MOHAVE COMMUNITY COLLEGE
ADVISING HANDBOOK
2014-2015
December 10, 2014
SECTION MENU:
1. Advising
2. Technology
3. General Information
4. University Transfer
5. Legal Responsibilities and FERPA
SECTION ONE
ADVISING
MISSION STATEMENT
The mission of the Student Services division of Mohave Community College is to
provide services and resources to empower students to learn and succeed.
SECTION ONE
• ADVISING
• STUDENT LEARNING OUTCOMES
• ADVISING PROCESS
• ADVISING NOTES
• TUTORING/SUPPLEMENTAL INSTRUCTION
• ADVISING DIVERSE POPULATIONS
• STUDENTS IN TRANSITION
• REFERRAL INFORMATION
• RESPONSIBILITIES OF THE ADVISOR
• COMPASS ASSESSMENT
Academic Advising at MCC
The advice offered at Mohave Community College is limited to academic advising, which is defined
as advice that is specifically relevant to students achieving their educational goals. Advisors,
therefore, are primarily concerned with helping students plan what courses they will take and with
helping students realistically assess their career plans in relation to their preparation, ability, and
commitments.
Academic advising is not personal counseling, but advisors should help students consider all aspects
of their lives as they take on educational commitments. This may be done by referring them to
appropriate community services listed in the Community Resource Guide on the MCC website at
http://www.mohave.edu/documents/Student_Services/Resources/SS_Community_Resource_Guide.pdf and/or the
Student Support Program, found on the student’s home page on JICS, which provides 24/7 access to
student/life resources.
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Program Directors and Resident Faculty will advise students in their specific area.
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Student may contact their advisor either by phone, email or schedule an appointment through
Starfish in Angel.
Expected Student Learning Outcomes
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Through the academic advising experience at MCC students will be able to:
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Understand core curriculum requirements
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Know specific degree requirements for the chosen major
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Know name and location of their advisor
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Understand completion ratio and meaning of GPA-grade point average
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Know how to use appropriate campus resources for assistance
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Develop an appropriate schedule and register for classes
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Use JICS (https://jics.mohave.edu/ics) to its fullest extent
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Develop an educational plan for successfully achieving their goals
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Utilize the online Catalog and Student Handbook
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Make informed decisions about educational and personal goals
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Know the importance of their advisors role in providing information
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Recognize the role of their Academic Advisor in helping shape their plans
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Value the knowledge gained through their educational experiences
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Graduate from their chosen degree or certificate program
Electronic Academic Records
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A students entire academic record can be accessed by the student through the colleges student
information system JICS. The URL is: https://jics.mohave.edu/ics .
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Staff and faculty can access the students record through Nolij at
http://nolijweb:8080/NolijWeb/user/.
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Nolij and JICS are Internet-based systems that can be used to access information such as students
transcript of grades, accepted transfer work, and the students schedule.
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Another powerful advising tool available to advisors is the degree audit. Degree audit is an option
within the JICS system that will allow the advisor to view all the graduation requirements for a
particular major and the progress that a student has made in fulfilling those requirements.
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It will also identify how many credit hours the student has accumulated, GPA, and credit hours
completed. Students also have access to JICS for their degree audit.
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If an error in JICS is detected, the advisor should contact the Director of Advising and Retention.
Prior to Meeting with Advisee
Review advising file, course history, advising worksheet, Nolij and Notepad notes.
During Advising Appointment
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Greet student and explain/summarize the advising process and previous advising notes.
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Review/update student biographical data and verify with student (e.g., address, phone number,
student ID number, email address, etc.). If information is outdated or inaccurate, student must
update in JICS.
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Listen for students’ concerns.
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Check on major/goals and if there are any changes have student complete a new degree
declaration form. All students receiving financial assistance must have a degree declaration form
on file.
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Discuss financial aid, work, and life-style considerations that affect the scheduling of courses.
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Determine if student plans to transfer to a university and review AGEC requirements and transfer
resources on the web at AZCAS http://aztransfer.com/ . If student plans to transfer to NAU, refer
them to a local NAU advisor.
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Guide student through course scheduling – list recommended courses consistent with the declared
degree or certificate.
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Refer students enrolling in Distance Education (DE) (Online or Synchronous) to the Angel Essentials
tutorial and DE web (http://www.mohave.edu/resources/information-for-online-courses) page for
hints on being a successful DE student.
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Note any referrals in Notepad or Nolij and assist in making referral contacts (i.e. phone and office
number, name of contact, reason for referral).
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Discuss future educational plans with student (Financial Aid, Graduation Application, Department
Advising, Transfer Issues, Application Process for Nursing, Dental Hygiene, EMT, etc.). Encourage
student to return with any concerns or questions.
Summarize
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It is sometimes beneficial for both the student and you to recap what has transpired in the
session. It is another way of ensuring that students have understood information, procedures,
or expectations and know what to do next.
Be aware of verbal and non-verbal cues that may tell the student how much you care. Smiles,
nods, eye contact, and encouraging words send a positive message. Frowns, rushed voice,
crossed arms, smirks, sighs, shuffling papers; looking away (at the door, at other people) are
examples of negative messages.
Avoid “WHY" questions. They usually imply judgment.
Avoid condescending remarks and mannerisms; i.e., "I will put you in this class," "This is what
you need to take this semester ...”
Be directive, but not autocratic: Use phrases such as "you should," "you ought to," or "you better
do” with caution.
Offer encouragement with words such as "good!", "that's a well-thought decision," or "that's
commendable."
Try not to downplay students problems with phrases such as "oh, that's not that bad," "that's
life," or "come on, cheer up."
After advising Session
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Complete advising notes, using Nolij Notes.
Follow-up with student if there are any outstanding issues.
ADVISING NOTES
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It will be important and helpful for you to document your advising sessions with students.
Advising notes will serve as a reminder of what you have discussed with the student and are a
good basis for beginning conversation and asking questions in subsequent advising sessions.
Always document your notes in Nolij Notes.
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For example, "Last time you were here we talked about a problem you were having with your
reading assignments. Have you visited the Tutoring Center?" or "During registration we talked
about classes for winter quarter, were you able to schedule those?“
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Advising notes should be brief–a summary of the advising session, courses recommended,
referrals made, etc.
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Advising notes should not include details of personal information that students might confide to
you. Never make notes about disabilities. The Director of Disability Services will document
anything necessary for a disability student.
ADVISING NOTES
Electronic Advising Notes
Notes can be written in a narrative format. Make sure you:
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Indicate transfer plans: major and school if student knows.
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Note if they have Financial Aid and what type they have, i.e. Pell, VA, loans, work study, etc. This
information can have a significant impact on how students are advised.
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Review all areas covered, student goals, and if planning on full time or part time school.
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Please use the following format when entering notes in Nolij.
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AV - Enter notes here. BSMITH/LHC
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AV indicates an advising note
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Sign note with your username, generally first initial and last name and initials for
home campus.
***Nolij Notes option offers you and your advisee an electronic and online record of advising
conversations, questions, schedule you’ve agreed upon, and recommendations. Notes can be read,
but not modified, by your advisee. Follow the items listed above when creating advising notes. ***
Guidelines for Documenting Communication With or Issues Regarding Students.
Jenzabar EX communication management system—Notepad--allows the user to maintain an easy-touse record of communications with students and/or important issues that need to be documented
and shared with other departments. Notepad notes from Jenzabar are available in Nolij.
