ORIENTATION PROGRAM
FAMILY HOME STUDY COURSE
PREFACE
We do not expect that every family and student will study every word of this course. We do suggest
that you read the Introduction (which explains its purpose), and then turn to the Table of Contents to
determine exactly which chapters are of interest and importance to you. While the focus clearly is on
the first-time student, we believe that a good deal of the information included in this booklet will be
of interest to you throughout your student’s career at Plattsburgh State. Therefore, you may wish to
keep it handy for future reference.
Please return the evaluation forms when finished reading. We need your input to make this course
useful each year. In addition, the only way we can know that you have completed the course is to
receive your evaluation. If we receive the evaluation prior to your Family Orientation Session, we
will present you with your Certificate of Completion during your session. If you are not able to send
the evaluations back in advance of your session, we will mail your certificate.
The authors acknowledge the assistance of Ms. Cathie Hatch and Dr. Donald G. Anderson of
Bimidji State University in Minnesota for their permission to adapt portions of their Home Study
Course for Parents.
Questions?
If you have questions about how to complete this study course, please contact:
Sherri Kowalowski, or Stephen Matthews
Phone: (518) 564-3282
E-mail: [email protected]
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
1
TABLE OF CONTENTS
Introduction
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
The Transition From High School to College
How to Develop a Support System
Off to College
Career Perspectives
Life After Classes
Residence Hall Life
Academic Challenges
Personal Adjustment Issues
“Help – I’m Stressing Out” (Pressure Points During the College Years)
Family Concerns and Prospects for Guidance
“How Am I Going to Pay for This?”
Academic Advisement
Measurements of Student Performance
General Education Program and Teaching/Learning Styles
Diversity and Community at Plattsburgh
Drugs and Alcohol – Use and Abuse On Campus
Challenges of Life in a Residence Hall
Counseling Support Services
About Plattsburgh State and the North Country
The College
The Campus
The Community
Enrollment
Accreditation
The Feinberg Library
Campus Facilities
Student Life and Student Services
Student Government
Athletics
Art, Music, Theatre
Forensic Union
Media
Dining Services
Career Development Center
Health Services
Office of Housing and Residence Life
Learning Center/Tutoring
Fitness Center
Service Learning & Volunteerism
Leadership Development
Fraternity/Sorority Life
Angell College Center
Dean of Students Office
Final Notes
Evaluation Forms
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
3
4
4
5
6
7
8
9
11
13
17
19
21
23
27
34
38
40
45
47
47
47
48
48
48
49
51
53
53
53
53
54
54
54
54
55
55
55
55
55
56
56
56
56
58
60
2
INTRODUCTION
All too often, colleges assume that a student will convey to his or her family everything the family
needs to know about the student’s college. After all, many of us tend to consider the first day at
college to be the beginning of the student’s adulthood. In following, we, at Plattsburgh State, know
that your student will not convey to you everything you need or want to know. Indeed, here at
Plattsburgh State, we respect students as adults and colleagues. However, we also believe that
families are a significant factor in the lives of our students, and have provided a concurrent but
separate on-campus New Student Orientation Program for Families since 1978. For several years,
Plattsburgh State has provided new freshmen with a variety of special services and programs. During
the Fall of 1993, it became obvious to us that a natural extension of that effort would be to further
enhance the Family Orientation Program for Freshman Families by developing this Home Study
Course, first available in the spring of 1994. Our general purpose is to provide you with the
information we believe is necessary for you to develop an understanding of this new phase of your
student’s development, to monitor his or her progress and to provide the tools you need in order to
advise and support your student if problems arise. The response from the 500+ family members who
participated in the course each year since 1994 has been overwhelmingly positive and we hope you
will share their enthusiasm.
Although we will not be physically present as your “professors” and we will not ask that you send in
“homework” assignments - this is an independent study course in that sense -- we are interested in
your progress through the materials and we are available for questions and clarification during your
Summer Orientation Session, via phone (518) 564-3282, email [email protected] or
written letter.
You will immediately note from the contents of this booklet that although the core of the topics are
“academic,” a good deal is social and personal. This fact is directly reflective of the reality of the
freshman experience! A student must have the capacity to fill social and personal needs for academic
goals to be achieved.
Although this booklet is entitled Home Study Course for Families of Freshman, we believe it would
be most beneficial if you work through these chapters with your student. The ideal situation is for
family members and students to each read through the chapters and then discuss them together. In
this way, everyone will get the greatest benefit from the information. We also suggest that you keep
a list of questions and topics you want to know more about and bring that with you to your
Orientation Session. We fully anticipate that your participation in this Home Study Course will
enhance your experience at Orientation, will contribute to your student’s preparedness for his or her
freshman experience, and will make you better able to offer advice and support when needed.
For More Information: Contact - Stephen P. Matthews, Dean of Students
Kehoe 6th Floor, SUNY Plattsburgh, Plattsburgh, NY 12901
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
3
CHAPTER 1
THE TRANSITION FROM HIGH SCHOOL TO COLLEGE
(WHEN STUDENTS COME TO COLLEGE, THEY BRING THEMSELVES ALONG!)
Students bring all their past experiences, accomplishments, strengths, and weaknesses with them.
Their adaptability to the academic/social campus environment will be determined by how they apply
these characteristics to the new learning and living experiences of college life.
Not all students are equally prepared to begin their education. Beginning college will require many
adjustments, both on the part of the student and the family. Many families feel that the collegiate
experience represents the “best years in the life” of the student. For many students, this is true only
in retrospect. In particular, the first year is often a time of indecision, insecurity, and confusion.
Developing an appropriate long distance support system for your student as s/he moves through the
freshman adjustment phase is essential. Students will persist with their education if they know there
is familial interest and support available to them while they are adapting to this new educational
challenge.
HOW TO DEVELOP A SUPPORT SYSTEM
The most effective way to develop a support system for your student is for you to determine your
student’s strengths and weaknesses as s/he adapts to academic/social/personal adjustments and
challenges.
ASSIGNMENT: Please complete the following exercise from the perspective of how you think your
student would most likely respond.
DIRECTIONS:
1. Carefully read each statement.
2. Mark an “X” after the appropriate number to the right of the statement, indicating your
assessment/prediction of how your student would most likely respond.
PLEASE NOTE THE NUMBERS ATTACHED TO EACH CATEGORY:
1 = Strongly Agree
2 = Moderately Agree
3 = Agree
4 = Moderately Disagree
5 = Disagree
3. At the end of each segment, total your responses to each of the statements.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
4
AN INTERPRETATION OF YOUR TOTAL SCORE FOLLOWS EACH CATEGORY.
A.
OFF TO COLLEGE...Please answer from the point of view of how you feel your student
would respond...using the following scale:
1 = Strongly Agree
2 = Moderately Agree
3 = Agree
4 = Moderately Disagree
5 = Disagree
As I contemplate my arrival for the first week, I know that............
1.
…I am confident in relating to new situations.
1___2___3___4___5___
2.
…my new peer groups will accept me
within the many social situations that I will
encounter (residence hall life, academic
classrooms, extracurricular activities).
1___2___3___4___5___
…my friends do not easily influence me
(peer activities, goals for academic
success, etc.).
1___2___3___4___5___
…my life values are well established (how
I would like to relate with my family,
friends, etc.).
1___2___3___4___5___
5.
…I can make friends easily.
1___2___3___4___5___
6.
…I will adjust to assuming personal responsibility
for my academic and social decisions.
1___2___3___4___5___
7.
…I am aware of my own strengths and weaknesses
as they relate to academic and social
challenges and changes.
1___2___3___4___5___
…I will appear to be as “sophisticated” and
“ready” for college as the other new freshmen
seem to be.
1___2___3___4___5___
…I will easily adapt to the increased and more
complex academic workload and challenges
(compared to high school).
1___2___3___4___5___
…it is realistic and possible for me to manage
the demands of classroom assignments, extracurricular activities, and a part-time job.
1___2___3___4___5___
3.
4.
8.
9.
10.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
5
11.
…I will be comfortable in seeking out my classroom
locations, buying my own textbooks, finding a
part-time job on my own, etc.
1___2___3___4___5___
12.
…I will be able to manage the money I have
budgeted for educational and personal expenses.
1___2___3___4___5___
13.
…I am confident I will get letters/phone calls/
good communication from my family and they will
show support and an interest for my new
experiences.
1___2___3___4___5___
…I can accept and meet the challenge to be selfsufficient in terms of doing my laundry, cleaning
my room, managing my own time, etc.
1___2___3___4___5___
15.
…I am confident that I can maintain a “good”
grade point average.
1___2___3___4___5___
16.
…I will become informed about campus rules and
regulations and use good judgment relating to
these.
1___2___3___4___5___
14.
SCORE (The sum of your responses to 1-16):__________
Interpretation:
16-32 = few concerns apparent
33-48 = some concerns possible
49-64 = more concerns possible
65-80 = many concerns possible
B. CAREER PERSPECTIVES
1 = Strongly Agree
2 = Moderately Agree
3 = Agree
4 = Moderately Disagree
5 = Disagree
Presently and looking to the future, I.......
1.
2.
3.
...have sorted through my interests, values,
and abilities and I am comfortable with my
career choice.
1___2___3___4___5___
...am interested in several career possibilities,
but am not worried about being undecided at the
present time.
1___2___3___4___5___
...am aware of the wide variety of career choices
today available to men and women.
1___2___3___4___5___
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
6
4.
…feel that personal satisfaction in my final
career choice is equally important to me as
the professional achievement I hope to enjoy.
1___2___3___4___5___
…have become knowledgeable about the careers
which have the best outlook for employability
in the 21st Century.
1___2___3___4___5___
6.
…plan to seek assistance in evaluating my career
choices, whether they are decided or not.
1___2___3___4___5___
7.
…will seek out faculty and career counselor
guidance in selecting a career path.
1___2___3___4___5___
8.
…will choose a career that is related to my
strengths, interests, and needs.
1___2___3___4___5___
5.
SCORE (The sum of your responses to 1-8):________
Interpretation:
8-16 = few concerns apparent
17-24 = some concerns possible
25-32 = more concerns possible
33-40 = many concerns possible
C. LIFE AFTER CLASSES
1 = Strongly Agree
2 = Moderately Agree
3 = Agree
4 = Moderately Disagree
5 = Disagree
In addition to the pursuit of my academic course work, I....
1.
...will actively seek to be a part of the
intercollegiate athletic program.
1___2___3___4___5___
2.
…enjoy athletics for social/recreational
purposes and will become involved in
intramural sports.
1___2___3___4___5___
3.
…am planning to become an active participant
in the student government.
1___2___3___4___5___
4.
…am looking forward to being a part of the
campus theatre and/or musical performance
groups.
1___2___3___4___5___
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
7
5.
6.
7.
…will actively seek out involvement with the
campus media organizations (Student TV, Radio,
Newspaper, Literary Magazine).
1___2___3___4___5___
…plan on attending/becoming active in religious
services and/or religiously affiliated student
organizations.
1___2___3___4___5___
…will incorporate biking, hiking, camping,
x-country or downhill skiing in my weekend
activities.
1___2___3___4___5___
SCORE (The sum of your responses to 1-7)_________
NOTE: This segment does not predict “problems”.
Interpretation:
7-14 = You are a very involved person
15-26 = You are a relatively involved person
27-35 = You tend to be uninvolved
D. RESIDENCE HALL LIFE
When I review the lifestyle with which I have grown up, and begin to anticipate the new living
arrangement I will face at college, I think that my college roommate needs to be aware that I.....
1 = Strongly Agree
2 = Moderately Agree
3 = Agree
4 = Moderately Disagree
5 = Disagree
1.
…won’t mind if my roommate has lots of friends
drop by our room to visit.
1___2___3___4___5___
2.
…need a reasonable amount of regular sleep in
order to function (7 hours per night).
1___2___3___4___5___
3.
