The
Student Mentor
Handbook
A Guide for Multicultural Student Mentors
OFFICE OF MULTICULTURAL STUDENT SERVICES
DIVISION OF STUDENT AFFAIRS AND ENROLLMENT
www.mss.wsu.edu
19th Edition ©2012
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Table of Contents
Introduction
The Program
MSMP Directory – Fall 2012 – Spring 2013
Multicultural Student Mentor Program
Mentor Responsibilities
Mentor Contract – Academic year 2012-2013 (Sample)
What is a Mentor?
Documenting Your Work as a Student Mentor
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2
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5
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8
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11
Important Mentoring Resources
Developing Listening Skills
Service Learning
Program Planning
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14
15
Tips for Freshman Success
Tips for New Cougars
Time Management
Suggestions on Motivation
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Effective Studying
Study Tips
Study Groups
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Academic Tips & Procedures
How to Flunk Out of Washington State University
How to Skin By and Get a “C” or Lower Average at WSU
How to Get “B’s” and “A’s” at WSU
WSU Academic Deficiency
Things to Consider Prior to Applying for Reinstatement
Applying for Academic Reinstatement
Academic Regulations (undergraduate Academic Deficiency)
Frequently Asked Questions about Freshman Focus and
Academic Theme Living Options
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Appendices
Appendix A Academic Calendar – Fall 2012/Spring 2013
Appendix B Strategic Plan – 2010-2015
Appendix C Online Logs Instructions
Appendix D WSU Student Services and Facilities
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Introduction
Welcome to the MSS team! We are very excited to welcome a new group
of mentors to the program to help retain multicultural students at WSU.
The Office of Multicultural Student Services (MSS) seeks to promote a campus community that
foster the holistic development of multicultural students by providing services to support their
academic success, expressing genuine care for their personal development and well-being,
advocating on their behalf and encouraging the full use of all university resources. MSS
programs and services promote the understanding of and appreciation for cultural and ethnic
differences in WSU community. MSS maintains on-going cooperative relationships with
students, faculty, staff, alumni and parents to build a community of support for the successful
matriculation and retention of WSU students.
Since 1987 the Multicultural Student Mentor Program (MSMP) has been an exemplary practice
in assisting first-year and entering transfer students with their college transition. Washington
State University’s Multicultural Student Mentor Program serves as a model program for many
university campuses. Today, MSMP is staffed by an average of 55 student mentors serving over
950 mentees. Each of the MSS student centers function as the home office for the Multicultural
Student Mentor Program.
As a student mentor you serve as a peer advisor and a role model for targeted first year and
incoming transfer students. Your responsibility goes beyond easing their college transition by
providing personalized and sensitive support. You will be the liaison for many valuable campus
resources and you will direct these new students to access support and resources available to
them.
This handbook is intended to serve as a reference for your mentorship. Use it with pride knowing
that you are continuing a unique culturally-based tradition of students helping students.
Best of luck to you and your mentees in the coming year! Go Cougs!
EDITING INFORMATION
The Student Mentor Handbook was originally compiled and edited by J. Manuel Acevedo and
Raymond Herrera on behalf of the Multicultural Student Mentor Program. Now, in its 18th
edition, it has undergone many updates and changes through the help of various MSS students
and staff. This edition was compiled and edited in June 2012 by Rachel Leingang, AmeriCorps
Retention Project Coordinator, and Virginia Tavera-Delgado, Assistant Director, Mentoring and
Academic Enrichment Programs.