Every ID number in the database has a Notepad. Therefore, the Notepad is considered a Common
Module tool and thus available to all modules and all users who are granted access.
General guidelines for including notes in Notepad:
Keep entries as brief and clear as possible while providing enough information to aid future
interactions.
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3.
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If a student raises a personal issue that is relevant to the matter under discussion, it may be
appropriate to refer to such issues simply as "personal problems" in an entry rather than
providing specific, detailed information.
All notes regarding a students academic or financial aid record are considered part of the
students file and can be requested/viewed by the student and the auditors.
Always proofread your notes. If you need to correct a comment after it has been entered, you
may enter an additional comment referring to the previous comment and the correction.
Keep in mind that THE COMMENTS YOU ENTER ARE AVAILABLE FOR VIEWING by other staff with
authorized access and the student.
General guidelines for excluding notes in Notepad:
Exclude your subjective judgments about the student, especially when they are negative.
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Student is only going to school to get financial aid.
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Student struggling in all classes; I think he would have been better off at another
community college.
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I doubt students ability to succeed in this major.
Exclude comments of a personal nature
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Self-reported high school diploma but only 17 years old and would be graduating in May
2011. My son DOB is a month after this student and he is senior in high school now
graduating early in December 2010. Requesting high school diploma.
General guidelines for excluding notes in Notepad:
Exclude comments regarding students instructors, especially when they are negative.
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Student is having a personality conflict with COM 115 instructor.
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Student is considering dropping HUM 151 because of a problem with the professor.
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Student indicated that she is considering filing a sexual harassment charge against her
Political Science professor.
Exclude personal concerns of the student.
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Parents are going through a divorce this semester. Student was assaulted earlier this
academic year.
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Sister has cancer; student is having a very difficult time staying focused on academics.
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Student has to go to court next week; will miss classes.
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Student shared problems she is having with motivation and time management.
TUTORING/SUPPLEMENTAL INSTRUCTION
To receive supplemental help in specialized programs of study, students must:
• Be currently registered at MCC.
• Talk with the instructor about any specific learning and/or understanding difficulty.
Tutoring/Student Success Center
Goals of Tutoring
• Provide solid foundation of effective study habits
• Assist students in learning strategies that will help them with every facet of their lives
• Facilitate peer group tutoring sessions to promote learning community cohorts
How Tutoring Works
• Students may request tutoring services, or be referred by an instructor or professional advisors.
Requests may also be made in person at the Student Success Center, online through the Starfish
link in ANGEL or by calling the Student Success Center on each campus.
• Tutoring appointments will be set at each center as needed in half-hour or one-hour time
schedules. Peer tutoring is encouraged and one-on-one sessions may be scheduled.
• The first visit will be with a Lead Tutor and Tutor, to review available services and sign a contract.
• Students are expected to keep their appointments or to call and cancel at least 24 hours in
advance.
• Students must bring COMPLETED HOMEWORK, syllabus, text, assignments, handouts and
preferably a list of questions.
• Currently-registered MCC students are eligible for FREE services.
• http://www.mohave.edu/resources/tutoring
Referral to Campus and Other Resources
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Though advisors are cautioned against taking on other roles, sensitivity to human needs is crucial
to the total student services of our institution. The academic success of many students, especially
two-year college students, can be dependent on factors outside of the academic setting. Thus, be
cautious of making judgments outside the academic advising realm. If a student asks for help or
seems to need referrals other than academic or career information, direct the student to the
Student Support Program at jics.mohave.edu under the Student tab in Resources and/or the
Community Resource Guide listed under the Student Services tab at www.mohave.edu/resources.
Referral of Students with Disabilities
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The process to qualify a student with a disability requires documentation and an evaluation of
his/her condition. This documentation is confidential and will remain in the Disability Services file.
It is important to remember that students with disabilities should be viewed as individuals first,
and their disabilities as secondary features. Not all students who have disabilities will need the
same level of accommodations.
A plan for accommodations will be developed with the student if the documentation and the
Director of Disability Services indicate that they are needed. Individuals identified as ADA eligible
will remain with the advisor appropriate for the degree, certificate, or enrichment program. For
additional information visit the MCC website at: www.mohave.edu/resources/disabilityservices
Responsibilities of the Advisor
An Effective Advisor…….
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Understands that advising is a learning-centered process and that advising is a continuous
process, not just a conference held with a student once or twice a year.
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Is interested in advising by being alert to concerns and issues that impact the advisee and knows
appropriate referrals on campus. For off campus referrals refer to the Community Resource Guide
on the student services tab on the MCC website or to the Student Support Program at
jics.mohave.edu under the Student tab in Resources.
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Advises students in making selections for classes and reviews advisees programs of study to make
sure they are on the right track.
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Updates advising notes in advisees’ electronic files each time you have contact with them.
Includes copies of emails, phone calls, etc.
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Learns about all MCC degrees and programs and also transfer programs at the universities to
appropriately advise transfer students.
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Utilizes tools like Jenzabar EX, JICS, Nolij, AZCAS, Transfer Guides, and Course Equivalency
Guides.
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Provides accurate information about institutional policies, procedures, resources, and programs,
and shows how they apply to the student.
An Effective Advisor…….
• Believes that advising is a service available to all students, regardless of individual differences and
uniqueness and is willing to serve the different needs of special populations, and is knowledgeable
about services available to those students.
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Concentrates on students' potentials and not their weaknesses. Assists students in their
consideration of life goals by relating interests, skills, abilities, and values to careers and the world of
work.
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Assists students in identifying and assessing alternatives, limitations, and possible outcomes of
academic choices helping students make decisions about course selection and scheduling.
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Provides information about workshops, seminars, and other resources of the institution and
community in areas such as career planning and study skills.
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Understands that the ultimate responsibility for making decisions about life goals and educational
plans rests with the student, thus contributes to students' development of autonomy.
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Assists students in periodically evaluating progress toward established goals and educational plans.
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Does not betray confidential information.
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Is not critical of other advisors, faculty, or staff with the student.
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Projects a professional image.
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Is familiar with legal issues regarding academic advising.
COMPASS ASSESSMENT for PLACEMENT
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Mohave Community College requires all students who are planning to take credit courses and
have not received transfer credit for English and Math to take the assessment prior to meeting
with an advisor and registering.
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The assessment screening may be retaken on a limited basis. The scores received on a subsequent
retake will be recorded and the highest score received (within a period of two years,) will be used.
Assessment screening waived under the following circumstances:
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Students who enroll for a core curriculum course and provide a transcript or diploma which shows
completion of an accredited associate’s degree (or higher) at the time of registration.
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Transfer student who has taken the COMPASS within the past two years. MCC requires COMPASS
by American College Testing (ACT). Other placement tests given by colleges are not correlated for
placement into MCC's developmental classes and may not be considered.
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Transfer student whose official transcript lists the equivalent English or Math courses with a grade
of "C" or better will not be required to take the corresponding component of the COMPASS.
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Student who has the appropriate ACT/SAT score for English and Math.
Prerequisites for English, Math and General Education Core classes may not be waived by
instructors. Students may be moved to different level classes ONLY by re-assessment.
Mohave Community College Assessment Placement Guide
READING
COMPASS
ASSET
ACT
SAT
MyMathTest
Course Requirements
0‐73
23‐38
PCS 021 (Reading)
74‐100
39‐53
21
Reading Requirement Met
100‐level course with a prerequisite of PCS 021 requires a minimum COMPASS reading score of 74.