…have a need for cleanliness and organization
in my room.
1___2___3___4___5___
4.
…won’t mind if my roommate talks on the phone
a great deal.
1___2___3___4___5___
5.
…will be able to concentrate on my studying
with my roommate’s music/television playing in
the background.
1___2___3___4___5___
…will participate in study groups within the
residence hall.
1___2___3___4___5___
6.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
8
7.
…enjoy taking part in residence hall social
and recreational activities and programs.
1___2___3___4___5___
8.
…can manage waking up on time and meeting my
obligations on time and on my own.
1___2___3___4___5___
9.
…adjust easily and well to having a roommate,
even one who has interests and habits different
than mine.
1___2___3___4___5___
10.
…will not experience any anxiety over the first
“encounter” with my new, “unknown” roommate.
1___2___3___4___5___
11.
…can manage the sometimes hectic and distracting
atmosphere of group living.
1___2___3___4___5___
12.
…can readily adapt to living with a wide variety
of other people with differing lifestyles.
1___2___3___4___5___
SCORE (The sum of your responses 1-12):_________
Interpretation:
12-24 = few concerns apparent
25-36 = some concerns possible
37-48 = more concerns possible
49-60 = many concerns possible
E. ACADEMIC CHALLENGES
I have reviewed and evaluated my study skills and I know that I...
1 = Strongly Agree
2 = Moderately Agree
3 = Agree
1.
4 = Moderately Disagree
5 = Disagree
…will be able to handle the increased academic
demands of college level work (compared to high
school).
1___2___3___4___5___
2.
…will not need assistance in learning how to
utilize the resources of the library.
1___2___3___4___5___
3.
…have taken good preparatory work in high school
(Math, Science, English, Languages, etc.)
1___2___3___4___5___
4.
…enjoy a wide variety of subjects, even when
some are more difficult for me than others.
1___2___3___4___5___
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
9
5.
…am motivated to learn new skills, concepts
and ideas.
1___2___3___4___5___
6.
…have well-developed, effective study skills.
1___2___3___4___5___
7.
…am able to recognize my strengths and weaknesses
in all subject areas.
1___2___3___4___5___
9.
…enjoy doing “homework” assignments that
require reading.
1___2___3___4___5___
10.
…have the ability and concentration level needed
to listen actively and attentively for a full 50
minutes of class at a time.
1___2___3___4___5___
...feel comfortable asking for assistance with
academic work (ask the professor after class or
during office hours, visit the Learning Center,
go to the Writing Center, etc.).
1___2___3___4___5___
12.
…believe that anxiety and stress do not have a
negative effect on my performance on tests.
1___2___3___4___5___
13.
…can readily adjust to new study schedules (using
early mornings, time between classes, etc.).
1___2___3___4___5___
14.
…realize that I need to develop a time
management plan and follow it.
1___2___3___4___5___
15.
…am confident in my ability to write papers.
1___2___3___4___5___
16.
…will take advantage of the Study Skills
Workshops which the college offers throughout
the year.
1___2___3___4___5___
…will make sure that I understand what my
professors expect from me and I will not hesitate
to ask for clarification when necessary.
1___2___3___4___5___
…recognize the importance of setting aside
(and using) at least two hours of quiet study
time out of class for every hour spent in class
and the need to use this time for review even
if there is no “assigned homework”.
1___2___3___4___5___
11.
17.
18.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
10
19.
20.
...have the ability to listen actively and
comprehend new information at a relatively
fast pace.
1___2___3___4___5___
…will not cheat in order to get good grades.
1___2___3___4___5___
SCORE (The sum of your responses 1-20):_________
Interpretation:
20-30 = few concerns apparent
31-60 = some concerns possible
61-80 = more concerns possible
81-100 = many concerns possible
F. CAMPUS PERSONAL ADJUSTMENT ISSUES
1 = Strongly Agree
2 = Moderately Agree
3 = Agree
4 = Moderately Disagree
5 = Disagree
1.
I tend to get along well with my instructors.
1___2___3___4___5___
2.
I think through my long-term goals regularly.
1___2___3___4___5___
3.
I consider assertiveness to be one of my
strengths and I feel confident in the choices
and decisions I make.
1___2___3___4___5___
4.
I often take the initiative in dealing with new
opportunities and challenges.
1___2___3___4___5___
5.
I am able to comfortably listen to my friend
say something with which I strongly disagree
and do so without interrupting.
1___2___3___4___5___
I have developed the discipline needed to make
careful decisions rather than to impulsively act
on a problem.
1___2___3___4___5___
7.
I have learned (and expect) to live with the
consequences of my decisions and actions.
1___2___3___4___5___
8.
I feel good physically, exercise regularly, and
pay attention to the nutritional value of the
food I eat.
1___2___3___4___5___
I have good self-discipline, even in the face
of peer pressure.
1___2___3___4___5___
6.
9.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
11
10.
I can manage feelings of loneliness and
isolation.
1___2___3___4___5___
11.
I can manage homesickness.
1___2___3___4___5___
12.
I will be able to say “no” to social invitations
when I have academic work to do.
1___2___3___4___5___
13.
I believe that I am “ready” for college and I
am sure about why I am going.
1___2___3___4___5___
14.
I will be motivated to achieve good grades for
myself, rather than to “please” others.
1___2___3___4___5___
15.
I will be able to develop a dependable support
group among my peers.
1___2___3___4___5___
16.
I am able to cope with leaving a boy/girlfriend
as well as other friends at home.
1___2___3___4___5___
17.
I understand and tend to avoid the consequences
of putting things off to the last minute.
1___2___3___4___5___
SCORE (The sum of your responses 1-17):_________
Interpretation:
18-34 = few concerns apparent
35-51 = some concerns possible
52-68 = more concerns possible
69-85 = many concerns possible
What’s next?
If this exercise raised questions or concerns for you or your student, now is a great time to
talk about those concerns and develop strategies for the future.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
12
CHAPTER 2
“HELP!!!! I’M STRESSING OUT!”
There are predictable and defined times in the course of each student’s career at college when s/he
may encounter specific and difficult challenges. Providing the appropriate support for your student,
through consistent and caring contacts, even though these may be long-distance, will aid your
student in making appropriate choices relevant to these challenges.
PRESSURE POINTS IN THE ACADEMIC LIFE OF A FRESHMAN
First month of semester:
1.
First day/week of classes
2.
First lengthy reading/writing assignment
3.
First test or paper grade
Mid Semester
1.
2.
3.
4.
5.
Midterm exams and assignments
All night/late night study sessions
First time making a presentation to a class
First visit to Learning Center (tutoring) or Writing Center
Meeting with Advisor to plan next semester’s Schedule
End of Semester
1.
Major projects/major papers are due
2.
Many “all-nighters”
3.
Final Exams
4.
Anticipation of Grades
PRESSURE POINTS THROUGHOUT THE FIRST YEAR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Getting to know roommate and residence hall neighbors
Learning to use the dining halls
Locating classes, services, etc.
Trying out for an Athletic Team
Joining a club
Part-time job
Homesickness
Concerns about cash flow/having “enough” money
Dating
False Fire Alarms late at night
Having to find time to do laundry and clean room
Disagreements with roommate
Learning to exercise his/her rights by asking others to be quieter
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
13
PRESSURE POINTS............ALL FOUR YEARS
THE SUMMER PRIOR TO FRESHMAN YEAR........
Your student may feel....
…excited and anxious to “break away” from home.
…very frightened about this new environment and experiences.
Advice to Parents: Don’t worry, students manage to adjust very quickly. In fact, you may
even observe a dramatic adjustment during their stay at orientation. Everyone they are with
is in the same situation and it is amazing how quickly they adapt, make friends, and become
comfortable.
FRESHMAN YEAR..........
The Freshman Year is, in many ways, a microcosm of the college experience.
THE FIRST VISIT HOME.....
…your student may be anxious to tell you all that has been happening.
…your student may also act as if they can’t wait to be with their friends.
Advice to Families: Really listen to what s/he says (and doesn’t say)
--Try to understand when your student wants to be with friends. S/He will want to remain
close with new college colleagues as well as old friends.
--Try to understand that there is a large amount of “homework” - even on weekends. Don’t
expect as much help with chores as before college.
THE MID-YEAR DECEMBER TO JANUARY BREAK
Your student will be excited to be at home at first but may soon seem eager to return to
college. During the Fall Semester, s/he just got started getting close to new friends and is
now dealing with a separation.
Advice to Families: Again, be patient! There may even be long distance calls made as your
student feels the need to connect with their new peer group.
THE FIRST SUMMER VACATION
Advice to Families: Remember that your student has probably had considerably more
independence for the past nine months than they ever experienced at home. Don’t retract all
of this. S/He may seem more “headstrong” than usual at first, but this will wear off.
Understand that your student has experienced many different viewpoints and lifestyles, but
sooner or later s/he will again be reconciled to most of the ideals and values with which s/he
grew up.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
14
FRESHMAN CHALLENGES:
Being away from home
o Roommate adjustment issues
o Major academic shock – college work is considerably more demanding than high school
particularly more strenuous than the “typical” senior year!
o First year courses are primarily General Education requirements rather than in the major.
o Establishment of a peer group
o Time management challenges
o Varied cultural and lifestyle introductions to accommodate to
o
Advice to Families:
Consistently write to/communicate with your student.
Take a sincere interest in all of her/his activities and experiences.
Support independent decision making based on consultations.
SOPHOMORE YEAR
The sophomore year can sometimes involve a “slump” of sorts. Some students will experience
identity problems and be confused about their direction in life.
SOPHOMORE CHALLENGES:
o The selection of a major for those who haven’t done so yet, or switching to a new one for
those who are so inclined can create a “crisis”.
o Student begins to question career choice and wonder if they made the right decision, (if they
have decided).
o Students begin to wonder if they really belong in college, and they may even “make noises”
about “taking some time off”.
o Some students begin to feel unsure they can do well enough to “please” their family and to
justify the cost of going to college.
Advice to Families:
Remember that the choice of a major MUST be the student’s decision, made in consultation
WITH you, but not made BY you. Give your student lots of support as well as freedom to
make their own decisions. Help them to explore all the alternatives before they reach
decisions.
JUNIOR YEAR
Your student will by now have established a real and comfortable “place” in college. You will most
likely notice they aren’t able to come home as often due to increased responsibilities in academic
work as well as activities and on campus jobs (some may have become Resident Assistants, others
may spend the summer on campus working as Orientation Leaders). Remember, they still love you
and still need your support in spite of all this apparent “independence”.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
15
JUNIOR CHALLENGES:
o Many juniors continue to deal with the academic major “crisis” even in the junior year.
o Most students find that while it is more interesting to have nearly all their courses be in their
major, it is at the same time, more demanding.
o For many, this will be the first time they begin to focus on life away from formal education.
o Some students will begin to wonder if they can finish in four years.
Advice to families:
Don’t hesitate to ask questions. Honest and sincere inquiries via letters email and phone
calls will help to reaffirm the much-needed student/family relationship. Don’t become overly
concerned about doubtful calls and letters. Call upon all your reserves of patience in order
to cope with the indecision and the decisions with which you may not agree! Try paying them
a visit, perhaps for family weekend!
SENIOR YEAR
Your student by now is winding down their undergraduate career. They will be extending focus on
“What’s next.” Some may begin to think about further education. You may notice that they seem
more mature than you remember, and that they see their adult family members as close, loving
friends.
SENIOR CHALLENGES:
o Faculty and peer pressure to do even better academically will intensify.
o Students sometimes worry about whether or not they have taken the courses they need in
order to prepare themselves to be competitive in the job market or for graduate school
applications.
o Loads of extra paperwork piles on top of increasingly complex academic assignments in the
form of graduation applications, resume and application letters, graduate school applications,
GRE and other test applications, etc.
o Student experiences “demographic anxiety” either about where they will have to live in order
to obtain a job or where they will go to graduate school.
o Student begins to feel “separation anxiety” about leaving the college and the peer group.