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THE PROGRAM
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Multicultural Student Mentor Program - Office of Multicultural Student
Services
Division of Student Affairs and Enrollment - Washington State University
Directory: 2012-2013
J. Manuel Acevedo, Director
Donna Arnold, Associate Director
Virginia Tavera-Delgado, Assistant Director
AFRICAN AMERICAN STUDENT CENTER
Campus Zip 7204, (509) 335-2626
Donna Arnold, Retention Counselor
Marvice Marcus, Program Assistant
Mentors:
Andeberhan, Shewit
Cotton, Alanna
Deresse, Betlhem
Harris, Jalisa
Harris, Janita
Ibrahim, Dahir
Keeton, Bre'Una
Noor, Hussein
Sessoms, Christina
Smith, Ariel
ASIAN AMERICAN AND PACIFIC ISLANDER
STUDENT CENTER
Campus Zip 7204, (509)335-1986
Stephen Bischoff, Retention Counselor
Erin Okumoto, Program Assistant
Mentors:
Amuro, Shannon
Chhin, Khristina
Chon, Susan
DeGuzman, Nathan
DeGuzman, Paolo
Dumbrique, Gabriel
Fukumae, Scott
Hatfield, Amanda
Le, Donna
Ly, Rebecca
Mamerto, Joel
Moore, Alyssa
Nip, Cori
Park, JoeAnn
Sakamoto, Tiffany
Satoshige, Tyler
Titialii, Kayla
Diane Schlott, Fin/Budget Coordinator
Phillip Sinapati, Program Assistant
Valdez, Jeremy
Wang, Nicholas
Whitney, Victor
CHICANA(O)/LATINA(O) STUDENT CENTER
Campus Zip 7204, (509) 335-2616
Joaquin B. Chapar, Retention Counselor
Maria Morales, Program Assistant
Mentors:
Aguilar, Juan
Astudillo, Luis Daniel
Bonilla, Rodrigo
Camacho, Faviola
Campos, Tanairi
Delgado, Vanessa
Magana, Yatziri Natali
Mazcorro, Maria
Mejia, David
Motta, Karla
Munguia, Cesar
Munoz, Arely
Olivares, Carlos
Orozco-Marron, Deicy
Quesada, Jessica
Reyes Romero, Vanessa
Trejo, Irving
NATIVE AMERICAN STUDENT CENTER
Campus Zip 7204, (509)335-8676
Franci Lynne Taylor, Retention Counselor
Bianca Barrios, Program Assistant
Mentors:
Loux, Devin
Meza, Desirae
Powers, Matthew
Scott, Caitlin
Stoll-Smith, Charlotte
Sutter, Corey
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TEAM MENTORING PROGRAM
Campus Zip 7204, (509) 335-1071
Manuel Acevedo, Director
Kay Brothers, Clinical Assist. Professor
Yadira Paredes, LSAMP Coordinator
Nicole Cristobal, Program Assistant
Mentors:
Simon Bahta
Fremont Aguinaldo
Heather Baxter
Mengil Deane
Chelci Dinh
Daniel Ludwig
Abdur Rehman
Karan Sharma
Juan Trevino
Joel Alvarez
Namita Crow
Moises Morales
Aladdin Roque-Dangaran
Antonia Vallejo
Pablo Corredor
Corrine Harris
Team Mentoring Partners:
College of Sciences
Dr. Mary Sanchez-Lanier, Associate Dean
Dr. Kay Brothers, Clinical Assistant Professor/Pre-Health Advising
College of Engineering and Architecture
Dr. Robert Olsen, Associate Dean
Yadira Paredes, LSAMP Coordinator/MCCP Director
Faculty Mentors
College of Sciences
Dr. Mary Sanchez-Lanier, Associate Dean
Dr. Asaph Cousins, School of Biological Sciences
Dr. Bill Davis, School of Molecular Biosciences
Dr. Phil Mixter, School of Molecular Biosciences
College of Engineering & Architecture
Dr. Robert Olsen, Associate Dean
Kirk Reinkens, Recruitment & Retention Coordinator
Dr. Luis Pérez, Electrical Engineering & Computer Science
Dr. Jennifer C. Adam, Civil and Environmental Engineering
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Multicultural Student Mentor Program
MAKING A DIFFERENCE FOR MULTICULTURAL FIRST YEAR AND
INCOMING TRANSFER STUDENTS AT WSU
What is the Multicultural Student Mentor Program?
The Multicultural Student Mentor Program (MSMP) is designed to assist multicultural students
in adjusting academically and socially to the WSU environment. This program promotes and facilitates
student interaction and provides opportunities for students (mentors and mentees) to connect and form
strong academic relationships, share knowledge, and work together to succeed in college. Student
mentors provide assigned students (mentees) with personalized and sensitive support for academic,
personal, and social development while enhancing their leadership, team building and communication
skills. Student mentors maintain weekly contacts with mentees and model cross-cultural
communication, cooperation, understanding and interaction. Other goals of the program are:
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Enhance students understanding of the purpose and role of higher education
Assist students in developing an identity and a relationship with the institution, peers, staff,
and community
Provide information concerning academic policies, procedures and programs to enable
students to make reasoned and well-informed choices
Provide qualified advising and mentoring
Promote an awareness of non-classroom opportunities
Create an atmosphere that minimizes anxiety, promotes positive attitudes, and stimulates an
environment for learning
Develop familiarity with the physical surroundings
Improve the retention rate of new students
Assist students to identify costs of attending the institution, in terms of both dollars and
personal commitment
Provide appropriate information on personal safety and security.