100‐level courses with no prerequisites require a minimum COMPASS reading score of 70.
WRITING
COMPASS
ASSET
ACT
SAT
Course Requirements
0‐31
0‐22
PCS 022 (Communication)
32‐69
23‐43
TRE 089 (Transitional English)
70‐100
44‐54
21
530
ENG 101 (English Composition I)
NUMERICAL MATH
COMPASS
ASSET
ACT
SAT
MyMathTest
Course Requirements
0‐24
0‐22
PCS 023 (Math)
25‐50
23‐43
Level A
TRM 090 (Pre‐Algebra)
51‐100
44‐55
Level B
TRM 091 (Beginning Algebra) OR MAT 099 (Math
Literacy for College
Students) Students must meet with advisor to
determine appropriate course level.
ALGEBRA
COMPASS
ASSET
ACT
SAT
MyMathTest
Course Requirements
0‐18
23‐34
Level A OR B
Decision Zone ‐ Students testing in this zone will
probably do very well
in TRM 090 (Pre‐Algebra), but may struggle in TRM
091 (Beginning Algebra) or MAT 099A (Math Literacy
for College Students). Students must meet with
advisor to determine appropriate course level.
19‐45
35‐49
Level B
TRM 091 (Beginning Algebra)
46‐80
50‐55
Level C
MAT 121 (Intermediate Algebra)
81‐100
24
540
Level C OR D
Decision Zone ‐ Students testing in this zone will
probably do very well
in MAT 121 (Intermediate Algebra), but may struggle
in MAT 151 (College Algebra) or MAT 142 (College
Mathematics). Students must meet with advisor to
determine appropriate course level.
SECTION TWO
TECHNOLOGY
SECTION TWO
• JENZABAR STUDENT INFORMATION SYSTEM
• NOLIJ
• JICS/MY MOHAVE PORTAL
• DISTANCE EDUCATION
JENZABAR STUDENT INFORMATION SYSTEM
Overview
Rapid, reliable access to comprehensive student data lets students work more closely with their
Academic Advisors and take control of planning for the future. Jenzabar EX Advising impacts academic
performance and student retention by effectively managing student information which can facilitate a
strong relationship between the student and his or her advisor. The advising module gives both
advisors and students all the information and planning tools they need to manage academic progress.
Advisors have a complete, up-to-date picture of each students academic history to help them plan
tailored curricula.
All information stored within Jenzabar which is pertinent for faculty advising is available in the
Advising Snapshot in Nolij.
Admissions Test Scores (COMPASS)
• Students may qualify to take courses with English, math and reading prerequisites through assessment
scores (COMPASS/ASSET), MyMath Test, ACT/SAT scores, transferred courses, and earned degrees. This
information is available on the Advising Worksheets. If no assessment or ACT/SAT scores are shown, the
student may not have taken these instruments. Students who have transferred in English, math, or
reading credits will also have this indicated in the fields – Transfer credit: reading, math and English. If
there are questions regarding placement into courses based on test scores contact any campus Testing
Coordinator or Academic Advisor.
Student Aims or Aims Label
• An aim is used to associate program requirements with students. An aim would be the students MAJOR
and are called aim labels. If your advisee wishes to change a major, degree, or catalog year, a degree
declaration form reflecting the change(s) must be completed and entered into the appropriate screen in
the registration module. Students who have missed two consecutive semesters are no longer current
students and will not have a Degree Declaration on file. To reactivate their program of study requires a
Degree Declaration.
Student Courses History
• Student Courses History is a listing of all the courses a student has taken. It shows the semester, the
year, the grade, and whether it is a credit/no credit or a repeat class. Student Courses History will
include courses accepted in transfer and courses for which the student is currently registered. Transfer
credits are not automatically entered into the students’ record when transcripts are received. An
evaluation must be requested by the student, using the Admissions tab in JICS.
Notes
• Electronic notes give you and your advisee a record of advising conversations, questions, schedule
you’ve agreed upon, recommendation. Note that these can be read, but not modified, by your advisee.
NOLIJ for Faculty Advising
• A screen has been created in NOLIJ to allow faculty to see all pertinent
information about an advisee.
• http://nolijweb:8080/NolijWeb/login/
• Log in using active directory login.
• Faculty can enter notes on students within NOLIJ and these will be saved
and are able to be viewed by Student Services staff, and other faculty
advisors.
NOLIJ Login
Log in using active directory information
Select Faculty Advising – Instruction
from drop down on top right.
Click on the Workflow/View drop down
Click on Faculty Advising Workflow
All fields in green are searchable fields. The best option is to search by the
student’s MCC ID number.
Student folder will appear below the search area under Faculty Advising Query
1. Double click on the student folder.
From this screen, double click on the double box in the lower right-hand
corner.
This will pull up the Advising Snapshot. You will want to enlarge this screen by
dragging the top and left side or clicking the detach form link (circled).
JICS
MyMohave Portal
• Jenzabar Web Interface connects you with the vital student information you need in a web
environment that is available anytime (24/7), from any computer with online access.
• The functions and features of the WEB based system lets you review information using real-time
data.
• You can assist your advisees with the use of a real-time degree audit including “what if”
capabilities, as well as a GPA projection tool.
ACCESSING JICS
• You can access the login page from the MyMohave portal by selecting the EX WEB tab- OR-from
the URLhttps://jics.mohave.edu/ics/.
• On the LOGIN page you must enter a USERNAME: Staff members-first initial and last name.
Example: jsmith and a PASSWORD which is your username for your first time logging in. You will be
prompted to change it. Students-first initial, last name, and the last 4 numbers of their MCC ID
Number. Example:jsmith1234 and a PASSWORD which is the username for the first time logging in.
They will be prompted to change it.
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NOTE: to return to the previous page click on the previous selection or on a new selection. DO
NOT USE THE BACK BUTTON. If you do, you may have to login again.
Degree Audit
It provides a great deal of information to properly verify that a student is on track for graduation. It is
therefore recommended for use only by individuals very knowledgeable about the advising system,
and who are very familiar with the advising system. While similar to the Course Needs, Degree Audit
provides a much more detailed view of what the student needs to complete their selected program.
Required courses, categories and other requirements are displayed, indicating how many credits will
be earned to complete the requirement as well as the current status of the requirement. If the
requirement is a category or group requirement, the user can view those elements that compose the
category or group requirement. For each course requirement, the user can view any current course
offerings that would satisfy the requirement.
Student Schedule
Students view their Student Schedule for a given Term and Division. The student can view different
Terms and Divisions for which they have courses, but they can only view courses for which they are
currently registered. Student Schedule automatically shows information for the current term and all
divisions, but the student can choose to view his schedule for a different term using the Term dropdown list box or view only classes of a specific division by using the Division drop-down list box.
The schedule displays the Course Code (displayed as a link to the Course Details of the class), Title of
the course, Credits, Grade Type, Faculty member teaching the class, time the class Meets, the Dates
of the class, and the Room in which the class will take place.
ASSISTING RETURNING STUDENTS WITH ONLINE REGISTRATION
JICS Student allows students to view information on their class schedule, academic records and
financial aid awards. It also provides for web-based registration by students or their advisors, along
with several tools to view classes and project requirements for major completion... Students can
register from any computer, 24/7.
Its features include:
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Registering online and Adding of classes. If the course has begun, student must add/drop
in person.