Advice to Families:
Keep those letters, email and phone calls coming! They need that contact with you now,
perhaps more than ever before. Expect even more changes than have occurred in the first
three years, if that seems possible!
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
16
CHAPTER 3
FAMILY CONCERNS AND PROSPECTS FOR GUIDANCE
WHAT STUDENTS CAN EXPECT TO ENCOUNTER DURING THEIR FRESHMAN YEAR
It is clear that a student’s first year of college and the experiences s/he has during that year will be
pivotal in terms of the total collegiate career. In particular, the search of direction, which generally
begins prior to their arrival on campus, will intensify as the first year unfolds.
IN TERMS OF PERSONAL, EMOTIONAL, AND
ACADEMIC PREPARATION.........ALL STUDENTS ARE NOT EQUAL
This inequality factor in all three areas has an impact (sometimes positive and sometimes negative)
on the experiences individual students have and how they react and respond to them.
EFFECTIVE LEARNING WILL OCCUR WHEN STUDENTS ARE CHALLENGED TO
ESTABLISH HIGH, BUT REASONABLE, EDUCATIONAL GOALS IN AN ENVIRONMENT
WHERE THEY ARE UNDERSTOOD AND VALUED AND WHERE THE RISKS NEEDED TO
MEET SUCH CHALLENGES ARE MADE MANAGEABLE.
Our college prides itself on its reputation as an academic institution where students are constantly
challenged to achieve excellence in a caring and nurturing environment. Life as a student can be a
time of joy, pain, discovery, or disappointment, all at the same time! Your student will encounter and
attempt to cope with a variety of issues from homesickness to increased personal freedom and from
demanding academic challenges to changing personal relationships, to list only a few. If you are
willing, you will be able to experience most of the achievements and disappointments with your
student.
PERSONAL DEVELOPMENTAL TASKS DURING THE COLLEGIATE YEARS
The information, which follows, is directly relevant to the developmental processes which most
freshmen have to work their way through and you may find it helpful as you prepare to experience
this Freshman Year with your student; we also hope that it will help to strengthen your relationship
with your student. Generally, the transition from teenager to young adult is accomplished during the
collegiate experience. Psychological theorists who specialize in the study of young adults have
identified specific “tasks” and behaviors associated with psychosocial development which will
typically occur between the ages of 18 and 22. We are providing this information about these
developmental processes in the hope of assisting you in your effort to maintain a positive
relationship with your student throughout his/her collegiate career. Remember, not all these stages
will be attained by all students at the same pace and few students will pass through all phases in their
first year at College!
The three main tasks are:
1.
Developing Autonomy
2.
Developing Mature Interpersonal Relationships
3.
Developing Purpose
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
17
1.
DEVELOPING AUTONOMY
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
2.
DEVELOPING MATURE INTERPERSONAL RELATIONSHIPS
a.
b.
c.
d.
e.
f.
g.
h.
i.
3.
A resentment of advice that may be perceived as an attempt to “control”.
A new independence in making decisions without first consulting family members.
A “testing” of values by engaging in behaviors that might not be “acceptable” to
parents.
Financial difficulties resulting from attempts to handle money independently.
Weight gain or loss due to inappropriate eating habits.
A drop in grades (as compared to high school) due to difficulty of classes and/or poor
study habits.
Changes in daily personal schedule due to new independence and time management.
More assertiveness or aggression in expressing personal opinions to parents.
A change in religious practices, including attendance at services, acceptance of
beliefs, etc.
An unwillingness to discuss activities and relationships.
Highs and lows become extreme in emotional reactions.
A change in style of dress.
A more accepting attitude toward those with different values and/or different cultural
backgrounds.
Efforts to affiliate with a group (join a social fraternity or sorority, athletic team,
social club, etc.)
Complaints about roommate and/or boyfriend or girlfriend.
Expressions of doubt related to sexual behavior and confidence in personality and
appearance.
Changes in the types of commitment in relationships.
A decided preference for spending time with friends rather than family.
A desire to discuss new friends without criticism from parents.
Social activity occurring 24 hours a day.
A change, sometimes a loss, of interest in high school friends.
DEVELOPING PURPOSE
a.
b.
c.
d.
e.
f.
Several changes of mind regarding college major and career goals.
A resentment of required courses, especially General Education requirements.
Efforts to have parents make decisions about career goals and courses.
An apparent lack of desire to establish definite plans about anything.
Unwillingness to respond to questions family members ask about classes and
activities.
A fear of disappointing family members and not meeting college academic
standards.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
18
CHAPTER 4
“HOW AM I GOING TO PAY FOR THIS?”
TIPS ON SURVIVING THE FINANCIAL AID PROCESS
Applying for financial aid can be arduous at best on any campus. While most current students find a
special joy in complaining about either the food or the mail (in much the same way as members of
the armed forces), many also seem prone to complain about their Financial Aid Office and its
processes. We are here to assure you that this “bad press” is not at all deserved. Frankly, the staff of
the Financial Aid Office at Plattsburgh State (and we are confident this is also true elsewhere) are
dedicated to providing the very best they possibly can for all student and their families in the way of
services and aid. However, just as the student must sometimes overcome barriers to their academic
success, so too must the Financial Aid Staff overcome barriers:
1.
2.
3.
They MUST have COMPLETE financial aid applications.
They MUST have complete applications ON TIME.
They must be prepared to interpret and deal with complicated and constantly changing
federal and state guidelines and to research all available resources.
Reflecting on our years working with students, we know that if we depended solely on the random
student comments we would tend to hear negative reports with respect to Financial Aid. The vast
majority of students who are well-served seem to take their good fortune for granted, at least as far
as their contacts with others are concerned. The students who perceive that they have had difficulty,
for whatever reason, often complain far and wide. Listening to their comments, one might get the
impression that the Financial Aid Office is a dragon guarding a treasure!
There is no dragon at Plattsburgh State! There are nine dedicated and capable professionals
working with the Financial Aid Director, Todd Moravec, who do their absolute best and endure quite
a bit of undeserved “bad press” for their efforts. The bottom line is that financial aid is a complicated
business, usually in constant flux because of ever-changing state and federal guidelines. However,
the Financial Aid Staff does its level best to keep the process as simple for you, the user, as possible.
Thus, our advice can be brief:
1.
Review the directions for applying for financial aid in the brochure you received with our
offer of admission.
2.
Gather all your income information together before you attempt to complete a Free
Application for Federal Student Aid (FAFSA) and the New York State TAP grant form.
Print carefully on all forms, sign them where indicated, and mail promptly.
3.
Apply for aid before March 1 to receive priority consideration for all forms of aid.
Remember, the earlier you submit, the earlier your application will be acted upon and earlier
submissions spread out the work for an often overworked staff.
4.
Respond to all inquiries about your applications to insure not only the prompt awarding but
also the timely delivery of aid.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
19
Yes, there are no dragons, but there are exceedingly vigilant “watchdogs” in Albany and
Washington whose sole responsibility it is to see that our tax dollars are well spent (and that is as it
should be). If you follow our advice above, the Financial Aid Staff will be better able to deal with
the “Watchdogs“ while, at the same time, providing a fair aid package for your student.
If you have questions, please call the Financial Aid Office at (518) 564-2072.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
20
CHAPTER 5
ACADEMIC ADVISEMENT
Collegiate academic life differs vastly from high school. College students have more
freedom in academic choices, and consequently much greater responsibility. This new level of
freedom and responsibility can be a challenge to manage. Most students have never before been
fully responsible for things like enrolling in appropriate classes or reviewing an academic record—a
school counselor provided these services.
To assist students as they learn to responsibly manage their academic progress, Plattsburgh
assigns each student to an academic advisor. The academic advisor is different than the school
counselor in many ways, but the relationship between student and advisor remains a critical one.
Academic advisors assist students to realize the maximum educational benefits available to them by
helping them to better understand themselves and to learn to use the resources of an educational
institution to meet their special educational needs and aspirations. The importance and character of
this relationship is well described in the professional literature.
Advising is a form of teaching—bringing teacher and learner together. Good
advising is critical to the academic success and persistence of our students. It is an
interactive relationship with mutual and reciprocal responsibilities.
In this relationship, the responsibilities of students are to ask questions, to
reflect upon their learning experiences and their goals, to explore the curriculum, to
study the Master Schedule and Catalogue, to seek support and advice on and off the
campus. The responsibility of the Advisor is to be there: to take time, to be available,
to challenge students about their choices and plans, to show sensitivity to diverse
needs and teaching and learning styles.
The Advisement System
The academic advising system at Plattsburgh State is called a decentralized system. Students who
have declared majors are assigned faculty academic advisors within their major departments. The
campus has an Office of Academic Advising that supports departmental advisement services, and
coordinates campus-wide policies and procedures. Students who have not yet declared an academic
major are assigned to a professional advisor in the Office of Academic Advising.
Students have the greatest responsibility in the academic advisement system. This means that
students must take the initiative to seek advisement, and to develop a positive advising relationship.
In order to obtain the maximum benefit from the academic advisement services available, students
should:
1.
Learn the name and location of their academic advisor early in the semester.
This information is available via Banner Web and from the Office of Academic
Advisement, College Center Information Desk, and academic department offices.
2.
Schedule an appointment early in the semester to get acquainted, and appointments
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
21
during the course selection/registration period.
3.
Attempt to clarify interests and goals in consultation with their advisor.
4.
Thoroughly review and understand the Curriculum Advising and Program Planning
(CAPP) report relative to all aspects of their general education requirements,
graduation requirements, major program requirements and our Banner electronic
registration system.
5.
Become thoroughly familiar with all aspects of our Banner Web system.
6.
Consult with the Advisor concerning changes in a mutually developed schedule
(i.e. if closed out of a mutually agreed upon course or when dropping a course).
7.
Meet with their advisors to receive and discuss midterm grades.
8.
Consult with their advisors immediately if having academic difficulty.
9.
Inform their advisor before changing majors, transferring to another college, or
withdrawing from the college.
10.
Accept responsibility for making personal decisions.
To support the advising relationship, it will be helpful for you to encourage your new student to
communicate effectively with his/her advisor. Effective communication means not only utilizing all
modes of communication to make contact (email, telephone, visit, etc.), but also providing clear
questions and information for the advisor. For example, when making calls or sending email it is
most effective for students to provide a name, a clear issue or concern, and a valid method of
contact. It is also advisable for students to be prepared when meeting with an advisor. Many
students find it helpful to prepare a list of questions, or to email an advisor in advance to make them
aware of issues or concerns.
In addition to encouraging your freshman to utilize her/his academic advisor, we also hope you will
advise them to seek out the myriad support services that we have to offer. Plattsburgh has services
and programs to assist students with all aspects of their adjustment to college life. The secret is that
the student must seek out assistance. We will cover Plattsburgh’s support services in greater detail
in a later unit of this Home Study Course.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
22
CHAPTER 6
Performance Evaluation & Grading
Throughout each semester your student will be evaluated in some format in his/her courses. The
purpose of evaluation is to indicate the quality of student performance and success in achieving the
specific purposes of a course. Your student will also receive grades that will remain a permanent
part of his/her academic record. In most cases, your student will experience three types of
performance evaluation and grading. The first type, which we will refer to as in-class evaluation,
may occur in a variety of formats. The second and third types of evaluation are more formal, and are
called mid-term grading and final grading.