Benefits of being a Student Mentor
Students who participate in the MSMP receive academic credit, intensive training, and the opportunity
and satisfaction of serving new students. In addition, mentors are awarded a scholarship while having
the opportunity to enhance their teamwork, interpersonal communications and cross-cultural skills.
Students select and design activities, participate in ongoing individual projects and special events, and
gain leadership skills in the field of mentoring and leadership development.
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Mentor Responsibilities
Hours
Mentors work 6 hours a week for a total of 90 per semester. Each week, their hours will typically
be broken down to the following:
 3 Office Hours- greeting students into the Center, being there to answer questions/make
referrals or assist in planning the Center’s activities. Mentors could also utilize this time to
contact their mentees or complete their online logs.
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1 Hour- meeting* with other fellow mentors and GA every other week in a seminar format to
plan and organize mentors activities via cross cultural committees to develop the skills and
knowledge needed to enhance effective mentoring and facilitate mentees’ transition. This
seminar (UCOLL 497) is typically taught by the GAs from the NASC and AASC. This
seminar is only required for the Fall of the first semester of mentoring. One of the requirements
for this seminar is to sing up for a cross cultural committee to organize and facilitate
workshops for mentees.
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Conference- During the Spring semester, the GAs and Assistant Director decide upon an
activity for the mentors to plan for the mentees (e.g. in the past three years, a leadership
conference was done including workshops, keynote speakers, and cultural entertainment).
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1 Hour weekly Center mentor meeting- weekly meeting with Center’s mentors, Graduate
Assistant, and Retention Counselor to discuss issues and concerns about the MSMP and to
continue receiving on-going supervision and training as mentors.
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1 Hour for contacting mentees- mentors will make an effort to make connections with their
mentees throughout the semester to provide guidance and support through personal meetings,
emails, letters, and phone calls. These interactions should be documented in their weekly log
reports (see next section).
*Mentors are required (to get the scholarship award) to register for credit (1 credit) seminar
during the Fall (if a student is taking 18 or more credits, they don’t need to register for the
seminar, but must still attend). This seminar proceeds as any other seminar with normal
meetings and assignments. During the Spring semester, when planning for the spring
leadership conference, mentors are required to join one planning committee as well and
attend weekly meetings, but will not receive academic credit and do not need to register for a
seminar.
In addition, hours may be earned in the following ways. Consultation with Retention Counselors is
necessary when counting hours for these additional activities however.
 Hosting study tables- mentors will facilitate the meeting of students and tutors at study tables
in their respective centers. One study table is required at a minimum for each semester. Each
study table should typically take 2 hours. The number of sessions that a mentor hosts and how
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much of additional sessions beyond the minimum will be counted towards hours will vary
between each Center.
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Organization activities- There are many organizations affiliated with the Student Centers that
mentors and mentees are involved. Interactions in which a mentor may be a leader of one of
these organizations that a mentee also participates in cannot be counted towards their 6 weekly
hours. However, personal interactions in these clubs with mentees can be documented in the
online logs if there is discussion geared towards mentoring.
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Center activities- With prior communications with one’s respective RC/GA, a mentor that is
involved in the planning process or hosting of a Center’s event can count this time towards
their weekly hours. Additionally, the one hour weekly leadership conference planning meeting
in the Spring counts toward hours.
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MSS/Mentoring activities- Participating in MSS/MSMP events such as Retreat, Conexion,
and Leadership Conference Do NOT count towards weekly hours.
General Responsibilities:
 Mentors are contracted to work with their mentees from the week before classes to last day of
instruction. Mentors are also required to attend the Mentors’ Retreat and other activities during
the Week of Welcome
 Attend weekly meetings
 Host office hours
 Initiate and maintain personal contact (at least six times per semester) with assigned incoming
first year students (mentees) and (at least four times per semester) with transfer students
(mentees)
 Attend by weekly seminar and complete seminar assignments on time and in a satisfactory
manner
 Complete one service learning project per month with mentees
 Log hours and mentee interactions in an online database
o Logs are due every week on the day decided by each RC/GA (e.g. every Monday)
o Mentee engagement done for all mentees once a month, and at the end of the semester
 Participate in planned Center and MSS activities for MSMP.