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Faculty Advisor Name
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View Unofficial Transcripts and Account Status
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View Course Availability
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View Demographic Information
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View grade reports
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View Degree Audits
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View Financial Aid Awards through NetPartner link on the Financial Aid tab
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Make payments online-options and payment plans
Students who have submitted an admissions form and completed all required residency forms can
take advantage of online registration. In order for you, the advisor, to provide assistance from your
office or workstation the student will log on through the My Mohave portal using his or her
username and password or give you verbal permission to do so.
COURSE SEARCH
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The Course Search screen allows the user to search for a class by Term, Department, Title, Course
Code, Program, Time of Class, Days of Class, Faculty, Campus, Section Status, Hours, Building, or
Course Numbers. When searching by Course Code or Title, the user can search for text that
Begins With, Ends With, Contains or is an Exact Match to the text entered.
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The Course Search Results screen displays the information returned by conducting a Course
Search.
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Drop-down list boxes are provided to conduct another search with the same criteria using a
different Term and Division at the top of the screen.
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For each course returned, the Course Code, Name, Faculty, Seats Open, Status (O=open),
Schedule, and Credits are displayed in the results table. To register for a course, click its check box
in the Add column. After all desired courses are checked, click the Add Courses button.
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For additional information on a found course, click the Course link in the Course Code column.
From the course details screen, you can register for that course by clicking + Add this course.
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After you add or drop courses, you see confirmation "Messages" and/or "Courses Not Yet
Registered" information. In the "Courses Not Yet Registered" section, you see Add/Drop Errors
displayed in succession.
Students schedule (Registered)
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This section displays all of the registered classes that students are permitted to drop. Courses that
the student cannot drop for the selected term and program do not display here. To see the
complete schedule, click the My Schedule hyperlink at the bottom of the Add/Drop screen.
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This section displays information on Course Code, Title, Schedule, Location, and Credits for each
registered course. To view Course Details, click on the course title hyperlink. To drop a course,
select the check box next to the course and press the Drop Selected Courses button. View
confirmation that you have successfully dropped a course in the Messages section.
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Links are provided on this screen to My Account Info and My Schedule.
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The My Account Info allows the student to view their current balance as well as a list of all prior
transactions on their account. This portlet is composed of two parts:
1.
My Account Balances to view the current amount due and includes a link to make a
payment, and if payment is due.
2.
Course and Fee Statement. If the student clicks on the account balance, he or she can view
all transactions against the account.
Distance Education
Students and Courses
• You will be advising many students who either want to take Distance Education (DE) courses, or
find they must take them because of scheduling conflicts. We may also have many students
choose DE courses as the only economical way to “get to class.” These students may not be
prepared for the online environment and need careful advising! The following information and
guidelines are provided to help you knowledgeably advise these students.
What Do We Mean When We Say “DE”?
• “Distance Education” is a generic term that is used to refer to the physical separation of teachers
and learners in a formal, institution-based setting, where interactive telecommunications systems
are used to connect learners, resources and instructors.
• At MCC the term “Distance Education (DE)” refers to:
• those courses that include a time and/or space distance between students and their
instructors,
• those students and faculty who participate in these courses, and
• Online, or internet courses are distance education courses, as are Collaborate courses.
Hybrid and web-enhanced courses have an online component that requires some of the
same technology skills as do online courses. Synchronous courses are offered online, but
require students to attend on a specific day and time using computers that meet
technology requirements. Hybrid courses have a more intense, interactive online
component and require less seat time – but not less work. Student success in distance
education courses requires computer skills, and a level of student maturity that includes
time management skills, patience, and a willingness to initiate timely calls for help.
Intrusive advising to evaluate these skills is the first step to success.
What Are The Types Of Distance Education Courses?
DISTANCE EDUCATION
• Online/Internet courses: These are courses that are fully online. Students and their instructor
interact frequently, but generally asynchronously. Students need to have regular access to a
computer with appropriate software. Students also need appropriate technology/computer skills
to be successful.
• Collaborate courses: These are courses offered simultaneously at all four MCC campuses. The
instructor will be located at one campus; students will be participating with all campuses in a
highly interactive environment: student/teacher, student/student, student/media.
• Hybrid courses: These courses have an active online component and decreased classroom seattime. Students participating in Hybrid courses need the same computer skills and computer
resources as students in online courses. In addition to being multiple modality courses, hybrid
courses are often “compressed” courses. (See below for discussion of “compressed” courses.)
• Web-enhanced courses: These courses are either traditional, face-to-face courses or ITV courses.
Web-enhanced courses are those where the course instructor posts the course syllabus, grades
and other supportive documents online. Students need access to the internet. Some webenhanced courses also have exams online. Web-enhanced courses do NOT decrease classroom
seat-time.
• Synchronous courses: These are courses that are offered via the internet but require students to
“meet”/log in on a specific day and time for class. Students personal computers must meet
technology requirements and student must have a headset with microphone.
How Do I Know it’s a DE Course?
DISTANCE EDUCATION
•
Courses are identified in the schedule as “DISTANCE EDUCATION” if the course is an online course.
•
Online, Hybrid, Collaborate and Synchronous course sections can also be identified by their
section number.
•
Online courses start with section 85x (850 – 859). In the event more than ten (10) sections of a
particular online course is offered in a given semester, the eleventh –twentieth course sections
numbers will be 95x (950 – 959).
•
Hybrid course section numbers will begin with an “H”.
•
Synchronous course section numbers will begin with an “S”.
•
Collaborate course section numbers will begin with a “P”.
•
The second digit tells you the campus:
1 = NCK
2 = LHC
3 = BHC
4 = NMC
5 = Online
Examples: Section 854 is an online course; Section P21 is a Lake Havasu City Collaborate course.
When Do DE Courses Start and End?
• Distance Education course start and end dates do not always coincide with
the semester start and end dates.
• Many online courses start three weeks into the semester and run for
12 weeks. Some online courses last half a semester, and start either at
the start of the semester or mid-semester.
• Summer online courses generally run the full 8 week summer session,
although summer courses may be offered in a 5 week format.
Advising Hints:
• Make sure students understand the start date of their courses, the end
date, and the last date they can drop or withdraw from a course.
• Always check the current online schedule to see when courses start and
end.
• Remind students to check schedules immediately prior to the start of the
semester to verify start dates, assigned instructor, and room numbers have
not changed.
How Long Do DE Courses Last and What Is a “Compressed” Course?
• Distance Education courses are offered in a variety of lengths. Most courses are:
• 15 week – regular semester
• 12 week – slightly compressed
• 8 week – doubly compressed
• Courses that last 12 weeks require that students work at a slightly accelerated pace. Students in 8 week
courses (first session/second session) will be expected to work at double the pace of the same course
offered in 15 weeks. Students need to expect to work harder and faster.
• What do compressed courses mean to students?
• Students can complete courses quicker.
• Students can take a pre-requisite the first session and the follow-up course the second
session.
• Students can start courses more frequently than the traditional fall, winter, and summer.
• Students might get in over their heads if they try to take 4 or 5 compressed courses during
the same session.
• Students must get into their courses quickly and start work quickly, especially in the 8 week
courses.
Advising Hints:
• Make sure students know their course start dates, and understand the ramifications of taking compressed
courses.
• Query students as to their technical readiness. There is not enough time to master computer skills after
these courses start.
• Encourage first-time students to take the online Angel Tutorial.
• Query students as to their computer access.
• Some departments offer pre-session courses between standard semesters.
