Advising Info for Faculty

What are the minimum requirements for graduating from RWU?

• Students under the 2022-2023 and prior catalog years are required to complete one academic major, the 43 credits of the Core Curriculum (including a 15-credit Core Concentration), earn at least 120 credits, and achieve a minimum 2.0 cumulative GPA. (Depending on the major, total credits and GPA may be higher).
• For students following the 2023-2024 catalog year are required to complete one academic major, 43 credits of General Education (for the option with minor) or 40 credits of General Education (for option without minor), earn at least 120 credits, and achieve a minimum 2.0 cumulative GPA. (Depending on the major, total credits and GPA may be higher). 

Do students who double major receive two diplomas?

• No, all students receive one diploma listing one major. Both majors are listed on a double major's transcript.

If students double major, do they need a Core Concentration?

• Technically, yes, but the Core Concentration requirement is often met through the second major. There are important details to check: a second major will complete the Core Concentration if it is a liberal arts subject area with a recognized Core Concentration. [*Note: only applicable to students under the 2022-2023 catalog or older]

What if students choose a minor, do they still need a Core Concentration?

• Same rules as above. The minor will meet the Core Concentration requirement if it is also a recognized Core Concentration. [*Note: only applicable to students under the 2022-2023 catalog or older]

What if students are only interested in majoring and minoring in professional subjects?

• RWU is a liberal arts university committed to providing a liberal arts General Education to all students. Our NECHE accreditation also requires that all students complete a minimum of 40 credits in the liberal arts. So, a student hoping to major in Management and minor in Criminal Justice should be encouraged to do so only if the student will still be able to complete the requirements for a separate Core Concentration or approved general education minor.

*Faculty and staff interested in better supporting transfer students are welcome to join us for the Transfer Student Advocacy Workshop. Please monitor our page and/or email smayer@rwu.edu for updates!

Are transfer credit allocations final?

Transfer credits are allocated by the Registrar’s Office based on articulation agreements with other colleges and universities and in consultation with RWU departments. However, the quantity and use of these credits is worth verifying, especially if the student feels that some coursework from a previous institution has not been adequately recognized. Questions about how transfer credits are awarded and/or applied toward requirements should be directed to the Senior Transfer & Pathways Academic Advisor or the Registrar's Office.

• Sarah Mayer, Senior Transfer & Pathways Academic Advisor: smayer@rwu.edu, 401-254-3001
• Registrar: registrar@rwu.edu, 401-254-3510

Can students count transfer courses toward the Core Curriculum requirements (for students following the 2022-2023 catalog and prior)?

Students often apply transfer courses toward their requirements in Writing and Math, and many can apply transfer courses toward a Core Concentration. However, RWU does not accept substitutes for CORE 101-105. Instead, students are waived out of a certain quantity of Core courses based on the total number of transfer credits awarded upon matriculation:

24-30 credits --> take 4 of the 5 100-level Core courses

31-44 credits --> take 3 of the 5 100-level Core courses

45-59 credits --> take 2 of the 5 100-level Core courses

60+ credits or Associate’s Degree --> NO 100-level Core courses

Can transfer courses count toward the General Education requirements (2023-2024 catalog and later)?

Yes. transfer courses can count toward the General Education requirements. Current RWU students should have transfer courses pre-approved prior to enrolling in the course.

Incoming and current transfer students should work with the Senior Transfer & Pathways Academic Advisor to complete a map-out session. The advisor will ensure that credits are maximized within the RWU curricular framework.

 Sarah Mayer, Senior Transfer & Pathways Academic Advisor, smayer@rwu.edu, 401-254-3001.

Once they’ve matriculated, how do students get credit for a course taken outside of RWU?

Students complete a Transfer Pre-approval form available on the Registrar’s website. Approval is granted by the program that offers the course at RWU. For a course grade of C or above, the credits are added to the student’s transcript, but there is no grade noted and the course is not calculated into the student’s GPA. Note that in some cases, this may actually disadvantage a student looking to improve a low GPA and achieve good academic standing. Students in this situation may need help with a GPA calculation. The Advising & Peer Mentorship Office can help with this: 401-254-3456, advising@rwu.edu. 

How are students placed into the appropriate Math courses?