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Multicultural Student Mentor Program
Multicultural Student Services – Office of Student Affairs & Enrollment, WSU
Contract – Academic Year 2012-2013
This contract begins the week before classes and ends the last day of instruction. It is strongly advised that you do
not take any additional employment that may hinder your performance as a Student Mentor.
Responsibilities:
By accepting a position with the Multicultural Student Mentor Program, you assume the following
responsibilities:
 Initiate and maintain personal contact (at least six times per semester) with assigned incoming first year
students (mentees) and (at least four times per semester) with transfer students (mentees).
 Invite mentees by letter and/or by phone to CONEXION and Career Expo and be available for Student Center
and MSS functions as determined by your supervisor.
 Have at least 20% of your mentees participate in tutoring; nominate at least one mentee to TMP, McNair,
internships, study abroad and/or other opportunities; and make it a goal to meet with at least 50% of your
mentees at your Center.
 Participate in a monthly (Sept/Oct/Nov) service learning opportunity with 5 mentees.
 Acquaint mentees with the nature, structure policies, and resources at WSU.
 Be knowledgeable of University support services such as the Center for Advising and Career Development,
Counseling Services and Health and Wellness to better help your mentees.
 Be knowledgeable about student organizations, academic clubs and leadership opportunities to refer your
mentees.
 Promote and model a balanced lifestyle, emphasizing academic achievement, personal development, and
involvement inside and outside the environment of a classroom setting.
 Maintain ethical and professional behavior at all times and adhere to the five C’s of Mentoring Ethics:
Consultation, Competence, Confidentiality, Connections with Mentees, and Collaboration with colleagues
and supervisors. Mentors should not participate in activities that constitute a conflict of interest such as dating
mentees and always give preference to professional responsibility over any personal interest(s).
 Maintain a weekly log of activities as a Student Mentor. These logs should be submitted on-line to the
Graduate Assistant (GA) weekly. The GA and Retention Counselor (RC) will submit a written midterm and
end-of-semester evaluation of the performance of the Mentor to the Assistant Director.
 Attend weekly meetings with the GA and RC. Attendance to these meetings is mandatory.
 Assist in the development and implementation of special projects as requested by the GA/RC.
 Serve six hours a week (90 per semester) and out of those hours hold three weekly office hours at the
respective Center. In addition, Mentors should submit to the GA an accurate weekly time report of these
required six hours.
 Maintain a minimum GPA of 2.5 and complete a minimum of 12 graded credit hours every semester.
By signing this contract, you acknowledge that you fully understand your role as a MSMP Mentor and that you
will comply with the conditions and responsibilities outlined above. Failure to comply may result in end-ofsemester termination and loss of this professional in training opportunity. If you disagree with a termination
decision made by both the RC and the GA, you may appeal before the Assistant Director. The decision of the
Assistant Director is final.
Mentor ______________________________
Signature____________________ Date ___________
Graduate Assistant _____________________
Signature____________________ Date ___________
Retention Counselor ____________________ Signature____________________ Date ___________
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What is a Mentor?
A mentor can be defined as a knowledgeable and experienced guide, a trusted ally and advocate,
and a caring role model. As an MSS peer mentor, your main goal is to assist incoming freshmen
and transfer multicultural students in adjusting to WSU. This is done in a variety of ways:
connecting them to resources, being a great listener, inviting them to social activities, and helping
them navigate the classroom.
A mentor is not . . .
• A (surrogate) parent.
• A professional counselor or therapist.
• A flawless or infallible idol.
• A social worker.
• A lending institution.
• A playmate or romantic partner.
You are serving as a peer mentor when…
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You help your students achieve the potential within themselves that is hidden to others — and
perhaps even to the students themselves.
You share stories with students about your own educational career and the ways you overcame
obstacles similar to theirs.
You help students overcome their fear of a professor and help them to ask questions in a class
or visit the professor during office hours.
You show a student how you learned time management to do well in your classes.
You listen to a student describe a personal problem and explore resources at the university to
deal with the problem.
You help a new student understand a particularly tough bureaucratic rule or procedure — and
you explain it in a way that the student is willing to come back to you to learn about other
difficult regulations.
You help a new student understand how to use resources at the university, like the Center for
Advising and Career Development.