• Students must log in within the first two days of an online course and complete a syllabus quiz and the first
week’s assignments or the student will be dropped for non-participation.
Myths about Online Courses:
•
•
•
•
•
MYTH: Online courses are easier than ground courses.
REALITY: Online courses are just as challenging as ground courses. Reading and writing skills are
even more important than in a ground course. Activities are just as demanding and
assessments just as difficult. Online courses take as much – IF NOT MORE – time than ground
courses.
MYTH: Students can do the work whenever they want, as long as the work is completed by the
course end date.
REALITY: Almost all online courses have regular due dates two or three times per week. Late
work generally means a grade reduction, or a zero for the particular assignment. It’s never a
good idea to wait until the last minute to do an online assignment: technology does
occasionally have quirks.
MYTH: Instructors are always available to answer questions.
REALITY: Instructors are expected to access their courses at least 5 days out of 7, and respond
to students’ questions and requests within 24 hours during those 5 days. A question posted at
10:00 pm may not get answered until 9:00 pm the next day. (NOTE: If students do not hear
back from their instructors within 48 hours during the 5 of 7 days, students should contact the
Distance Education office.)
MYTH: Online courses are for people who don’t want to bother with people and like to work
alone.
REALITY: Online courses engage class members in weekly discussions and dialog, often more
intense than in the traditional classroom. Online courses may also include group activities.
MYTH: If a student can send an email, a student can succeed in an online course.
REALITY: Students need academic readiness, general college readiness and technology
readiness for success.
Academic Readiness
•
Students enrolled in online courses have been identified as being “at risk” by the very fact that
they are enrolled in online courses. That is, for some students, dropping, withdrawing from, or
failing online courses is more frequent than if they were taking the same courses on ground.
•
Although MCC aggressively supports intrusive student advising regarding the challenges of online
courses, some students enroll anyway; perhaps missing the message, or perhaps because an
online venue is the only way a student can take a needed course. Please visit with students about
the challenges of online courses.
Students should be advised that online courses:
• Have the same academic standards and expectations as traditional courses.
• Require strong reading skills.
• Will require more time than on ground courses.
• Will require that they learn how to use the learning platform software that supports the online
course system; attend orientations and complete the practice course.
• Are NOT Open Entry/Open Exit; these courses have timelines and deadlines for assignments and
tests.
• Allow students to set their own schedule as to when during the day or night they will log on to
their course and do their course work – BUT within the timeframe of due dates set by the
instructor.
ACADEMIC READINESS Cont’d.
Prospective candidates for Distance Education Courses are students who:
• Have demonstrated success in college level courses.
• Possess and use time management skills.
• Have varied work schedules or other obligations that keep them from attending regularly
scheduled classes.
Intrusively advise against online courses for students who:
• Procrastinate.
• Are in their first college semester.
• Have limited technical skills.
• Don’t have Internet access at home.
• Who failed a course on ground and want to repeat it online because it will be easier.
Examples of Intrusive Advising
• Ask pointed questions regarding academic and technical readiness.
• Provide students with pertinent statistics:
• 1st time students attending online only tend to not be successful
• Students without access to home computers with the correct software tend not to be
successful (exceptions to this are students who can routinely spend 10 – 15 hours per
week/class in the campus computer lab)
State clearly: It is your decision, but based on the information you have provided, I strongly believe
your best chance at success this semester is to find a way to take this course/s on ground.
General College Readiness for Online Learners
Online learners need to:
• Have a clear understanding of the level of effort expected in a college level course.
• Employ good communication skills; stay in touch with instructors, other class members and DE
staff as needed.
• Know how the college operates and be familiar with policies and procedures; for example
knowing and understanding the deadlines for Add/Drop and Last Day for Student Initiated
Withdrawal.
• Have read the current Student Handbook in the Catalog.
• Be willing to ask for assistance and able to find out whom to ask.
• Know where to find the searchable MCC employee phonebook: A button on the MCC portal
homepage.
• Understand that online courses will require more time than on ground courses.
• Develop their ability to locate information.
• Read, research, follow and (when necessary) be able to improvise directions.
• Demonstrate persistence, persistence, persistence¸ persistence, persistence!
• Maintain a high level of self motivation.
• Maintains access to current resources: College Catalog, Student Handbook and MCC website.
• Know they will not have access to their course until the start date.
Technical Readiness
• Students taking online courses need to have reliable access to the necessary, appropriate technology,
and need technical skills.
Intrusive Advising: Potential Online Math Students
• Online math students are even more “at risk” than other students taking online courses. All of the
academic, general college and technology readiness discussed above is even more critical for student
success in online math courses.
• Online math:
• -may not be in students best interest
• -may not be students best option for success
• -may require up to 20+ hours per week
• Videos
• Interactive practice
• Read text and do practice problems
• THEN – homework
• Study groups
• Supplemental Instruction – on ground and tutoring through Student Success Centers and/or
SmartThinking.
• FINALLY – quizzes, tests and exams
When advising students who want to take an online math course, follow these steps, keeping in mind that
you cannot forbid a student to take an online math course (if pre-requisites are met), but you can certainly
advise intrusively.
• Ask these three questions:
1. Do you like Math?
2. Have you been successful in previous math courses?
3. Are you a procrastinator?
If the students answer no to one or all questions, they do not belong in an online math class.
Say NO to online math if:
•
Previously unsuccessful in math – “I failed this class two times; this time I’m taking it online.”
•
They are first-time college students – they may have no study skills, poor time management and
no understanding of level of effort needed.
•
They need PCS 021 skills – online learners must be good readers!
•
They are taking one or more-pre-college level classes on ground.
•
Student has history of many Ws or WRs on record.
•
Student doesn’t have good technical skills.
•
Student doesn’t have Internet access at home.
Say YES to online math if:
•
Take math online and allow only two courses total.
•
Have previous success with math and other demanding subjects.
•
Are experienced students with good study skills, good technology skills and good time
management skills.
•
Have clear understanding of the level of effort required for success.
Key Information to Share with Students
•
Must buy a text, have an access code for MyMathLab. The cheapest way is to buy a new book – it
comes with everything including tutorial CD’s.
•
If repeating a math course – should probably do it on ground! If that is not possible the access
code to MyMathLab is good for the repeat. The student may have to contact the publisher to “re
up” the code. http://www.mymathlab.com/contactus_stu.html
•
First contact instructor for extra help. If the instructor feels the student needs additional help the
student should contact the Student Success Center for tutoring.
•
Remind students to plan “class time.” That is, doing the CD tutorials and accessing the MyMath
Lab interactive learning activities. Don’t just go straight to the homework without first learning
the material.
•
With questions or problems don’t hesitate – communicate!
Help – What Can students do when they need help
•
Don’t wait! – always ask for help at the first sign of difficulty
•
Basic technology help – MCC email account doesn’t work, Angel Course Management System
•
•
Call Technology Help Desk; 866-664-2832.
Angel Help – Need help navigating the course site?
•
Students should contact their instructor immediately if they are having difficulties
navigating the course, retrieving course documents, or using he course site functions.
•
•
Students can also contact the MCC Connect 866-664-2832.
Course Questions
•
Students should first contact their instructor. If students do not hear from their instructor
within 24 hours during the week, students should contact MCC Connect 866-664-2832.
•
Instruction help
•
Students should contact their instructor if they are having difficulties with the course
material.