In-class evaluation
Faculty will measure your student’s performance in some way. The purpose of in-class evaluation is
ultimately to provide your student with ongoing feedback about his/her success is meeting the
expectations for learning and participation in a course. Most will use more than once method of
evaluation. The most commonly used methods of evaluation include:
1. Open-book exams, which include any combination of essays, short answers, problem
solving, or fill-in-the-blanks that can be done with a textbook as a resource
2. Essay exams (common in writing-intensive courses such as ENG101-Composition)
3. Objective exams and laboratory activities (common in natural science courses such as
BIO101-Introductory Biology)
4. Group projects and/or research
5. Individual oral reports or research papers
6. Demonstration of skills in working situations (e.g. student teaching)
7. Studio work and production (common in art, music and theatre courses)
8. Attendance and participation
Methods of evaluation may extend beyond those listed above, and are typically covered in a course
syllabus (an outline of course content and expectations). Please encourage your student to read each
course syllabus carefully, and to plan ahead for scheduled evaluations.
Mid-term grading
Around the seventh week of class (mid-semester), your student will receive a mid-term grade report.
This report will provide your student with some indication of how successfully they are meeting
expectations in each course. Mid-term grades may or may not be based on a mid-term exam. Some
instructor’s do not hold mid-term exams, and/or may base mid-term grades on cumulative progress
on assignments and attendance. Instructors are not required to submit grades, but most will provide
your student with a letter grade (grading system will be described below). Mid-term grades do not
impact the semester or cumulative grade point average. Your student can view mid-term grades on
Banner Web at http://banweb.cc.plattsburgh.edu. SUNY Plattsburgh does not mail grades.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
23
Final grading
At the end of each semester, your student will receive a final grade report. Final grades will appear
as letter grades, however, these grades will be the basis for your student’s semester and cumulative
grade point averages. Final grades and grade point averages are a part of the permanent academic
record. Your student can view final-grades on Banner Web at http://banweb.cc.plattsburgh.edu.
SUNY Plattsburgh does not mail grades.
The grade point average (GPA) is a measure of academic performance based on the following
system of quality points:
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
E=0
(Superior)
(Above average)
(Average)
(Passing, but unsatisfactory)
(Failing)
Other grades carry no value in GPA computation. Under the quality point system, the value of the
course (number of credit hours) is multiplied by the value of the grade received to arrive at the
number of quality points earned (e.g. a grade of B in a three credit course equals nine quality points).
Students determine their grade point average by dividing the total number of quality points earned
by the number of GPA hours completed.
In some circumstances, your student may elect to complete a course without receiving a traditional
letter grade. Students may audit a course, or arrange to utilize the pass/fail grading system.
AUDIT -
Students may audit courses if they have the permission of the instructor.
Students who audit shall attend courses without working for or expecting to receive a
grade of credit. Students who wish to receive a grade must follow the regular
procedure of course registration.
PASS/FAIL- If an instructor offers the pass/fail option as an alternative to a letter grade, a student
can elect this option only during the first two weeks of the course. Once elected, the
pass/fail option cannot be reversed for a letter grade. A pass (P) will be awarded for
performance equivalent to the letter grades A-D, but will not be computed in the
GPA. A fail will be awarded for a grade of E and will be computed in the GPA. The
pass/fail option is not permitted for courses in a student’s major or minor areas of
study. Students should be cautioned that the amount of pass/fail work elected may
jeopardize their changes for admission to graduate or professional school or career
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
24
placement, and pass (P) grades may not transfer to other schools. Questions
regarding this policy should be directed to the Registrar’s Office or the Office of
Academic Advising.
How to encourage your new student:
We hope that (early in the semester) you would encourage your new student to find out (by reading
the course syllabus) how and when evaluation will take place. Your new student should also have
a clear understanding of the tasks, conditions, and standards of each course. If reading the syllabus
(distributed by the professor at the first or second class meeting) doesn’t provide the information
your student needs, they should be encouraged to ask the professor for more information or for
clarification.
WE ASK THAT YOU TAKE SOME TIME TO DISCUSS THE AFOREMENTIONED AND
TAKE SOME TIME TO DISCUSS THE FOLLOWING ADVICE:
1.
While collegiate life is definitely more than a series of tests separated by endless
writing and reading assignments, these measurements must be taken seriously. The
results of your student’s in-class commitment will become part of the their academic
record.
2.
Develop a time management system that prevents frantic cramming. Your student
should spend at least 2 hours outside class preparing and studying for every hour in
class. It is far more effective to spend 18 hours over the course of three weeks
studying than to spend 18 consecutive hours studying before an exam!
3.
Be certain you understand the Professor’s expectations, standards, and methods of
testing. Ask questions and remember that you are entitled to answers.
4.
See your Academic Advisor as soon as possible in the semester. Seek out the
Learning Center, Writing Walk-In, Math Walk-In, Free Tutoring, and Study Skills
Workshops. All these services are designed to assist and it may be of particular
interest for you to know that the bulk of students who use these services are students
seeking to raise a B to a B+, a B+ to an A, etc.!
In conclusion, remember that your student has the ability to succeed at Plattsburgh State. Poor
performance or grades is often an indication of poor planning NOT poor ability.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
25
GENERAL NOTES AND QUESTIONS TO ASK AT ORIENTATION
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
26
CHAPTER 7
GENERAL EDUCATION AND LEARNING/TEACHING STYLES
In order to graduate from Plattsburgh State, all students must complete the requirements for an
academic major. In addition to major requirements, all students must complete coursework
designated as General Education. These particular courses fall into three areas: The Learning Skills
Requirements, The Knowledge and Understanding Requirements, and the Integration Requirements.
Within each of these areas, students will select courses from a series of categories. In most cases,
students can choose from a variety of options as they fulfill General Education (GE). However,
some majors require completion of specific GE course, and/or some categories have only one option.
Unfortunately, students often consider GE to be an obstacle that they must “get out of the way.”
What many students (and sometimes parents) may not know is that General Education is the
foundation of a liberal arts degree, and is important because:
•
General Education courses give students a better understanding of the contemporary world,
and provide a context for the more technical and career-tracked courses students will have as
they complete major requirements. General education provides knowledge that supports later
studies.
•
Generals Education courses, particularly those in the Learning Skills component, teach
students specific skills that will be required for basic performance in upper level courses, and
courses in the major. Students will have the opportunity to practice and develop skills like:
time management, computer literacy, critical thinking, public speaking, writing, reading,
summarizing, and group work. These are transferable skills that students will need to perform
successfully in college and in the world of work.
•
General Education courses provide exploration opportunities for students who are
undeclared majors. Nearly 25% of freshmen each year are undecided on an academic major.
The General Education program provides these students with a sampling of courses from
many academic disciplines. This exposure helps students to better understand what various
majors have to offer.
We have included the most current General Education program (GE4) in this unit. Please be sure to
note that each category will require at least one course. In some categories, students may need to
select more than one course. Also remember that students can choose from a variety of options as
they fulfill General Education (GE); however, some majors require completion of specific GE
course, and/or some categories have only one option.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
27
EXERCISE 1: For each category in General Education, mark the course you think your student
would most likely take. For categories that have only one option, please indicate how you believe
your student will benefit from the course offere. Your judgment will be based on course titles (and
perhaps your own experience with a similar course) at this point, but when your student is actually
selecting courses, s/he will have additional information (e.g. course descriptions) to make an
informed decision.
The Learning Skills Requirements
WRITTEN EXPRESSION (3-4 credit hours)
ENG101
Composition
How will your student benefit from this
course?
ORAL EXPRESSION (0-6 credit hours)
Select one course:
BIO490
Cell Bio Research Experience (15 cr.)
CMM101
Intro to Public Speaking
EDU 394
BLOCK II: Elem. Curriculum & Instruction
EDU395
Curriculum & Instruction for
Adolescence Education
NUR437
Professional Issues
THE106
Intro to Acting
Which course will be chosen?
Why?
MATHEMATICS(3-4 credit hours)
Select one course:
MAT 131
Quantitative Reasoning in Basic Math
MAT 161
Introductory Statistics
MAT 221
Calculus for Life Management &
Social Sciences
MAT 224
Calculus 1
Which course will be chosen?
Why?
INFORMATION & TECH. LITERACY (0-1 credit hour)
Select one course (or demonstrate proficiency):
LIB102
Introduction to Information Management
LIB105
Introduction to Information & Tech Literacy
OR
Proficiency by exam
How will your student benefit from this
course?
The Knowledge & Understanding Requirements
NATURAL SCIENCE AND TECHNOLOGY (5-8 credit hours)
Select two courses:
ANT 101
Intro to Human Evolution (3 cr.)
AST 101
Intro to Astronomy (4 cr.)
AST 102
Intro to Astronomy (without lab) (3 cr.)
AST 116
Celestial and Planetary Systems (3 cr.)
BIO 100
Concepts in Biology (4 cr.) or
BIO 103
Concepts in Biology (without lab) (3 cr.)
BIO 101
General Biology I (4 cr.)
Which course will be chosen?
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
28
BIO 102
BIO 108
BIO 120
BIO 130
BIO 203
CHE 100
CHE 101
CHE 103
CHE 111
CHE 112
CSC 121
CSC 122
ENV 101
GEG 120
GEL 101
PHY 101
PHY 102
PHY 111
PHY 112
PHY 120
General Biology II (4 cr.)
World Hunger
Human Biology
Life in Winter
Microbiology
Intro Chemistry
General Chemistry
Chemistry & Society w/o lab
Fund Principles of Chemistry I
Fundamental Principles of Chemistry II
Introduction to Computing and The Web
Robots and Computers
Introduction to Environmental Science
Introduction to Physical Geography
Physical Geology
Intro to Physics
Intro to Physics w/o lab
General Physics I
General Physics II
Conceptual Physics
Why?
How will your student benefit from this
course?
SOCIAL SCIENCES (3 credit hours)
Select one course:
ANT 102
Comparative Cultures
CMM 118
Mass Media
ECO 101
Principles of Economics
GEG 121
Human Geography
LIN 221
Intro to General Linguistics
PSC 100
U.S. National Politics
PSY 101
General Psychology
SOC 101
Intro to Sociology
WMS 101
Intro to Women’s Studies
Which course will be chosen?
Why?
CIVILIZATIONS OF THE WORLD
U. S. Civilization (3 credit hours)
Students who scored 84 or less on the U.S. History Regents Exam (or who never took the exam) select one
course from the following:
AAS 103
Roots and Culture: The African
American Experience
Which course will be chosen?
ENG 111
Visions of America
GEG 133
Historical Geography of the United States
HIS 101
U.S. Civ to 1877
HIS 102
U.S. Civ since 1877
OR
Students who scored 85 or above on the U.S. History Regents Exam select one course from the following:
AAS 103
Roots and Culture: The African
American Experience
ENG 111
Visions of America
ENG 245
American Drama
GEG 133
Historical Geography of the United States (3 cr.)
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
29
HIS 101
HIS 102
THE 245
U.S. Civ to 1877 (3 cr.)
U.S. Civ since 1877 (3 cr.)
American Drama (3 cr.)
WESTERN CIVILIZATION (3 credit hours)
Select one course:
ANT 337
Israeli Culture and Society
CAS 111
Introduction to Canada
ENG 251
History of Western World Literature II
ENG 295
Ancient Myth and Modern Mythmaking
EXP 101
History & Culture of the Expedition
FRE 348
French Civilization (in English)
GEG 312
Geography of Russia
GER 319
German Civilization
HIS 121
European Civilization to 1815
HIS 122
European Civilization since 1815
HIS 171
History of Canada to the 1860s
HIS 172
History of Canada from the 1860s
PHI 210
History West Philosophy to 1500
PHI 211
History West Philosophy from 1500
PHI 312
Ethical Theory
PSC 325
Canadian Politics
PSC 327
European Politics
Which course will be chosen?
Why?
WORLD SYSTEMS (3 credit hours)
Select one course:
AAS 203
Civilizations and Cultures of Southern Africa
ANT 307
Tibet and the Himalayas
ANT 322
The Inkas and Andean Civilization
ANT 349
Middle Eastern Cultures
ASI 110
Intro to Asia
FLL 245
Latin American Culture through Films
GEG 317
Geography of South America
HIS 132
Modern Global History
HIS 161
Lat America 1492-1825
HIS 162
Middle and Modern Latin America
HIS 181
East Asian Civ
HIS 360
The Caribbean
HIS 362
Modern Mexico
HIS 364
Mercosur-Regional Integration
LAS 111
Introduction to Latin America
PHI 240
Asian Philosophy
Which course will be chosen?