Students are required to take online placement exams once admitted to RWU and before attending orientation. Not all majors require the student to take Math placement, see the Placement by Major page to determine if the student needs to take the Math for their program. There are two tests—Algebra and Functions, and students have up to two hours for each section (4 hours total). 

And Writing placement?

Students complete a self-directed online survey to determine their placement for the two required writing classes, WTNG 102 and a 200- or 300-level WTNG course. Many students choose to begin their study of college level writing with WTNG 100: Introduction to Academic Writing. This course does not meet the general education requirement of two writing courses but does improve students’ performance in their required courses and does count toward graduation as a 3-credit course.

Modern Language?

Modern language placement is required for all new students who have skills in a language and/or have taken courses in a language in high school. Students who are majoring in International Relations are required to take the modern language placement test.

Note: visit the Placement web page for more detailed information.

What if a student fails a course?

Students may repeat a course at RWU when a grade of C- or below has been earned. NB: for students in academic distress, the chance to repeat a course for a passing grade can deliver crucial repair to a low GPA. It’s always a good idea, especially with first- and second-year students, to check up on their grades after a semester ends. 

Are there consequences for falling below 12 credits (full-time)?

Students that have less than 12 credits may see an impact to their financial aid, billing, and NCAA status. International students may have an additional impact on their immigration status in the U.S. and their ability to return to RWU. Students who are below full-time status must receive permission from the Advising & Peer Mentorship Office prior to dropping below 12 credits. Students who live on campus must also receive prior approval from the Housing Office to remain in a residence hall.

How long do students have to finish up work for Incompletes?

Incomplete grades convert automatically to failing grades at the end of the following semester, but: students and faculty should always agree explicitly on a deadline for outstanding work. If one of your advisees received an I grade in a course, it is a good idea to follow up with the student and instructor to make sure there is clarity on what is due and when. Ideally, these arrangements are communicated in writing. (Remember that many faculty members are away from RWU during the summer and may not receive work students submit if they’re not expecting it. Remember also that part-time faculty are technically not employed by the university outside of academic terms).

NACADA Concept of Academic Advising

NACADA Core Values of Academic Advising

NACADA Academic Advising Core Competencies Model

Liberal Arts Advising Resources

NACADA Faculty Advising Community

Advising Approaches 

Advising International Students

Professional Advisors and Faculty Advisors: A Shared Goal of Student Success

Developmental Advising Definitions 

Pillars of Academic Advising

Intrusive Advising 101: How to be Intrusive Without Intruding

Creating a Flipped Advising Approach: A Model and Five Videos

Empowering First-Generation Students Through Personal Experience and Intrusive Advising

Holistic Advising

Supporting Early-Career STEM Students

Advising as Teaching: The Power of Evidence-Based Teaching Practices in Academic Advising

Helping Students Help Themselves: Advising as Empowerment

The Art of Intervention: Partnering with Faculty for Early Academic Alert

Building Awareness through the Hierarchy of Academic Advising Responsibilities

Please email eniemeyer@rwu.edu to borrow a physical copy of any materials listed below. 

Books:

Drake, J.K., Jordan, P., & Miller, M.A. (Eds.). (2013). Academic Advising Approaches: Strategies That Teach Students to Make the Most of College. Jossey-Bass. 

Fox, J.R., & Martin, H.E. (Eds.). (2017). Academic Advising and the First College Year. Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience & Students in Transition and NACADA: The Global Community for Academic Advising.

Folsom, P., Yoder, F., & Joslin, J.E. (Eds.). (2015). The New Advisor Guidebook: Mastering the Art of Academic Advising. Jossey-Bass. 

Grites, T.J., Miller, M.A., & Voller, J.G. (Eds.). (2016). Beyond Foundations: Developing as a Master Academic Advisor. Jossey-Bass.

Gordon, V.N., & Wesley, R.H. (2000). Academic Advising: A Comprehensive Handbook.  Jossey-Bass.

Kramer, G.L. (Ed.). (2003). Faculty Advising Examined: Enhancing the Potential of College Faculty as Advisors. Anker Publishing.