SECTION THREE
GENERAL INFORMATION
SECTION THREE
• ADVANCED PLACEMENT
• AGEC REQUIREMENTS
• ARTICULATION AGREEMENTS
• COMPASS ASSESSMENT
• CLEP
• CERTIFICATES OF COMPLETION
• CERTIFICATES OF PROFICIENCY
• CONTINUOUS ENROLLMENT
• COURSE SUBSTITUTIONS
SECTION THREE, CONT
• DEGREE DECLARATIONS
• EARLY START
• ELECTIVES IN PROGRAM OF STUDY
• FINANCIAL AID
• GRADUATION & COMMENCEMENT
• HONOR GRADUATES
• INTERNATIONAL STUDENTS
• PROCTORING TESTS
• MILITARY CREDITS/TRANSCRIPTS
SECTION THREE, CONT
• REGISTER ONLINE
• OVERLOADS FOR STUDENTS
• PAYING TUITION
• PAYMENT PLAN (NELNET)
• REPEATING COURSES
• STUDENT EMAIL ACCOUNTS
• STUDENT FORMS
• STUDENT LIFE AND LEADERSHIP
• TESTING SERVICES
Advance Placement
• High school students who have taken Advance Placement exams may have their scores evaluated
for credit at the college level.
• Scores must be a three (3) or above depending on the course.
• High school students who have taken advanced placement courses in high school but have not
taken the national exams will not be awarded credit.
• The Registrar makes the final determination of credit.
Arizona General Education Curriculum (AGEC) Requirements
• The AGEC is a specific curriculum of 35-38 credits of general education courses that will transfer
intact to the three Arizona public universities and satisfy lower division general education
requirements.
• AGEC-A is the most commonly used AGEC and is embedded within the Associate of Arts degree.
• AGEC-B is embedded in the transfer degree in Business.
• AGEC-S is embedded in the Life Sciences, Chemistry and Geology degrees.
• Refer to the Common Course list for information on which AGEC is required for specific transfer
major at: http//az.transfer.org/cas/atass/advising/CommonCourses.html.
Articulation Agreements
• MCC has agreements with a number of colleges and universities to articulate various programs
for our students.
• Northern Arizona University, University of Arizona and Arizona State University agreements are
detailed on the transfer website AZCAS which can be accessed at
http://www.aztransfer.com/archives/CASWebsite/students/transfer_guides.htm. MCC also has
extended agreements with ASU and NAU; see Section B for details.
• For information on Partnerships with other institutions visit:
http://www.mohave.edu/about/transfer-partners-institutional-affiliations
Compass Assessment
•
Determine reading, writing, and math levels for enrollment in courses; used for placement only.
•
COMPASS, a computerized assessment, is the preferred format. ASSET, a paper and pencil exam is given
as a backup or upon request with advanced notice.
•
Must be taken by students planning to enroll in general education and other programs that require it and
who have not previously taken the assessment.
•
Exceptions: Students with an associate degree or higher, or who have taken ENG 101 and college level
math (or prerequisites for these courses), or students who have appropriate scores on the ACT or SAT are
examples. In addition, math assessment may be waived for individuals who are willing to begin at the
lowest level. Copies of degrees or transcripts are required.
•
Scores and prerequisites must be verified in students’ history or degree audit.
•
Prerequisites for math, reading, and English courses cannot be waived. Students may retake the
assessment once per semester without approval from the Director of Advising & Retention.
College-Level Examination Program (CLEP)
•
A national program of credit by examination is now given on computer.
•
The exams cover general education courses such as English, math, sciences, humanities, history,
literature, languages, some business areas such as accounting and introduction to computers.
•
Have students contact the testing center on each campus for an appointment
Certificate of Completion
• AGEC—A, AGEC-B and AGEC-S are currently the only Certificates of Completion available at MCC. A
Certificate of Completion is not college graduation or financial aid eligible.
Certificates of Proficiency
• Certificates of Proficiency are awarded after completion of a specific certificate program of study.
This certificate recognizes attainment of pre-determined competencies and skills.
Continuous Enrollment
• Students maintaining continuous enrollment at any public Arizona community college or
university may graduate according to the requirements of the catalog in effect at the time of
initial enrollment or according to requirements of any single catalog in effect during subsequent
terms of continuous enrollment.
• Continuous enrollment is being enrolled without a break, without missing more than one
semester (summer excluded) and earning at least three course credits for each semester (adult
education courses, non-credit courses, audited courses, failed courses, or courses in which a
student withdraws do not count toward continuous enrollment).
• Students who have maintained continuous enrollment at another Arizona public post-secondary
institution may use the same catalog year they used at the previous college when they transfer to
MCC, but must declare it upon enrollment.
Course Substitutions
• A substitution for a specific course within a students program of study may be approved with
the following guidelines:
• Courses within the major may be considered if the substitution does not substantially alter
the content of the degree.
• Substitutions are approved by the Associate Dean or the appropriate Program Director.
• Special consideration is given to students who are completing retired programs.
• Substitutions requested meets other MCC Policies and Procedures.
• Note-AGEC courses are not available for substitution.
Degree Declaration
•
Degree Declarations are completed as part of the initial advising visit.
•
Students receiving financial aid (including VA educational benefits and disability retraining
programs) must declare a degree or certificate program and complete a Degree Declaration Form.
This form can be found in the student forms repository.
•
All students planning to complete a degree or certificate must complete a degree declaration
form. Students who wish to change a major, emphasis, or catalog year should be sent to student
services office the to make the change. Changes cannot be input during the semester, if student is
enrolled.
Early Start Program
•
The Early Start Program allows students to attend MCC without having to pay tuition.
•
All eligible students MUST be Mohave County residents, High School Seniors, MCC GED Graduates
within the previous 12 months, or Home School Seniors.
•
A maximum of 7 credit hours may be taken during the summer before the senior year or fall or
spring of their senior year.
•
The Early Start Program does not cover fees and/or books.
Electives in Program of Study
• Electives are transferable courses that are 100 level and above.
• Some degrees and certificates have electives built in as part of the program requirements.
• Check the specific language in the program of study for how to advise.
• Electives (choose with an advisor): These are program specific choices that must be chosen with a
faculty member or Academic Advisor. This statement is sometimes followed by a list of
recommended electives.
Financial Aid
All students wanting to participate in Financial Aid (FA) Programs must:
1. Have graduated from high school or obtained a GED.
• **There is no more Ability to Benefit Testing**
2. File a Free Application for Federal Student Aid (FAFSA) at www.fafsa.ed.gov
3. Declare a Major Program of Study
4. Meet Satisfactory Academic Progress Standards
•
2.0 GPA
•
67% completion rate
5. FA students may be one-quarter time (1-5 credit hours), half-time (6-8 credit hours), three
quarter time (9-11 credit hours), or full-time (12 or more credit hours) for Pell grants. Less than
full-time students must contact FA.
6. Students must be in a minimum of 6 eligible credits for loans.
All FA students must have FA signatures prior to registering for classes.
Graduation and Commencement
•
Students may graduate in fall, spring, or summer. The college has its commencement ceremony in
May.
•
Deadlines for graduation petitions:
o
Fall/December grads: November 1
o
Spring/May grads: March 1
o
Summer/July grads who want to walk in the May commencement: March 1
o
Other Summer/July grads: June 1
•
There is no charge to petition for graduation by the deadline. Students petitioning for graduation
after the posted deadline will be assessed a fee.
•
Students must purchase a cap and gown from the bookstore to attend the commencement.