Why?
HUMANITIES (3 credit hours)
Select one course:
AAS 202
Great Afro-American Literature
ENG 160
Intro to Poetry
ENG 161
Intro to Fiction
ENG 164
Intro to Shakespeare
Which course will be chosen?
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
30
ENG 170
ENG 255
ENG 270
ENG 271
FLL 192
FRE 341
GER 370
PHI 102
PHI 104
POR 220
PSC 282
SPA 220
THE 110
Multi-ethnic American Literature
Literature and Science
Intro to African American
Literature
Latina(o) Literature in the U.S.
World Literature in Translation
French Literature (in English)
German Literature (in English)
Intro to Philosophy
Moral Problems
Brazilian Civilization (in English)
Political Ideals and Ideologies
Latin American and Spanish
Literature (in English)
Intro to Theatre Art
Why?
THE ARTS (3 credit hours)
Select one course:
ART 104
Basic Design: 2-D
ART 137
Western Art: Antiquity and the Middle Ages
ART 139
Western Art: Renaissance to Present
ART 161
Intro to Drawing
ART 211
Intro to Photography
ART 221
Intro to Painting
ART 231
3D Design/ Intro to Sculpture
ART 255
Intro to Ceramics
ART 270
American Art: Colonial Period to the Present
ART 280
Intro to Printmaking
ART 281
Intro to Printmaking: Women’s Narratives
ENG 163
Introduction to Film and Literature
MUS 110
Music Appreciation
MUS 111
World Music
MUS 112
Jazz History
MUS 114
American Pop: North and South
MUS 115
Musical Theatre
MUS 120
Elementary Musicianship
MUS 233
Voice Class
MUS 283
Piano Class
MUS 293
Guitar Class
MUS 383
Piano Class II
THE 106
Intro to Acting
THE 115
Musical Theatre
THE 217
Movement Study
Which course will be chosen?
Why?
FOREIGN LANGUAGE (0-3 credit hours)
Select one course (or demonstrate proficiency):
Proficiency by exam (0 cr.)
FRE 112
Elementary French II
FRE 150
Intensive French Review
GER 112
Elementary German II
ITA 112
Elementary Italian II
POR 112
Elementary Portuguese II
How will your student benefit from this
course?
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
31
RUS 112
SPA 112
SPA 150
Elementary Russian II
Elementary Spanish II
Intensive Spanish Review
The General Education program requires all students to take two upper level Integration
Requirement courses. Courses in this category will not been reviewed in this Unit because they are
designed for advanced students who have already completed the Learning Skills and Knowledge and
Understanding Requirements.
EXERCISE 2: WHAT MAKES A “GOOD” TEACHER?
Teaching styles differ from instructor to instructor; just as learning styles differ from student to
student. Many students find it helpful to ask peers and/or the academic advisor about the teaching
styles of instructors. This helps some students to select courses that will complement their learning
style. In the Summer Orientation Program, there are a number of faculty advisors to talk to as well as
“expert students” (the Orientation Leaders). Your student should ask about teaching styles when
selecting courses. Keep in mind that the best learning experience will not always be the one
which is easiest: for example, students who tend to put things off might be best served by an
instructor who has many structured assignments and rigid due dates for homework.
Using your student’s high school experiences as a guide, please try to list four characteristics of the
teaching style that is best for your student in the spaces provided:
1.______________________________________________________________________________
2.______________________________________________________________________________
3.______________________________________________________________________________
4.______________________________________________________________________________
Try completing this exercise without consulting your student, and then have a talk with the student
to see what his or her perspective is. This discussion may help your student to gain a better
understanding when it comes to choosing college instructors and courses.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
32
GENERAL NOTES AND QUESTIONS TO ASK AT ORIENTATION
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
33
CHAPTER 8
DIVERSITY AND COMMUNITY AT
PLATTSBURGH STATE
As we approach the 21st century, it becomes clear that success in the future will increasingly depend
on our development of an understanding of technology, a heightened sense of history, critical
reasoning ability, and increased intercultural awareness and appreciation.
The higher education experience of the future will need to reflect the complexities and the
ambiguities of the larger pluralistic global society. The truly “educated person” of the future will
need to acquire a sensitivity to the larger aspect of the human condition, a sensitivity, understanding,
and appreciation for all people. It will be essential to develop an “intellectual awareness” that goes
far beyond the stereotypes associated with ability, race, gender, class, lifestyle, and cultural
differences.
Given the fact that we live in a global society, it becomes paramount that educational models be
developed to prepare students for the cross-cultural challenges they may meet in their careers and in
their personal lives.
Multiculturalism encourages an exploration and understanding of the differences amongst people
that are often problematic. It is also critical to recognize that multiculturalism does not “come
naturally.” Ethnocentrism.... the tendency to view differences with pity, or fear, even repulsion
seems to be the more common human tendency.
One of the goals, which we constantly seek to achieve at Plattsburgh State is to increase the
understanding and appreciation for diversity among students and to break down the barriers erected
by the dominant culture in order to encourage students to welcome, in fact, celebrate, diversity in all
respects. This is a highly cherished value within our campus community.
STEREOTYPES AND BIASES
Among the many advantages of being a college student are the tremendous opportunities that life
offers to come in direct contact with cultures and lifestyles far different from our own. The student’s
first year of college provides a very special time and opportunity for them to develop an appreciation
for values, beliefs, and traditions they may never have experienced before. The collegiate experience
provides students with the opportunity and the environment in which to learn to CELEBRATE
DIVERSITY. Family influences, social interactions, and experiences with friends can frequently
influence us to form inaccurate and discriminating thoughts and impressions regarding different
groups or special populations. THESE STEREOTYPES AND BIASES MISLEAD US IN OUR
OPINIONS ABOUT OTHER PEOPLE. The following exercise was developed for the purpose of
providing parents and students a chance to explore their own personal feelings about societal
stereotypes. It will be helpful if you each complete the exercise individually and then exchange and
discuss your responses together.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
34
PART I
THE CHALLENGE TO OUR THOUGHTS AND IMPRESSIONS
Directions
1.
2.
Complete the following statements with your most immediate reaction/response.
Considering your past and present, identify ”how,” “when,” “why,” or under what
circumstances you began to adopt this feeling, response, or reaction.
Exercise:
1.
Compared to men, women are
Identified Influence
2.
Catholics have a tendency to
Identified Influence
3.
Homeless people are usually
Identified Influence
4.
Blue-collar workers are
Identified Influence
5.
Elderly people should be
Identified Influence
6.
Professional working women are all
Identified Influence
7.
Gay and Lesbian populations are
Identified Influence
8.
People who vote Republican are
Identified Influence
9.
Native Americans who live on a reservation are usually
Identified Influence
10.
Compared to women, men are
Identified Influence
11.
People confined to wheelchairs are
Identified Influence
______
______
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
35
12.
Jews are
Identified Influence
13.
Overweight women tend to be
Identified Influence
14.
African American basketball players are
Identified Influence
15.
A hearing impaired person is
Identified Influence
16.
People who grow up in a rural community are
Identified Influence
17.
Most African Americans are
Identified Influence
18.
People with a Southern accent are
Identified Influence
19.
Asian students are
Identified Influence
20.
Hispanic Americans are generally
Identified Influence
21.
White people are usually
Identified Influence
22.
Greek (Sorority/Fraternity) types are
Identified Influence
23.
People who vote Democrat are
Identified Influence
______
______
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
36
PART II
THE NEXT CONNECTION
THE EVALUATION...........WHERE I STAND
1.
My Responses...A Closer Look
a. How would you describe the process you used to assess each statement in PART I?
____________________________________________________________________
____________________________________________________________________
b. Were your responses honest?
____________________________________________________________________
____________________________________________________________________
c. To what degree were your responses truly based on the influence of another person
or past personal experiences?
____________________________________________________________________
____________________________________________________________________
2.
My Responses....A Need to Change
a. What kinds of issues do I need to self-examine in order to come to a fair, equitable,
and honest method of evaluating and celebrating differences in others?
____________________________________________________________________
____________________________________________________________________
b. In what specific activities and events do I need to participate in order to learn to
appreciate differences and recognize commonalties in others?
____________________________________________________________________
____________________________________________________________________
3.
The College Years....A Time to Learn Life Skills
a. How do perceptions of differences impact academic, social, personal, and relational
aspects of college life?
____________________________________________________________________
____________________________________________________________________
b. Describe specific scenarios that communicate how your appreciation of
“differences” has positively impacted your interactions with others in the past.
____________________________________________________________________
____________________________________________________________________
“CIVILIZATION IS THE ENCOURAGEMENT OF DIFFERENCES” M. Gandhi
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
37
CHAPTER 9
DRUGS AND ALCOHOL--USE AND ABUSE ON CAMPUS
DRUGS
We are sure that you are as aware as we are that the use and abuse of illegal drugs is a national
problem, in fact, a national disgrace. New York State has not been at all exempt from this problem in
both major metropolitan areas and its small towns. It should therefore come as no shock to you that
illegal drugs can be found in the Plattsburgh area as well as on the campus and some students do
engage in their use.
Frankly, no matter where your freshman decides to attend college or university, public or private,
two-year or four-year, big city or small town, s/he will very likely be exposed to illegal drugs. We
don’t say this to indicate that they will use these substances; we are simply stating that s/he could be
offered them or find them available, in Plattsburgh or anywhere else. At the very least, they will be
aware of where they are and how to access them. Parents who want to keep their student away from
even the mention of drugs should not encourage them to attend any college or university; in fact,
they will need to keep them at home, within sight, for the rest of their lives! That, of course, is
impossible.
Although no college or university campus can honestly describe itself as free of all illegal drugs, we
believe that Plattsburgh State is as “clean” as the best and “cleaner” than most. In spite of this, we
cannot pretend there is no “problem.” The possibility exists that your student may be offered drugs
or may see others using them. Concerned parents should discuss this with their student, no matter
what college or university they decide to attend, and you should strive to mutually come to an
understanding of how your student will act/react if and when they are faced with the reality of illegal
drugs.
Plattsburgh State has clear policies in the Student Code of Conduct, which prohibit the possession
and/or use of illegal drugs on the campus and the staff in the residence halls as well as the University
Police Officers, are consistently firm in their interpretation and enforcement of these policies. In
addition, the topic of Substance Abuse and Dependency is discussed in a wide variety of lectures,
workshops, and programs throughout the year.
ALCOHOL
As with any college campus, the drug that is most generally abused is alcohol. In spite of the fact
that persons under 21 are not allowed to purchase or use alcoholic beverages, it is not difficult for
underage persons to obtain alcohol in Plattsburgh, just as in other communities throughout the state.
We have no reason to believe that the frequency of alcohol use or abuse at Plattsburgh State is any
greater than it is on any other College or University campus. Indeed, given our very clear campus
policies about alcohol and with the cooperation of a responsive city government, which has
tightened the enforcement of NYS Liquor Laws in local establishments, we believe that Plattsburgh
may actually have less alcohol-related problem behavior among students than many other colleges.
Although new freshmen are not the only students who may abuse alcohol, it is in the freshman year
that many habits and attitudes are formed which may last for their college career and beyond, so the
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
38
new freshmen are of particular concern to us. Our discussions with current freshmen about alcohol
reveal a variety of attitudes about it. Some students seem to feel that it is impossible to have a “good
time” socially without alcohol. Others fear that friends may think they are “weird” if they do not
drink. Still others say that it is the way they relax from the academic and social pressures they feel.