Journals:

NACADA Journal, Volume 42, Number 2, 2022

• Tensions: A grounded Theory of Ethical Practice
  • Author: Andrew Puroway
• Understanding the Career Management of Female Primary-Role Advisors
  • Authors: Keira Solon, Craig M. McGill, Daniel Jensen    
• Attitudes of Cybersecurity Articulation Agreements and Transfer Students: A Statewide Survey of Faculty Members and Advisors
  • Authors: Brian K. Payne, Tancy Vandecar-Burdin, Daniela Cigularova
• Messaging Matters: The Impacts of Advising Micromessages on Student Affect and Behavior Across Diverse University Campuses
  • Authors: Tonya Buchanan, Aaron Brown, Patrizia Chirco, Danielle Klein, Ashley Purgason
• Online Graduate Career Changers: Motivations and Use of Academic and Career Advising Services and Resources
  • Author: Katelyn Talbott
• Noncognitive Factors for Probationary Students Engaged in Academic Recovery Courses: A Preliminary Study
  • Authors: Christine Robinson, Ran Shi

NACADA Journal, Volume 41, Number 1, 2021

• A Higher Calling: Toward A More Spacious Role for Academic Advisors           
  • Author: Laura I. Rendón
• Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions
  • Originally published in NACADA Journal 30(1)
  • Authors: Samuel D. Museus, Joanna Ravello
• Revisiting the Tole of Academic Advising in Equitably Serving Diverse College Students
  • Author: Samuel D. Museus
• Latinx Community College Students on Academic Probation: Struggles and Success
  • Authors: Maria Paula-McPherson, Floralba Arbelo Marrero
• Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising
  • Authors: Nikola Grafnetterova, Hilda Cecilia Contreras Aguirre, Rosa M. Banda
• Senioritis: College Student Perceptions on Causes, Outcomes, and Support
  • Authors: Adena Young-Jones, Jason McCain, Tracie Burt, Megan Drew, D.J. Heim
• The Perceptions Community College Advising Coordinators Have of Their Institutional Advising Models: An Exploratory Study
  • Author: Brian Kapinos
• Toward Substantive Theory of the Academic Advising Process: A Grounded Theory          
  • Author: Craig M. McGill

NACADA Journal, Volume 40, Number 2, 2020

• From the Co-Editors
  • Authors: Susan Campbell, Sharon A. Aiken-Wisniewski, Lisa Rubin
• If Advising is Teaching, What do Advisors Teach?
  • Author: Marc Lowenstein
• Measuring the Differential Effects of Behaviors of Academic Advisors for Students with Disabilities
  • Authors: John Zilvinskis, Renae E. Barber, Johanna L. Brozinsky, Shelby R. Hochberg
• Insider Information: Advisors’ Perspectives on the Effectiveness of Enhanced Advising Programs for Community College Students
  • Authors: Paul Donaldson, Lyle McKinney, Mimi Miyoung Lee, Catherine L. Horn, Andrea              Burridge, Diana Pino
• Examining the Relationship Between College Advising and Student Outputs: A Content Analysis of the NACADA Journal
  • Authors: Adriana Ruiz Alvarado, Avery B. Olson
• Promises and Realities: Academic Advisors’ Perspectives of Dual Enrollment Credit
  • Authors: Patricia Witkowsky, Kathryn Starkey, Grant Clayton, Martin Garnar, Ashely Andersen
• Administrator Perceptions of Academic Advisor Tasks
  • Authors: Donna J. Menke, Mark Duslak, Craig M. McGil

NACADA Journal, Volume 39, 2019

• Virginia Gordon as a Servant Leader
  • Authors: Elizabeth M. Higgins, Susan M. Campbell
• Putting Theory into Practice: Virginia Gordon at Ohio State
  • Author: George E. Steele
• Virginia Gordon: Pioneering the Concept of Scholar-Practitioner in Academic Advising Through Her Own Scholarship and Practice
  • Authors: Tammy Nguyen, Thomas J. Grites, Sharon A. Aiken-Wisniewski
• Scholarly Advising and the Scholarship of Advising
  • Author: Wendy G. Troxel
• Training Future Academic Advisors: One Model of a Pre-Service Approach 
  • Author: Virginia N. Gordon
• The 3-I Process: A Career-Advising Framework
  • Author: Virginia N. Gordon
• Developmental Advising: The Elusive Model
  • Author: Virginia N. Gordon