•
Applications are available in JICS under the Student Tab in Advising Tools.
•
Students should meet with an Academic Advisor at least one semester prior to submission of
graduation petition to ensure completion of all requirements for graduation.
•
Return completed applications to the academic counseling office for processing.
Honor Graduates
•
To graduate with honors a student must complete at least 30 credit hours at MCC with a 3.75
GPA. For a certificate of proficiency 50% of the credits required must be earned at MCC with a
GPA of 4.0.
•
Transfer credits are not counted in the GPA calculation for honors.
International Students
•
International students wishing to attend MCC with an F-1 or M-1 Visa must apply for an I-20
through the Registrar’s Office. The students must be admitted by the Registrar and must carry a
full-time load of at least 12 credit hours. Information and I-20 applications are available through
the Registrar’s Office.
Proctoring/Testing Services
•
Proctoring services for other institutions and entities are available for MCC students and the
public through the testing center on each campus.
•
MCC students are eligible for reduced proctoring fees. Consult the special fees page in the current
catalog or class schedule for current fees.
Military Credits/Military Transcripts
•
https://jst.doded.mil/official.html Allows students to order their transcripts from the different
branches through the Joint Service Transcript Website.
•
https://jst.doded.mil/faq.html FAQ’s
•
Military credits will show in the degree audit as transfer credit.
Register online.
•
Online registration is available at https://jics.mohave.edu/ics.
•
First time students taking courses without prerequisites must have completed and submitted an
online MCC Admissions Form to use the system.
•
Students must have completed residency paperwork to use the system.
•
Students must have completed a New Student Orientation to use the system.
•
Students must meet all pre-requisites for the courses in which they are enrolling.
•
For a complete list of criteria see the Online Registration Information Page on the MCC website
(http://www.mohave.edu/admission-to-mcc/register).
Overloads for Students (see Admissions and Registration in the College Catalog)
•
Twelve credit hours or more is considered full-time enrollment.
•
Students taking summer courses should be advised that six credits will require the equivalent of
twelve credits of work each week.
•
Students may enroll up to 18 credit hours with an advisors signature during fall and spring or 9
credits during summer.
•
Enrollment in excess of this limit requires the approval of the Campus Dean.
Paying Tuition
•
Students must pay tuition or select a payment plan at the time of registration unless there is
evidence that financial aid has been awarded, a VA promissory note has been signed or a third
party agency has sent a letter of authorization.
Payment Plan (Nelnet)
•
The payment plan is available at https://jics.mohave.edu/ics on the Student Tab under Account &
Payment Information.
•
The agreed upon amount is paid by the student monthly either through an automatic bank
payment or by credit card.
•
The number of payments required depends on how early the student applies.
•
There is a $25 per semester non-refundable enrollment fee for the service as well as a $30 charge
for any returned payments.
•
Encourage students to determine the exact costs of tuition and fees prior to applying for Nelnet.
Repeating Courses
•
Specific MCC programs, as well as Financial Aid, limit the number of times a course may be
repeated.
•
•
Students may repeat the following courses up to two times after the initial attempt:
•
•
Financial aid may have stricter limits than MCC policy.
Courses where the most current grade is a B, C D, or F.
Students may repeat as necessary:
•
Precollege Studies courses, in order to raise the skill levels necessary for success in college
level work, as authorized by an advisor.
•
Courses to acquire certification. (e.g., CPR). Note: This is not to be confused with earning an
MCC Certificate of Proficiency.
•
Courses to update knowledge and/or skills due to periodic content changes.
•
Any course in which a “W, WP or WF” is received.
•
A course may be repeated beyond the stated limits as an Audit.
•
Only the higher of the repeated course grade(s) will be used in computing the grade point
average.
•
Credit courses at MCC will only be counted once toward fulfilling the credit requirements for any
degree or certificate.
•
All grades will be posted on the permanent record and transcript.
Student E-Mail Accounts
•
Upon enrollment, an MCC student is issued an email account. It usually takes one business day to
activate.
•
If a student cannot access his or her email account, refer them to the Help Desk.
•
Strongly encourage students to check their MCC email often since important MCC information
may be delivered by this system. Encourage them to forward their email account to the account
that they check most frequently.
Student Forms
•
Students can be directed to the following webpage to find forms that may be needed for a variety
of reasons: http://www.mohave.edu/resources/studentforms
Student Life and Leadership
•
Students who remember their college days the most are those who were involved in activities
outside the classroom. In addition to a number of campus organizations and clubs, many activities
are scheduled specifically for students each semester.
•
Available clubs are listed at http://www.mohave.edu/resources/clubs.
•
Remind students to watch their student emails for other scheduled activities.
Testing Services
•
The testing centers offer:
•
Placement assessment including COMPASS and ASSET
•
Nurse Entrance Tests (TEAS)
•
The College Level Exam Program (CLEP)
•
Heating/Refrigeration (HVAC) certification testing
•
Work Keys testing
•
PearsonVue including GED
•
General proctoring.
•
Distance Education Math midterms and finals
•
For fees for the exams and proctoring, refer to the current catalog.
•
In general, the proctoring fee is less for current students.
•
Other exams offered by the college but not through the testing centers include:
•
Automotive Service Excellence Technician Certification Test (ASE)
•
Nursing Assistant exams
•
The Western Arizona Council of Emergency Medical Systems (WACEM).
•
The testing centers are not available to proctor make-up exams for on-campus courses except as
arranged by faculty through Mohave Community College testing procedure.
•
Contact the testing centers on each campus for specifics.
SECTION FOUR
UNIVERSITY TRANSFER
SECTION FOUR
• TRANSCRIPTS
• TRANSFER OF CREDIT
• AZ TRANSFER
Transcripts
• The office of the Registrar does not accept unofficial transcripts.
• Transfer students must have an official transcript mailed from each of their previous colleges to
the Registrar.
• A hand-held transcript, even if sealed, is not an official transcript.
• An unofficial transcript may be used for advising purposes for the students first semester, but it
will not be evaluated by the Registrar.
• Transcripts are not automatically evaluated upon arrival at the office of the Registrar. The student
must request an evaluation through https://jics.mohave.edu/ICS/ on the admissions tab.
Transfer of Credits
• Determination of acceptability of courses is up to the evaluating institution.
• Credits in science, nursing, health sciences and some other technical areas are not accepted at
MCC if over ten (10) years old.
• Administration of Justice, Fire Science, Computer Science, and Early Childhood Education credits
must be no older than five (5) years old.
• There are times when it may be in the transferring students best interest to take the remainder of
the credits at MCC and transfer them back for a degree at the previous college. For students who
need less than 21 credit hours for a degree, this may be their best option. Have the student check
with their previous college for advising.
• One-third of the credits for an associate degree (21 credits) or certificates of proficiency (number
depends on the total credits required for certificate) must be completed at MCC.
• Military credits are recorded on AARTS and SMART packets. (See note on Military credits.)
•
•
Students planning to transfer to the three Arizona public universities must use the appropriate
AGEC pathway and common courses. This will require knowledge about transfer resources and
understanding of the many support systems.
These support systems and transfer resources are available through the website AZTransfer at:
http://aztransfer.com
This Website can be used by:
• Advisors to locate up-to-date information on transferability of courses, transfer guides from the
universities, common courses for university majors, and many other advising resources.
• Students to set up individual accounts to track their progress towards the first two years of a fouryear degree.