We suggest that you take some time before your freshman goes away to college to discuss alcohol
and drug abuse with them. One of our primary concerns when it comes to alcohol use goes beyond
the legal ramifications. Plattsburgh State is no more a “party school” than any other college or
university, and students who abuse alcohol very soon discover this fact. Students, particularly new
freshmen, who party to excess while ignoring or giving little time to their academic responsibilities
are easily recognized during the end of semester Academic Progress procedures and they inevitably
end up on the academic dismissal list. This is a tragic way to conclude one’s first semester at college.
Our staff and faculty discuss alcohol and drug abuse with freshmen in a number of forums, including
a workshop during their Orientation Session (Family Orientation also includes a similar workshop).
We talk personally to individual students, we run educational programs in each residence hall, and
we talk about it as part of the content of some courses. The College also conducts various activities
designed to raise consciousness as well as to encourage students to help themselves or others. We
will be grateful if you will join us in our efforts by initiating some serious discussion of alcohol and
drug abuse with your freshman, if you haven’t already done so. This is an important time for an
adult-to-adult discussion of your perspectives since your freshman will soon be “on their own” in the
sense of dealing with these issues without your immediate reaction and/or intervention.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
39
CHAPTER 10
SURVIVING AND THRIVING FROM THE CHALLENGES OF
LIFE IN A RESIDENCE HALL
NOTE: All freshmen under 21 years of age must live on
campus unless they are commuting from home.
Residence Hall life can be one of the most rewarding and educational aspects of a student’s
collegiate experiences. It is also an experience that demands a great deal from the participant in
terms of maturity, sensitivity, willingness to compromise, and communication skills. Residence
Halls are often the sites of spontaneous celebrations, popcorn extravaganzas, all night “study”
sessions, great happiness and great sadness, and never-ending debates on every topic under the sun.
Residence Halls also provide activities, which are as varied, unpredictable, amusing, and stimulating
as the students who live there and who often plan and operate these activities.
As your freshman looks ahead to going to college and to living in a Residence Hall (assuming s/he is
not commuting), s/he is probably most concerned about what that experience will hold. New
beginnings can be scary, exciting, and challenging. Students who live on campus find that this is
indeed a “living-learning” experience. They learn about other’s values, lifestyles, interests, habits,
moods, and needs, and they eventually learn to accommodate their own in order to live
cooperatively. The process of accomplishing this can turn out to be one of the most valuable
experiences they will have in college.
Every new student who lives on the campus is confronted with the Residence Hall Challenge:
1.
TO CREATE a roommate relationship based on respect for their roommate’s
personal life.
2.
TO DEVELOP tolerance for the differences which exist between roommates.
3.
TO PROMOTE open discussion and resolution of problems which will arise while
living together.
Issues to focus upon before your student begins their collegiate experience......
1.
Has your student ever experienced living away from home?
Yes___________
No____________
If no, how do you think s/he will handle the initial adjustment?
______________________________________________________________________
______________________________________________________________________
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
40
2.
Based on your own “family life style,” how do you anticipate that your student will
adjust to a Residence Hall setting (sharing a bedroom with a “stranger”, dealing with
“attractive” distractions such as chatting with others, watching late shows, etc.), lack
of total privacy, group bathroom facilities, having to take care of personal chores such
as laundry and cleaning the room?
_____________________________________________________________________
_____________________________________________________________________
PLEASE CONSIDER THE FOLLOWING:
SCENARIO #1
You have just finished helping your student move into their residence hall room on opening day of
the Fall Semester. The new roommate is also there unpacking and settling in with the assistance of
their family. You have met and visited with them and now it is time for you to say “Good-bye.”
1.
What, if any, conflicts are your student probably feeling?
__________________________________________________________________________
__________________________________________________________________________
2.
What, if any, conflicts are you feeling?
__________________________________________________________________________
__________________________________________________________________________
3.
What is your student looking forward to?
__________________________________________________________________________
__________________________________________________________________________
4.
If your student is apprehensive, what should s/he do about it?
__________________________________________________________________________
__________________________________________________________________________
5.
If you as a family member are apprehensive, what should you do about it?
__________________________________________________________________________
__________________________________________________________________________
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
41
SCENARIO #2
For two weeks, your student and her/his roommate have ignored the fact that they have some major
differences in lifestyles. Lack of respect for personal items and a higher than normal noise level in
the room distracted one of them and has brought their differences to a head. A confrontation has
occurred, with both parties stating strong negative comments about the other. You receive a high
energy, panicky telephone call “I hate College, it is not going well...I hate my roommate, she’s (he’s)
so noisy and always borrowing my belongings...Help!!”
1.
What should you do upon first hearing the story?
__________________________________________________________________________
__________________________________________________________________________
2.
What is the real conflict in the situation?
__________________________________________________________________________
__________________________________________________________________________
3.
Who is causing the conflict?
__________________________________________________________________________
4.
What could have been done to avoid this situation?
__________________________________________________________________________
__________________________________________________________________________
THE FOLLOWING ARE SOME SUGGESTIONS:
1.
2.
3.
4.
5.
6.
Define the problem.
Clarify the goal/objective of this encounter.
Gather information and background.
Identify and weigh the merits of alternative solutions.
Discuss/suggest how to select and act on a solution.
Evaluate the possible outcome with your student.
ACTIONS TYPICALLY APPROPRIATE TO THESE ENCOUNTERS MAY INCLUDE:
1.
2.
3.
4.
5.
6.
7.
Be a good listener.
Provide encouragement/support.
Encourage the student to gather more opinions and to consult others.
Allow and encourage the student to find his or her own solution.
Explore/suggest different options.
Place trust in the student’s judgment.
Establish consistent contact until the problem has been solved.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
42
CONSIDER THESE CHOICES:
1.
2.
3.
4.
Turn the problem back to the student... “you settle it.”
Persist in helping the student to work through the issues while encouraging them to
solve the situation themselves.
Encourage the student to enlist the aid of the Resident Assistant on their floor.
Call the Housing and Residence Life Office at (518) 564-3824.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
43
GENERAL NOTES AND QUESTIONS TO ASK AT ORIENTATION
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
44
CHAPTER 11
ON CAMPUS COUNSELING SUPPORT SERVICES
Many students spend four (or even five) years at Plattsburgh and never experience a need for any
counseling beyond the routine academic or career counseling from their professors and The Career
Development Center (CDC). Some students, however, do feel the need to seek occasional or regular
personal counseling from the Center for Student Health and Psychological Services. We are certain
that some students who need personal counseling never get it, either because they are reluctant to ask
for it or they are somehow not aware it is available.
Parents must know that counseling support is indeed available on campus (at no charge) and be
willing to intervene when they sense their student needs this kind of assistance. As a result, it is also
important they know what services are available.
The Center for Student Health and Psychological Services professionals are concerned with the
psychological health and well being of Plattsburgh State students. The Center’s staff provides
services to students for a wide range of personal concerns: from difficulty getting along with others,
low self-image, shyness, and nervousness to depression, food related problems, undesirable habits,
sexual identity concerns, etc.
Services provided include consultation, individual sessions, and family sessions. The focus is short
term, goal-oriented therapy, and preventative outreach. The Center is also currently funded by a
federal grant to provide substance abuse prevention programs and treatment on the campus.
CONFIDENTIALITY
All contacts with the Center are completely confidential. The staff does not release information
about students to other campus departments or to outside agencies. The Center’s Staff is committed
to the goal of diversity with regard to culture, ethnicity, religion, race, gender, ability/disability, and
sexual orientation.
SERVICES PROVIDED
--Individual, short-term therapy
--Couples counseling
--24 Hour emergency crisis intervention
--Consultation
--Medical consultation and referral
--Smoking cessation
--Eating disorder support groups
--Assertiveness training groups
--Dysfunctional relationships workshops
--Stress Management Workshop
--Peer Counseling Program
--Sexual Harassment Advisors Network
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
45
--Substance Prevention Program (includes outreach, referral, and treatment with emphasis on
alternatives to substance use)
--Outreach Programs on various topics as requested
TYPICAL CONCERNS OF STUDENTS WHO SEEK HELP THROUGH THE
CENTER FOR STUDENT HEALTH AND PSCYHOLOGICAL SERVICES INCLUDE:
1.
2.
3.
4.
Anxiety
Depression
Loneliness
Sexual problems
5.
6.
7.
8.
Social/interpersonal problems
Family problems
Personal loss
Dating and relationship concerns
THE KEY POINT TO REMEMBER IN TERMS OF THE COUNSELING SUPPORT
SERVICES AVAILABLE TO YOUR STUDENT IS THAT THE STUDENT MUST, IN
MOST CASES, SEEK THESE SERVICES WHENEVER NEEDED. THE SERVICES WILL
NOT, EXCEPT IN VERY RARE SITUATIONS, SEEK OUT THE STUDENT. THIS IS
TRUE OF MOST OPPORTUNITIES AVAILABLE TO STUDENTS.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
46
CHAPTER 12
PLATTSBURGH STATE AND THE NORTH COUNTRY
THE COLLEGE
Plattsburgh State is a special academic community that maintains high academic standards and
expectations in a caring and supportive environment. The College offers:
+ diversity and quality in educational programs at reasonable cost;
+ first-rate faculties that challenge students and help them achieve their intellectual potential
and career objectives;
+ a modern campus with excellent facilities in a comfortable setting; and
+ a friendly atmosphere for learning and growing intellectually, socially, and emotionally
Our college is known for offering a choice of nearly 60 major fields of study, complemented by a
wide variety of minors and study options, and for its high caliber academic programs. Our own
research, based on applicants’ perceptions of our college before they enroll, indicates clearly that the
range of programs available and their reputation for excellence are the primary reasons students
choose our college. Our major programs are divided among academic units grouped in the arts and
sciences, business and economics, and professional studies.
We have an outstanding faculty and staff. Most faculty hold a doctoral degree and view themselves
as Teacher/Scholar or Teacher/Artist. A number are recognized nationally and internationally on the
merits of their scholarship, the importance of their published works, and the honors they have
received. Many involve students in their own research. This has led to a growing number of projects
in which students are listed jointly with faculty as authors of publications, as participants in
exhibitions and performances, or as lecturers/presenters at professional and scholarly conferences,
held throughout the U.S.
We promote “active learning” through internships, cooperative education placements and field
studies. They are available in virtually every field of study. While a few graduate students will direct
some laboratory sections under faculty supervision, all courses are taught by faculty.
THE CAMPUS
Our college is situated in one of the most beautiful regions of New York. Greater Plattsburgh is a
community of 40,000 people. The city’s location is in the northeast corner of the state, on the
western shore of Lake Champlain near the Adirondack Mountains and 20 miles from the U.S.
Canada border.
Our campus is bordered on three sides by a pleasant residential neighborhood and its easternmost
boundary is the Saranac River. Our modern complex consists of 35 buildings spread across 300 acres
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
47
of land, and it provides an impressive setting for both academic and extracurricular pursuits.
Students, faculty, and staff alike take pride in, and good care of, their campus and its clean condition.
THE COMMUNITY
The community of Plattsburgh is within an hour’s drive of Whiteface Mountain, the premier ski
center in the eastern U.S., and of Lake Placid, America’s “Olympic Village.” Burlington, Vermont is
less than an hour away by car and crossing the ferry of Lake Champlain. Montreal, Canada’s second
largest city and cultural/commercial capital is also an hour’s drive from campus. You can travel by
car or express bus to the New York City and Long Island area in about six hours. Albany is less than
three hours from Plattsburgh and Syracuse is about five hours away.
Students are welcome in the Plattsburgh community and appreciated for what they contribute to its
educational, cultural, economic, and social vitality. This affinity is perhaps most evident in the
financial support the college receives from the community. Contributions from community friends,
alumni, and local businesses and corporations allow the institution to award nearly $800,000 to
students annually in scholarships and grants.