You know more about a student’s academic performance than what they tell you.
Misconceptions about Mentoring
Misconception: In a university, you need to be an older person with gray hair (or no hair) to be a
good mentor.
Reality: In a university, mentors can be young or old. Some of the most outstanding mentors of
students are fellow students, or Peer Mentors.
Misconception: Mentoring only happens one-to-one on a long-term basis.
Reality: At a big university, mentoring occurs in many different ways. Some mentoring
relationships are traditional relationships involving a one-to-one setting over a long period of time.
But effective mentoring can also occur in a group setting or even through
a single encounter with a student.
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Misconception: Only the person being mentored benefits from mentoring.
Reality: By definition, mentoring is a reciprocal relationship where both the mentor and mentor
learn from each other. True mentors are those who have developed the wisdom to learn from those
they mentor.
Misconception: By calling yourself a “Peer Mentor,” you become a mentor.
Reality: Not all experienced students who work with fellow students as advisors or tutors are Peer
Mentors, even if they have that job title. Peer Mentors are those who have developed
consciousness about mentoring and in their interactions with fellow students demonstrate respect,
patience, trustworthiness, and strong communication skills, especially listening skills.
Misconception: To become a mentor requires a lot of time and a lot of work.
Reality: Becoming a mentor requires a change in consciousness — i.e., how you think about
yourself and how you think about others. Training and workshops help students to develop this
skill.
Misconception: At a large university, one Peer Mentor can help only a limited number of students.
Although a Peer Mentor may want to help large numbers of students, the cold reality is that she or
he can only work with a select few.
Reality: Each interaction with a student is a mentoring opportunity, even a single encounter with a
student. The key is to develop consciousness about the importance of mentoring in your
interactions with fellow students and to infuse this consciousness in your daily work. Also, it’s
important for Peer Mentors to see themselves as part of a network of other mentors — as part of a
Community of Mentors. To effectively help a particular student or a group of students, Peer
Mentors can draw upon this network or community. Mentoring occurs in a community, not in
isolation.
(Adapted from “The Power of Peer Mentoring” by Professor Glenn Omatsu of California State
University-Northridge.)
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Documenting Your Work as a Student Mentor
The importance of documenting your work as a Student Mentor cannot be over emphasized.
While you may be mentoring on an hourly basis unless it is documented correctly there is no
evidence of you having done so. Therefore, is vital that you submit your online weekly logs on
time and in an accurate manner to your Graduate Assistant.
The purpose of the online Weekly Mentor Log is to provide a summary of the contacts you made
for a given week. The activities listed are a starting point. You will have an opportunity to list
other activities associated with your position as a Student Mentor and emphasize the ISSUES and
OUTCOMES of your interactions with your mentees. Remember, documenting your efforts is
vital to the existence of the program and the production of informative and relevant reports.
MSS is very excited to have a system for you to submit your weekly logs online. You can submit
your weekly logs online at the following URL:
http://mssmentor.wsu.edu/
The system requires you to login. You will be able to login to the system once an admin
professional adds you to it. Then you can login just like you would login to myWSU. The User
ID is your network id only and the Password is the same you would use for myWSU.
This online system, when utilized correctly, can provide valuable data which can be used for
writing various reports in support of the MSMP and the overall mission of the MSS office.
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IMPORTANT MENTORING RESOURCES
“The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor’s
goals and aspirations and dreams to be reproduced in the mentees, the students, but to give
rise to the possibility that the students become the owners of their own history. This is how I
understand the need that teachers have to transcend their merely instructive task and to
assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and
development of those he or she mentors.”
Paulo Freire, Mentoring the Mentor
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Developing Listening Skills
Common Problems/Barriers in Listening
1. Viewing a topic as uninteresting.
2. Criticizing a speaker’s appearance or her/his communication style (verbal cues, nonverbal
cues, or both) rather than responding to her/his message.
3. Becoming “overstimulated” by something the speaker says, such that we begin thinking of our
own rebuttals and fail to hear the rest of what the speaker has to say.
4. Listening only for facts.
5. Tolerating, creating, or failing to adjust to distractions.
6. Faking attention.
7. Listening only to what is easy to understand
8. Allowing emotion-laden words to interfere with listening (e.g., preferred group designations;
racist, sexist, or homophobic language).