The most frequently used portions of the AZTransfer are:
• The Course Equivalency Guide – specific information about how a specific MCC course will
transfer to each of the Arizona public universities.
• The Elective or Better Report – a listing of courses that will transfer as an Elective, a Department
Elective, or a direct transfer for a specific University.
• Students who are undecided about their major at the university may complete an Associate of
Arts in Liberal Arts and Sciences making sure that all electives are chosen from the Elective or
Better Report.
• The Transfer Guides – guides by each university which are specific to a community college, a
university major, and a catalog year.
• Advising Contacts – for the universities and community colleges.
USING AZTRANSFER
You will find information, links to university websites, and transfer guides to Arizona
State University, University of Arizona, and Northern Arizona University.
• http://az.transfer.org/cas/students/index.html
Quick Links are on the left side of the screen. For more complete information use the Advisor, Faculty,
or Student tabs.
• Course Equivalency Guide – http://az.transfer.org/cgi-in/WebObjects/Admin_CEG
• Transfer Guide – http://az.transfer.org/cas/students/transfer_guides.htm
• Find an Advisor – http://az.transfer.org/cas/students/advising_contacts.html
• Advisor Tab – http://az.transfer.org/cas/advisors/index.html
Faculty Tab – http://az.transfer.org/cas/faculty/index.html
• Links to Articulation Task Force Information
• Common Course Matrices
• Arizona Transfer Pathway Guides
Student Tab – http://az.transfer.org/cas/students/index.html
• Students may create an account in AZCAS and track their own progress toward a transfer
degree. Refer interested students to the academic counselor for information and training.
General Education (Liberal Studies/General Education core) –
• For every Associate of Arts or Associate of Science degree, there is an embedded core of courses
that allows easier transfer to any of the three state universities in Arizona. This core is called the
Arizona General Education Curriculum (AGEC).The AGEC has three possibilities for transfer
students: AGEC-B is designed for Business or Computer Information Systems majors, AGEC-S is
designed for Mathematics or Science majors, and the AGEC-A is designed for all other transfer
majors. If students do not know what they will major in when they attend a university, they
should probably take the AGEC-A as there are a broader number of courses to explore.
• Students wishing to transfer the AGEC to a University must complete a degree declaration
showing the appropriate AGEC or Associate’s degree, as well as complete a graduation
application.
How Does a Student Decide When to Transfer?
• Only with completion of the AGEC block or the degree, which includes the AGEC, will the lower
division general education requirements of the university be satisfied. A student may transfer
without the AGEC block but will have to meet the individual university’s general education
requirements.
MCC PARTNERSHIP COLLEGES AND UNIVERSITIES
• MCC is partnering with universities that offer online degrees to students who are unable to
relocate. See the MCC Website for our current Transfer Partners. Check the university websites
for specifics on programs and degrees. Many also offer certificate programs as well as masters
and doctoral degrees online.
**See an Academic Advisor for course equivalency and transfer agreements when available.**
SECTION FIVE
LEGAL RESPONSIBILITIES
AND FERPA
SECTION FIVE
• LEGAL RESPONSIBILITIES
• FERPA
LEGAL ISSUES IN ADVISING
•
The Academic Advisor is on the "front line" of the College in dealing with students. It is a critical
position, and the success or failure of the students education and growth is influenced greatly by
the advising function. In todays litigious atmosphere, the advising function is more critical than
ever.
•
Legal issues involved in academic advising generally fall under four categories .
1.
The contractual relationship between students and the institution
2.
Guidelines governing privacy of student records
3.
The concept of privileged communications
4.
Academic due process and the need for grievance procedures
•
Academic advising occurs under the umbrella of academic affairs. The courts have always
hesitated to enter the academic arena and substitute their judgment for that of the academician.
In doing so, they have recognized the academic freedom which protects academic decisions,
including advising decisions. They have recognized also that their repeated presence in the
academic community possibly could cause deterioration in the otherwise beneficial studentfaculty relationship.
•
Thus, if academicians do not abuse their discretion in dealing with students, they need not fear
judicial intervention. The courts will intervene, however, if evidence exists of arbitrary or
negligent treatment of students or a denial of their protected rights. The increasing number of
court decisions dealing with classroom and academic matters attests to the growing judicial
sensitivity to students' rights in academic affairs.
•
The advisors job falls within this academic affairs area, and thus, advisors must understand the
legal issues involving the contractual relationship between student and institution.
LEGAL ISSUES IN ADVISING (continued)
• In academic affairs, a contractual relationship exists between the student and the institution.
• The basic provisions of the college catalog, recruiting brochures, various bulletins, and the
student handbook become part of the contract.
• The institution sets forth certain requirements for passing courses and for successful completion
of programs and subsequent graduation. If students fail to meet the required standards, they can
be penalized through such actions as dismissal, suspension, or failure to graduate on schedule; if
the institution fails to respect its own regulations, then the student may seek judicial relief.
• An institution may create contractual obligations through statements in its publication.
• Advisors' obligations and responsibilities usually appear in an advisors handbook and often in
publications readily available to the student. An increasing emphasis on quality to enhance
retention brings added responsibilities to the advisor.
• More and more advisors not only are expected to understand such things as scheduling and
registration procedures, and degree and program requirements; they also may be expected to
function as a referral service or possibly as career counselors. Thus, institutions should be
conscious of an advisors’ obligations which might be created by unequivocal statements regarding
advisors' responsibilities.
• The catalogs of most institutions state that the ultimate responsibility for knowing degree
requirements rests with the student. This type of statement normally would protect advisors if
they commit an advising error. Generally, the advisor is not going to be held personally liable for
erroneous advising in the absence of gross negligence, irresponsible behavior, or arbitrary or
capricious treatment of the student.
• Advisors should keep notes of their discussions with students during advising sessions. An
accurate record of advising sessions would help solve any disputes over the content of previous
advising and also serve as a legitimate protection against claims of erroneous advising.
(D. Parker Young, "Legal Issues Regarding Academic Advising," NACADA Journal, November 1982):
FERPA
The Family Educational Rights and Privacy Act of 1974 (FERPA) affords a student certain rights with
respect to his/her education records. A student has the right to:
1.
2.
3.
4.
Inspect and review the students own education records within 45 days of the day the
college receives a request for access.
Request an amendment of the education record that the student believes is inaccurate or
misleading.
Consent to disclosures of personally identifiable information contained in the students’
education records, except to the extent that FERPA authorizes disclosure without consent.
The right to file a complaint with the U.S. Department of Education concerning alleged
failures by the College to comply with the requirements of FERPA.
Students currently enrolled may withhold disclosures of “Directory Information” under the
Family Educational Rights and Privacy Act of 1974, as amended. At MCC directory information
includes name, address, e-mail address, phone numbers, date and place of birth, photographs,
most recent previous school attended, MCC ID number, major field of study, campus attended,
status (including current enrollment, dates of attendance, full-time/part-time, withdrawn,
degrees awarded), honors received (e.g., Dean’s List, Honor’s list, PTK), participation in
activities and sports, and weight and height of athletic team members.
FERPA (continued)
Specific information, including exceptions to FERPA or how a student may exercise their FERPA rights,
is listed in the current MCC Catalog at:
http://catalog.mohave.edu/content.php?catoid=5&navoid=448#FERPA_Information
For questions not answered by reviewing the FERPA section of the MCC Catalog, contact the MCC
Registrar’s Office.
ANNUAL NOTIFICATION:
Students will be notified of their FERPA rights by publication in the college catalog.