The North Country, of which Plattsburgh is the hub, is rich in history. Benedict Arnold conducted a
very successful naval campaign in 1776 at nearby Valcour Island on Lake Champlain that stalled the
British invasion of New York. The War of 1812 ended just off Plattsburgh’s shores on Lake
Champlain in what was the last naval battle between America and Great Britain. Our library holds a
treasury of manuscript material not only of local history but also of the history of New York State
and Canada.
Students soon discover that the North Country isn’t much colder nor is it snowier than other regions
of the state. Sure, we get cold temperatures and snow, but our climate is actually moderate by
comparison. The average temperature in our coldest month (January) is +18° F, and our annual
snowfall is less than Albany, Buffalo, Syracuse, Binghamton, and many other communities in New
York State.
ENROLLMENT
We enroll about 1000 new freshmen and 600 new transfer students each fall. Ninety-two percent of
our student population is of New York State residence. The greatest number comes from three major
regions - the Metropolitan area (mostly from Long Island and Westchester/Rockland counties), the
North Country, and the Capital District. The remainder of students come from other states and from
roughly 50 other nations.
ACCREDITATION
Plattsburgh State is accredited by the Middle States Association of Colleges and Secondary Schools
and by the Board of Regents of the University of the State of New York. Our teacher-education
programs are approved and registered by the Bureau of Teacher Education and Certification of the
New York State Education Department. Our nursing program is fully accredited by the National
League for Nursing. Our School of Business and Economics received AACSB International
accreditation in January 2002.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
48
Other degree programs that hold certifications are:
-In Vitro Cell Biology and Biotechnology by the American Tissue Culture Association.
-Medical Technology by the American Association for Clinical Pathologists
-Chemistry by the American Chemical Society
-Theatre by the National Association of Schools of Theatre
-Food and Nutrition by the American Dietetic Association
THE FEINBERG LIBRARY
Plattsburgh State’s Feinberg Library houses more than 300,000 volumes, subscribes to 1,438
periodicals and provides for 1,300 students and faculty at any given time. Designated a New York
State Document Research Depository Library, Feinberg is also a selective depository for U.S.
Government documents and it maintains a substantial collection of Canadian Government
documents. Access to and retrieval from the Library’s collections has recently been enhanced with
the addition of the FLAIR (Feinberg Library’s Automated Information Retrieval) system. Also
included in the library is a laboratory with a network of more than 60 microcomputers for student
use.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
49
GENERAL NOTES AND QUESTIONS TO ASK AT ORIENTATION
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
50
CHAPTER 13
CAMPUS FACILITIES
(Note: we are not listing and describing all campus facilities in the interest of brevity. We have
tried to highlight those which are unique or of particular interest to new students)
Angell College Center - The focal point of the campus, this building features two cafeteria-like
dining facilities; a coffee house; Student Association Office; Student Newspaper; large lounges;
meeting rooms, ballrooms/banquet areas, Video Rentals, and our convenience store, Campus
Express.
Memorial Hall - This building, located adjacent to the Residence Halls, features a gymnasium, a six
lane swimming pool, handball and racquetball courts, group activity room, a modern dance/aerobics
studio, and a 5,000 square foot Fitness Center as well as classrooms and offices.
Field House - Located on the western perimeter of the campus, the major features of the Field
House are a 3,000-seat ice arena for ice hockey, figure and recreational skating, broomball, and a
separate arena used for indoor track and soccer, volleyball, concerts, and commencement exercises.
We also have our tennis courts, soccer, baseball, lacrosse, and softball fields located in the outside
perimeter of our Field House.
Yokum Hall - The communications/lecture hall features nine lecture halls of varying capacity, all
served by multiple visual material projections operated from a central rear screen projection area.
In addition, the building houses radio and television equipment and broadcast/telecast facilities.
Dining Facilities - In addition to the cafeterias and restaurant located in the Angell Center, there are
two Dining Halls located in the residence hall complex.
Residence Facilities - Twelve residence halls, all attractively furnished and all located convenient to
the academic center of the campus, accommodate approximately 2,500 students.
Art Museum - The Plattsburgh State Art Museum, which has evolved over a 60-year period, was
created in the summer of 1989. It offers a fully developed professional visual art experience to the
college and community. The facilities and programs of the museum include:
-
The Meyers Fine Arts Gallery, located in the Fine Arts Building, offers a complete
schedule of historical and contemporary exhibitions in all media.
-
The Rockwell Kent Gallery, located in the Feinberg Library, houses an extensive
collection of paintings, drawings, prints, books, and ephemera of the late American
artist Rockwell Kent. This gallery also houses much of the college’s permanent art
collection. Its alcove rooms hold an Asian collection, 19th-century prints and
sculpture, German Expressionist prints, and much of the Ackerman collection. The
mezzanine has a photography collection and 20th-century prints and paintings.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
51
-
The Winkel Sculpture Court, the largest space in the U.S. dedicated to the art of a
woman, an enclosed atrium on the second level of the Fine Arts building, contains
more than 40 works by Nina Winkel and a collection of fine modern tapestries.
-
The Myers Lobby Gallery, through the cooperation of the art faculty, is a space
dedicated to the work our students produce in the art studios.
-
The Museum Without Walls program is a commitment by our institution and the
museum to bring the visual arts into the fabric of the college. Fine paintings, prints,
and sculpture are found in many college hallways, lobbies, lounges, and offices.
-
Sculpture Park: Four monumental works by William King, Don Osborn, L. Brower
Hatcher, and David Stromeyer mark the inception of an outdoor sculpture collection
throughout the campus.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
52
CHAPTER 14
STUDENT LIFE/STUDENT SERVICES
Plattsburgh State students plan and take part in a wide range of programs outside of the classroom.
Some of the more significant and/or unique ones are described herein.
Student Association - Students assume major responsibility for most of their out-of class activities.
The Student Association (SA) exercises control over an annual activity budget in excess of
$800,000. The Student Senate, the legislative branch of the SA, develops policy for student activities
and makes recommendations about aspects of student life to appropriate policy formulating bodies.
The SA offers a variety of services to students including bus services, a revolving loan fund, and a
legal advisory service to name a few. In terms of entertainment, the SA plans and provides a full
schedule of activities and events including weekend movies, popular music concerts, comedians, etc.
The SA also sponsors and recognizes more that 100 student clubs and organizations including
academic clubs; mass media groups; cultural, religious, and social organizations.
Intercollegiate and Intramural Athletics - The Plattsburgh State’s men’s varsity sports teams
compete in ice hockey, lacrosse, baseball, basketball, soccer, cross-country, and indoor and outdoor
track and field. The women’s program on the intercollegiate level includes basketball, tennis,
volleyball, soccer, cross-country, ice hockey, softball, and indoor and outdoor track and field.
Plattsburgh is a member of the State University of New York Athletic Conference (SUNYAC), the
Eastern Collegiate Athletic Conference (ECAC), the Division III National Collegiate Athletic
Association (NCAA), and several other organizations affiliated with individual sports.
Participation in intramural competition is very popular among all students, with a high percentage
taking part in one or more sports activities each semester. Coeducational competition is offered as
separate activities for men and women. Besides the traditional sports (basketball, softball, indoor
soccer, volleyball, and touch football), Plattsburgh State students enjoy such non-traditional
pastimes, such as men and women’s broomball (on ice).
The SA sponsors a number of Club Sports teams including Men’s and Women’s Rugby, Lacrosse,
Baseball, Hockey, Kickline, and Cheerleading to further compliment the athletic opportunities
available to students.
Art, Music, and Theatre Organizations - All students, regardless of major, are welcome to join the
many activities sponsored by the departments of Art, Music, and Theatre. The Visual Artists Series,
the Music Council, and the College Theatre Association are groups jointly sponsored by the college
and the SA. They work together to bring outstanding performances and visual arts events to the
campus.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
53
The Band, Chorus, Orchestra, Symphonia, Cardinal Singers, and other music ensembles offer
opportunities for students to continue performing music while in college and to earn academic credit
while doing so.
The National Theatre Honor Society, Alpha Psi Omega, welcomes qualified members. Each
semester, the theatre program offers all students many opportunities to participate in both student
and faculty directed dramatic productions.
The Visual Arts provides students with a wide variety of studio art experiences including sculpture,
photography, ceramics, printmaking, drawing, painting, and design.
Forensic Union - Students interested in debate and individual speaking competition receive
encouragement to join the Forensic Union. This organization has won many honors for the college
and has routinely achieved state, regional, and national recognition for excellence in forensic
competition for the last twenty years.
Student Publications - Student publications currently include Cardinal Points, the weekly
newspaper; and the annual literary journal, Z Platt Almanac. In most cases, students can receive
academic credit for their work on student publications and are welcome to join the staffs regardless
of their major.
Student Radio and Television - The Student Association operates a campus FM radio station,
WQKE, which provides all students with opportunities for experience in areas such as programming,
writing and reporting news, and radio engineering. Also, the Department of Communication owns
and operates a student cable TV Station (PSTV 10), which is largely student operated. This provides
students with the opportunity to acquire skills in TV production. Students can gain experience and
receive credit in both radio and television in conjunction with academic course work.
Campus Dining Services - The Sodexho Corporation provides the dining program on our campus
and we don’t hesitate to describe the service as excellent and the food as varied, nutritious, and even
exciting! The dining facilities are modern, attractively furnished, and are refurbished regularly to
insure their comfort and appeal. There are two Dining Halls providing full-menu fare, with choices
from four entrees (including one meatless) at lunch and dinner along with deli-lines, complete salad
bars, and unlimited seconds on all food and beverages. A dining hall has an international flair with
ethnic foods featured on the regular service line as well as a complete Italian Restaurant located
within the hall. In addition, there are two fast food establishments in the Angell College Center with
international foods, bakery items, deli sandwiches, grill items, pizza, wings, and ice cream.
Career Development Center - The Staff of the Career Development Center provides assistance in
exploring skills, interests, and priorities in life/work planning and preparation. Career counseling and
employment assistance is available to all Plattsburgh State students and alumni.
-Counseling (Career-Related) is available to help in choosing or changing majors, setting
career goals, planning to obtain work experience while in school, or part-time employment.
-Educational/Occupational Information is provided in a comprehensive library/reading
room in the Center where books, periodicals, reference materials, videotapes, and files are
available. Resources are also maintained on occupational fields, specific employers,
conducting a job search, and current position openings.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
54
-Advisement Regarding Educational Alternatives is provided when circumstances cause a
student to consider interrupting their academic pursuits temporarily.
-Testing and Test Interpretation can be a helpful tool in increasing self and/or career
awareness. Counselors are available to administer and interpret testing instruments when
appropriate.
-Student Employment Services help individuals seek part-time employment through various
programs both on and off the campus. Summer job opportunities are also listed for the local
area, throughout the state, and beyond.
-Cooperative Education and Internships enable students to participate in practical work and
learning experiences prior to graduation. The Center provides a centralized source of
information to assist students in arranging for placements.
Student Health Center - The Student Health Center provides outpatient care consisting of
consultation, examination, evaluation, medical care, or referrals for all full and part-time students
Monday through Friday from 8 a.m. to 4:30 p.m. Two Physicians staff the Center, two Physician’s
Assistants, Nurse Practitioners, Registered Nurses, a Medical Technologist, and an Insurance Claim
Clerk.
Office of Housing and Residence Life – The Housing and Residence Life office, located in
Algonquin Hall, is responsible for administering the on-campus housing programs. The office
strives to creative quality communities within which students can learn, develop and flourish
academically and personally. The residence halls provide a safe, secure, well-maintained
environment, which address the academic and personal needs of the individual. Each Residence
Hall has a Residence Director (RD) and a team of Resident Assistants (RA) to help create
community on each floor and throughout the building. The RAs organize both educational and
social programs throughout the semester.