9. Permitting personal prejudice or deep-seated convictions to impair comprehension.
10. Wasting the advantages of the differential between speech rate and thought-processing speed.
Improving Listening Skills
1. Develop a desire (motivation) to listen, regardless of your level of interest in the subject
matter.
2. Increase your capacity to listen.
3. Infer the speaker’s intent or purpose: what is the speaker implying or suggesting about her/his
goals or needs?
4. Determine your own purpose in every listening situation.
5. Become aware of your own biases and attitudes. What words or ideas or beliefs function as
“shock” words to you?
6. Learn to use your “spare time” effectively and productively as you listen.
7. Analyze your listening habits (both productive and unproductive).
8. Be mentally and physically prepared to listen.
9. Delay judgments; hear the speaker out before you make judgments.
10. Listen not only for facts, but for main ideas, principles, concepts, and patterns.
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Service Learning
As part of the 2012-2013 mentor contract, MSS mentors will be required to complete one
service learning project per month with their mentees. Mentors will use CougSync, the Center
for Civic Engagement’s website for service learning projects, to sign up independently for
projects that suit their schedule and interests. At the end of each month, mentors will need to
provide proof to their GA that their monthly service project was completed.
What is Service-Learning?
Service-learning, like community service, emphasizes developing civic responsibility in participants,
meeting authentic community needs, and creating strong collaborations with the community. Both
service-learning and community service value students’ personal, social, career, and ethical growth.
Service-learning is an instructional strategy, a way of teaching classroom content, that:
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uses reflection as a means for interpreting experiences.
can take place during the school day and on the school campus because it is integrated with
school curriculum.
emphasizes "service experiences" that take place both within and outside of the classroom.
lends itself to group projects that engage the entire class.
Why Do Service-Learning?
Students learn best by actively doing an activity that requires them to engage in their learning and by
teaching others. Service-learning is a teaching strategy that provides students with opportunities to
learn while engaging in service experience which may involve teaching others. Service-learning is
doing something to solve problems, where students learn how to make changes and become part of
the solution; service-learning teaches civic responsibility, the ability to address societal problems in
an informed, committed, and positive manner.
Examples of Service-Learning
Elementary Children in Michigan studied the relationship between environmental conditions and
water quality in their area. The class then took part in planting six trees to help keep excessive storm
water runoff and pollutants out of local rivers.
Middle school students in the Bronx identified bullying as the issue they wanted to tackle for their
project. Because the pen is mightier than the sword, they decided to organize a poetry slam where
their peers could raise a united voice against physical and emotional bullying. Some 150 students,
parents and community members attended the slam, which featured poetry and skits exposing the
fears and insecurities that motivate most bullies.
(Taken from the National Service-Learning Clearinghouse)
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Program Planning
Mentors plan various events throughout the year. Use this checklist as a starting point.
Eight Steps to Programming Checklist
1. Needs and Interests Assessment:
People will not attend programs if they are not interested in the topic. Use the following list as a
quick means of determining whether students in the residence hall are interested in your potential
program.
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Are there any traditions in the building?
What is the student culture? Would these students typically enjoy this type of program?
Discuss my ideas with residents, RAs and Senior Staff; ask if they have any program reports
or files from similar programs done in the past.
2. Choose a Program Type:
Now that you know what the building is interested in, choose a program topic:
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What needs stand out from your assessment?
What needs take a high priority? What needs take a lower priority?
3. Choosing a Program Type:
Programming is more than a party or inviting a lecturer to speak to a group. Programming can take
many forms; consider the following;
 Case Study (an example of an event or problem to which participants respond)
 Panel Discussion (invite people with a variety of beliefs to discuss a topic)
 “Passive” Educational Activities (bulletin boards, pamphlets, quotes, statistics, etc.)
 Games (use games like Jeopardy, Newlywed Game, etc. to introduce topics)
 Guided Imagery (speaker guides participants through experience; relaxed format)
 Role Playing (“act out” responses to a scenario)
 Essay or Letter Writing (opportunity to process opinions in written form)
 Structured Activities (team builders, thought provoking experiences)
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4. Planning the Logistics:
This is the who, what, when, where, why and how part.
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Event Name: What’s in a name? Everything! Get people “fired up” about coming!
Program Description and Goals: How will this meet needs and interests of students?
Program Title and Date: Minimize conflicts with popular events, including TV shows!
Location: Is the space large enough? Will residents have to travel far?
