 2014

    1. 1. COLUMBIA 101 Columbia College 1 Center for Student Advising Congratulations, Columbia College Class of 2018!
    2. 2. Overview  Transition from high school to college  Advising at Columbia  Basic requirements for the Columbia College degree  Planning your fall schedule and registering for classes  Group Advising  Academic advising resources  Q & A 2
    3. 3. Transition from High School to College  High school vs. college curriculum  Time management  Parents  Support network  Rest and reflect  Role of your adviser 3
    4. 4. Advising at Columbia  Columbia College’s unique advising system  Safe space  Role of faculty advising  Other advising resources  The Center for Student Advising vision:  We will be a trusted and indispensable source of knowledge and support for all students and a widely emulated model of advising excellence across the nation and around the globe. 4
    5. 5. Advising at Columbia  Your adviser is your primary point of contact for a variety of issues and questions, including…  General academic questions, concerns, or difficulties  Personal goals, issues, or concerns  Registration questions and problems  Connections to faculty  Referrals to other resources on campus  Planning to study abroad  Premed and pre-law requirements, graduate school, and other academic opportunities  Future life plans 5
    6. 6. Advising at Columbia  Advising Partnership – Students should…  Actively engage in the advising relationship  Proactively research and plan  Act upon referrals  Follow up with your CSA adviser  Respond to CSA adviser outreach  Reach out when struggling 6
    7. 7. Advising at Columbia  Advising Partnership – Advisers should…  Be knowledgeable, responsive, and supportive  Reach out to advisees,  Inquire about students' short- and long-term goals  Research the answers to questions with students  Provide referrals  Follow up with students 7
    8. 8. Basic Requirements for the Columbia College Degree  4 years to graduate (8 semesters)  124 credits  Average course load per semester: 15-16 credits. We often recommend taking 4 classes in the first semester as you adjust to college life  These 124 credits include:  Columbia College Core Curriculum  A major or concentration  Electives 8
    9. 9. Columbia College Core Curriculum  The cornerstone of the Columbia undergraduate experience since 1919  Literature Humanities  Summer reading assignment – 12 books of The Iliad  University Writing  Frontiers of Science & Science Requirement  Foreign Language  Contemporary Civilization  Art Humanities & Music Humanities  Global Core  Physical Education & Swim Test 9
    10. 10. Planning Your Fall Schedule and Registering for Classes  You should plan to take 4-5 courses in the fall term:  Lit Hum  University Writing or Frontiers of Science  2-3 others  Language, if needed for language requirement  Electives to explore different fields of study 10
    11. 11. Planning Your Fall Schedule and Registering for Classes  Important notes 11 Program/Major/Concentration Classes to take in your first year Premed Calculus, Chemistry, Chemistry Lab Astronomy Calculus Biochemistry Chemistry, Physics Biology Chemistry Chemistry Chemistry, Physics Economics Calculus Mathematics Calculus Physics Calculus, Physics Statistics Calculus
    12. 12. Planning Your Fall Schedule and Registering for Classes  First-year students will be able to register using Student Services Online (SSOL) beginning on the Friday of Orientation week.  On-line Resources  Directory of Classes  Columbia College Bulletin 12
    13. 13. 13
    14. 14. Planning Your Fall Schedule and Registering for Classes  What to do if a course is full:  Check the Directory of Classes to see if there is another section of the course with spaces available  Have a back-up plan  Check to see if the class has an electronic wait list  If it is a Core class, you will have to petition the Core office on the first day of class  Talk to your CSA adviser  Most importantly: Don’t Panic! Registration lasts for two weeks and you will have a complete schedule by the end of that period 14
    15. 15. Before Orientation  Center for Student Advising website, blog, and social media (@ColumbiaCSA,  Columbia College Bulletin – course descriptions, major & concentration requirements, and departmental information including contact information for the Director of Undergraduate Studies (DUS)  Directory of Classes  Academic Planning Guide for New Students  Your COLUMBIA 101 Session adviser, available via email or phone  Online advising chats  Adviser assignments made in mid-August (advisers are also available earlier in the summer if you need help) 15
    16. 16. Orientation  Meet with your CSA adviser  Pre-med information sessions  Language placement exams  Chemistry and Physics placement exams  Music Hum placement exam  Math Information Session  Academic Resources Fair –meet faculty and learn more about academic departments 16
    17. 17. After Orientation  Your CSA adviser  Faculty  Tutoring Services  Math, Statistics, and Physics Help Rooms  The Writing Center  Counseling and Psychological Services (CPS) and Academic Success Programs (ASP) Workshops  Time management, study skills, and a variety of first-year issues  The CSA Weekly email  The CSA Blog  17
    18. 18. Advising at Columbia  Adviser Availability  Appointments through our online system  Walk-in hours  Emails or phone calls  Changing advisers  You can meet with Monique Rinere, the Dean of Advising, to discuss an adviser switch. 18
    19. 19. Group Advising 19  …So, what are you thinking about taking?
    20. 20. Questions and Answers 20