Learning Center - The Claude J. Clark Learning Center, located in the Feinberg Library, provides
comprehensive support services to students and faculty. Services include a writing lab, fully
equipped with Macintosh microcomputers for course instruction and individual writing assistance,
free tutoring in all disciplines, writing walk-in tutoring, group study, study skills seminars,
workshops, and individual consultations.
Fitness Center - The Fitness Center is located in the lower level of Memorial Hall. It consists of a
5,000 square foot area dedicated to cardiovascular equipment, resistive weight equipment, and a free
weight area. A separate, adjacent 1,800 square foot area is dedicated to aerobic activities, along with
a 2,700 square foot group activity room for spinning, martial arts and cardio-kickboxing classes.
Center for Service Learning and Volunteerism - The Center for Service Learning &
Volunteerism, located on the first floor of the Angell College Center, offers several programs for
students and faculty to encourage involvement through service to local not-for-profit agencies,
schools and community organizations. The programs we support include: Project H.E.L.P. (Hands
Engaged Linking People), Student Service Corps, Alternative Break Program, Community Service
Scholarship, Service Learning, American Democracy Project.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
55
Leadership Development - The Center for Leadership Development provides the entire student
population with diverse leadership development opportunities to help students learn the skills
necessary to live work and lead on campus and in the community with an emphasis on ethical
leadership and decision-making, as well as diversity. Leadership programs developed by this office
are designed to encompass varied learning styles and levels of emotional maturity and intellectual
development. These programs include the Freshman Emerging Leaders Seminar, Leadership
Certification Program, Omicron Delta Kappa Leadership Honor Society, and GOLD Weekend. The
center is located on the second floor of the Angell College Center.
Fraternity/Sorority Life - The Center for Fraternity/Sorority Life, located on the second floor of
the Angell College Center, provides support, advice and services regarding chapter operations to the
members of Interfraternity Council (IFC) fraternities and Inter-Sorority (ISA) sororities, and
provides values-based educational programming to assist members in creating a positive fraternal
experience encompassing the core principles of Friendship, Scholarship, Leadership, and Service
while learning to work through collaboration and interfraternalism within the Fraternity/Sorority
Community.
Angell College Center – As mentioned previously, this building is a hub of activities in for the
campus. Falling under the management of the College Center is the campus’s student activities
office. This office plans campus wide, and small activities for students.
Dean of Students Office – This office, located on the 6th floor of the Kehoe Administration
Building, coordinates the New Student Orientation Program, the Odyssey Program, and the Campus
Discipline System. The office is also the place to go for students or parents to get questions
answered or link with the campus administration.
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
56
GENERAL NOTES AND QUESTIONS TO ASK AT ORIENTATION
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
57
FINAL NOTES AND COURSE EVALUATION FORMS
Thank you for taking the time to work through these materials. It is our most sincere hope that you
have found the experience worthwhile and that your experience will continue to be of benefit to you
and your student during your(!) collegiate experiences.
It is extremely important to us that we receive feedback and evaluation from you relative to the
usefulness of this Home Study Course. Without your assistance, we would not be in a position to
really know if we are providing a useful service and would not be able to appropriately modify the
materials to better serve the needs of families and students in the future. On behalf of these folks, as
well as ourselves, we want to ask you to take a few minutes to complete the evaluation forms we are
including at the end of this workbook. We have included 2 copies if more than one family member
has used the book.
Once you have completed the evaluation form(s), please detach them from the book and mail it
(them) to:
DEAN OF STUDENTS OFFICE
ORIENTATION HEADQUARTERS
KEHOE 6th FLOOR
SUNY PLATTSBURGH
PLATTSBURGH, NY 12901-2681
or, if you prefer, you may also simply bring the forms with you to your Summer Orientation Session
and drop them off at the Kehoe Building, 6th floor. In either case, once we receive your form, we
will know you have “completed” the course. We can then present your certificate to you at
Orientation (or mail it to you if you are unable to attend).
Once again, our thanks for your participation and for your feedback!
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
58
GENERAL NOTES AND QUESTIONS TO ASK AT ORIENTATION
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
59
PLATTSBURGH STATE ORIENTATION PROGRAM
FAMILY HOME STUDY COURSE
EVALUATION FORM
Please complete, detach and return to:
Orientation Headquarters, Kehoe 6th Floor,
Plattsburgh State, Plattsburgh, NY 12901-2681
PART I – READABILITY
DIRECTIONS: Please rate each chapter using the following scale:
1 = This chapter is very readable and understandable
2 = This chapter is readable and understandable
3 = This chapter is not readable or understandable
4 = I did not read this chapter
Chapter 1 -
Transition from High School to College
1
2
3
4
Chapter 2 -
“Help...I’m Stressing Out”
1
2
3
4
Chapter 3 -
Family Concerns and Prospects for Guidance
1
2
3
4
Chapter 4 -
“How Am I Going to Pay for This?” (Tips on Financial Aid)
1
2
3
4
Chapter 5 -
Academic Advisement
1
2
3
4
Chapter 6 -
Measurements of Student Performance
1
2
3
4
Chapter 7 -
General Education and Teaching/Learning Styles
1
2
3
4
Chapter 8 -
Diversity and Community at Plattsburgh State
1
2
3
4
Chapter 9 -
Drugs and Alcohol - Use and Abuse On Campus
1
2
3
4
Chapter 10 -
Challenges of Residence Hall Living
1
2
3
4
Chapter 11 -
On Campus Counseling Support Services
1
2
3
4
Chapter 12 -
About Plattsburgh State and the North Country
1
2
3
4
Chapter 13 -
Campus Facilities
1
2
3
4
Chapter 14 -
Student Life and Student Services
1
2
3
4
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
60
PART II - PRACTICAL VALUE
DIRECTIONS: Please rate each unit using the following scale:
1 = This Chapter is very practical
2 = This Chapter is practical
3 = This Chapter is not practical
4 = I did not read this Chapter
Chapter 1 -
1
2
3
4
Chapter 2 -
1
2
3
4
Chapter 3 -
1
2
3
4
Chapter 4 -
1
2
3
4
Chapter 5 -
1
2
3
4
Chapter 6 -
1
2
3
4
Chapter 7 -
1
2
3
4
Chapter 8 -
1
2
3
4
Chapter 9 -
1
2
3
4
Chapter 10 -
1
2
3
4
Chapter 11 -
1
2
3
4
Chapter 12 -
1
2
3
4
Chapter 13 -
1
2
3
4
Chapter 14 -
1
2
3
4
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
61
PART III - GENERAL EVALUATION & QUESTIONS
DIRECTIONS: Please check the number beside the statements that best reflect your responses.
A.
What is your opinion of the overall value of the entire Home Study Package?
____1. Extremely valuable
____2. Somewhat valuable
____3. Adequate
B.
____4. Of little value
____5. No opinion
Please indicate what you believe the influence of this Home Study Course will be on your
student’s chances for success in college.
____1. It will be very influential
____2. It will be somewhat influential
____3. It may help a little
C.
____4. It will not be a factor
____5. No opinion
Please indicate what your student’s plan is, as of today, for college.
____1. Currently enrolled at Plattsburgh State
____2. Will probably complete Bachelors Degree at Plattsburgh State.
____3. Will probably complete one or two years at Plattsburgh and transfer out.
____4. Will probably not attend Plattsburgh State.
____5. Is still unsure about attending college at all.
D.
Please select the response below which best describes the influence of this Home Study
Course on your student. (We ask this knowing that most students apply to several colleges
and universities).
____1. This Home Study Course will be the reason the student will attend Plattsburgh State.
____2. This Home Study Course will be one of the reasons the student will attend
Plattsburgh State.
____3. This Home Study Course may influence the student to attend Plattsburgh.
____4. This Home Study Course will not influence the student’s decision at all.
Additional Comments:
E. Please indicate who completed this form:
Student Name (please print):
Family Member Full Name, (please print):
Name wanted on Completion Certificate:
Relation to Student:
Home Address:
PLATTSBURGH STATE
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
62
PLATTSBURGH STATE ORIENTATION PROGRAM
FAMILY HOME STUDY COURSE
EVALUATION FORM
Please complete, detach and return to:
Orientation Headquarters, Kehoe 6th Floor,
Plattsburgh State, Plattsburgh, NY 12901-2681
PART I – READABILITY
DIRECTIONS: Please rate each chapter using the following scale:
1 = This chapter is very readable and understandable
2 = This chapter is readable and understandable
3 = This chapter is not readable or understandable
4 = I did not read this chapter
Chapter 1 -
Transition from High School to College
1
2
3
4
Chapter 2 -
“Help...I’m Stressing Out”
1
2
3
4
Chapter 3 -
Family Concerns and Prospects for Guidance
1
2
3
4
Chapter 4 -
“How Am I Going to Pay for This?” (Tips on Financial Aid)
1
2
3
4
Chapter 5 -
Academic Advisement
1
2
3
4
Chapter 6 -
Measurements of Student Performance
1
2
3
4
Chapter 7 -
General Education and Teaching/Learning Styles
1
2
3
4
Chapter 8 -
Diversity and Community at Plattsburgh State
1
2
3
4
Chapter 9 -
Drugs and Alcohol - Use and Abuse On Campus
1
2
3
4
Chapter 10 -
Challenges of Residence Hall Living
1
2
3
4
Chapter 11 -
On Campus Counseling Support Services
1
2
3
4
Chapter 12 -
About Plattsburgh State and the North Country
1
2
3
4
Chapter 13 -
Campus Facilities
1
2
3
4
Chapter 14 -
Student Life and Student Services
1
2
3
4
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
63
PART II - PRACTICAL VALUE
DIRECTIONS: Please rate each unit using the following scale:
1 = This Chapter is very practical
2 = This Chapter is practical
3 = This Chapter is not practical
4 = I did not read this Chapter
Chapter 1 -
1
2
3
4
Chapter 2 -
1
2
3
4
Chapter 3 -
1
2
3
4
Chapter 4 -
1
2
3
4
Chapter 5 -
1
2
3
4
Chapter 6 -
1
2
3
4
Chapter 7 -
1
2
3
4
Chapter 8 -
1
2
3
4
Chapter 9 -
1
2
3
4
Chapter 10 -
1
2
3
4
Chapter 11 -
1
2
3
4
Chapter 12 -
1
2
3
4
Chapter 13 -
1
2
3
4
Chapter 14 -
1
2
3
4
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
64
PART III - GENERAL EVALUATION & QUESTIONS
DIRECTIONS: Please check the number beside the statements that best reflect your responses.
A.
What is your opinion of the overall value of the entire Home Study Package?
____1. Extremely valuable
____2. Somewhat valuable
____3. Adequate
B.
____4. Of little value
____5. No opinion
Please indicate what you believe the influence of this Home Study Course will be on your
student’s chances for success in college.
____1. It will be very influential
____2. It will be somewhat influential
____3. It may help a little
C.
____4. It will not be a factor
____5. No opinion
Please indicate what your student’s plan is, as of today, for college.
____1. Currently enrolled at Plattsburgh State
____2. Will probably complete Bachelors Degree at Plattsburgh State.
____3. Will probably complete one or two years at Plattsburgh and transfer out.
____4. Will probably not attend Plattsburgh State.
____5. Is still unsure about attending college at all.
D.
Please select the response below which best describes the influence of this Home Study
Course on your student. (We ask this knowing that most students apply to several colleges
and universities).
____1. This Home Study Course will be the reason the student will attend Plattsburgh State.
____2. This Home Study Course will be one of the reasons the student will attend
Plattsburgh State.
____3. This Home Study Course may influence the student to attend Plattsburgh.
____4. This Home Study Course will not influence the student’s decision at all.
Additional Comments:
E. Please indicate who completed this form:
Student Name (please print):
Family Member Full Name, (please print):
Name wanted on Completion Certificate:
Relation to Student:
Home Address:
PLATTSBURGH STATE
Orientation Program Family Home Study Course 2006 • Phone: (518) 562-3282 • E-mail: [email protected]
65