Contact People: Who is presenting? Do they need a contract? Can they make it?
Volunteer Assistance: How many? Who? What will their responsibilities be?
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Supplies Needed: Refreshments? A/V equipment? Tables? Chairs?
Cost: How are you funding your program? Have you arranged for these funds?
5. Marketing
A programs success can be linked to the success and creativity of marketing. Effective advertising
involves more than a flyer on the bathroom door. The best way to market programs in addition to
paper advertisement is word of mouth.
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Use the 7-3-1 rule in marketing: Marketing should be done in three waves: one week, or (7) days
prior to the event, (3) days prior and the day (1) of the event.
 Keep the “10 Rules to Live By for Printed Publicity” in mind.
1. Make your title 7 words or less
6. Use font that is READABLE!
2. Make your headline memorable
7. Color is a valuable tool
3. Choose easy to read words
8. Be creative with shape!
4. Know your audience
9. Evaluate success attracting attention
5.Use UPPER and lower
10. Is vitally LOCATION important
6. Implementation
This involves actually putting on the program. Please consider all the necessary arrangements and
efforts for setting up the program. Here are some things to do and think about:
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Set-Up: Arrive early to set-up the room and arrange it accordingly.
Check the Volunteers: Did they arrive? Understand their responsibility? Prepared?
Introduce Presenters: Name, credentials, and program topic and presentation.
Be attractive. Model good “audience behavior” and encourage people to participate.
Clean-up: Return room to its original set-up, clean the room, remove trash, etc.
7. Evaluation
Think about the job you have done. Complete any necessary forms.


What went well?
What would you do differently?
8. Closure
Send your thank you notes, make sure all financial aspects are squared away, and pat yourself on
the back for a job well done!
16
Tips for Freshman Success
Tips for New Cougars
HOW TO GET THE MOST OUT OF YOUR COLLEGE EXPERIENCE

Seek out a faculty member who can be an intellectual mentor, an advisor and a friend. If that
person is engaged in research or public service projects, get yourself involved in one or more
of them

Take particular advantage of the advising and counseling services during your first two years
in college. Insist that faculty and other advisors be accessible and that their advice evidences
comprehensive knowledge of your abilities, needs, and goals

Make every effort to involve yourself in some campus activity, club, or organization that will
require you to draw upon what you have learned in your course work

Give some thought to how you can contribute to the life of the campus. Your college
experience provides a wide variety of opportunities to make such a contribution through peer
counseling and tutoring, student government, service organizations, and other student
activities. If you are an older student, recognize that you have unique contributions to make to
the learning environment. You bring an experience and a quality of mature discernment to
collegiate life that can be used creatively in your institution

Try to attend college full time for at least part of your student career even if you are currently
employed full time and/or have family responsibilities. You may be eligible for a variety of
financial benefits from your employers or from the government that will enable you to do so.
We believe that the experience of being a full-time student entails greater gains than costs

Do not work simply to enhance your economic life-style while you are in college. If you are a
full-time student and have to work to support a family or to pay tuition, fees, and other college
costs, find a job on campus. If you cannot find a job on campus, look for one nearby, in a
business or establishment frequented by students. Try to limit your employment to no more
than fifteen to twenty hours per week

Make sure that you take at least one independent study course and one internship during
college. Also, make sure these experiences involve research and the opportunity to apply
theory to problems in the world beyond the campus. Insist that your institution provide these
opportunities.
17
Time Management
“THERE IS NO BETTER TIME THAN THE PRESENT!”
Basic Principles
Find a path that works for you and use it.
Develop a realistic schedule. Write down all the tasks that you do habitually, including watching
TV, doing laundry, walking to class, etc.
Identify the problem tasks. What are you leaving undone, doing inadequately, or putting off?
Make a list and be specific
Make the task meaningful. List the benefits of completing the task. Write down your reasons for
doing it. Relate the task to your goals and be specific about the payoff and rewards
Break big jobs into small, manageable parts. Make each task something you can accomplish in
15 minutes or less. Make the result measurable so you can see your progress
Write an intention statement. Carry it with you, post it, and make sure you see it often and
regularly
Tell everyone. Announce your intentions publicly. Tell your friends, your roommate, and your
parents. Make the world your support group
Just do it! Plunge into the task
Use your “prime” times. Identify the times of the day when you are at your best or are the most
creative
Be honest with yourself. When you notice yourself continually pushing a task into the lowpriority category, re-examine the purpose for doing it at all
Know exactly what you’re planning to do. Create an agenda for each day
Schedule flexible time. You need time which is left open for doing other things, but it is you who
decides what those things are when the time comes
Reward yourself. A reward is something that you would genuinely withhold from yourself if you
do not complete the task
Helpful resource for time management:
http://cacd.wsu.edu/Content/Files/cacdnew/semester-on-a-page.pdf
18
Suggestions on Motivation
Think through why you are going to college and try to develop some realistic and meaningful
reasons for spending four years of your life doing the things required to obtain a college degree.
Think through what you would like to be doing after college graduation and try to formulate some
realistic and meaningful educational and occupational goals that are appropriate to your interests
and abilities.





Try to correlate your course work with your occupational goals
Try to get to know others who share your educational and vocational interests
Try to get experience that involves work that is closely related to your chosen occupation
Set short-term goals for yourself, for each class, each assignment, each study period
Prepare a visual record of your progress toward each goal:
o Determine the grade you want; record every quiz or test grade
and keep a running grade point average so you are constantly
aware of how far you need to go to reach that goal
o If you tend to skip class, and want to change that, keep a visual
record of how often you have skipped class, then you will know
whether or not you can actually “afford” to skip another class


Make a sincere effort to improve your study habits
Stop thinking that you are unable to grasp an idea, for that assumption causes low
motivation
Learn to take criticism in the form of grades or in the form of dialogue with a professor.
Watch getting caught between the constant striving for perfection and the simply get it
done attitudes
o Constantly striving for perfection may be good, but may set you up for failure or
cause you to feel you can’t be perfect, so why try?
o Simply getting things done, which often implies a slipshod or imperfect manner,
may well set the image the professor has for you



Remember that studying in college is your job!
19
Effective Studying
Study Tips


















Plan 2 hours study time for every hour you spend in class
Study difficult (boring) subjects first
Avoid scheduling marathon study sessions
Be aware of your best time of day (when your energy is highest)
Use waiting time. (Such as between classes, waiting for appointments, etc.)
Use a regular study area (if it's your bedroom do not get too comfortable)
Occasionally use a library for studying; you may need research materials to help
Pay attention! Stop wandering. Center and focus.
Agree with living mates about study time
Avoid noise distractions
Notice how others misuse your time. Ask for their cooperation
Get off the phone and networking sites (e.g. Facebook, Twitter)
Learn to say "No, not now; perhaps later"
Hang a "do not disturb" sign on your door
Ask yourself what is one task I can accomplish toward my goal?
Ask yourself am I beating myself up? Is this a piano? (Is perfection necessary?) Know
when to lighten up on yourself a bit, and when you really cannot afford to do that. Do not
always approach everything the same way
Ask: How did I just waste time? If that was not really in my best interest, how can I keep
from doing that next time?
Ask yourself would I pay myself for what I'm doing right now? If my occupation were that
of student, would I pay myself for the job I am doing right now?
20
Study Groups
The decision to study with a group is important to the individual as well as the individuals within
the group. Each individual must take responsibility for making some positive contribution to the
group study session.
All individuals of the group must take time to prepare for the study session.
Things and materials that may be used might include:
• Review the course outline
• Review class handouts
• Make a list of questions you have regarding the content material that is covered
• Identify information or material you feel you need help understanding
• Determine areas or material that you feel will be helpful to prepare for exams and quizzes
To start the study session this information may be helpful:
• Identify the most important areas that have been covered and determine what might be
included on the next exam
• Identify three (3) baseline or basic facts for each major area
• Put the basic information into the form of a question for each fact
• Consider the basic facts and put into a practical situation
• Make a question of practical application that involves each fact
During the study session this information may be useful:
• Determine a time frame that group members agree on. Determine how much time will be
spent on each of the major topic areas identified as the most important for the exam Perhaps
10 minutes is enough time for discussion on the major topic areas. Then decide how much
time will be spent on other areas of concern such as: review of old exams, discussion of inclass activities, discussion and/or working of problems and questions at the end of the
chapters, and review and discussion of class handouts
• Students who are not prepared in certain areas may need to work separately on that material.
The unprepared student may want to share some of the information with the group later
during the study session
• Keep to your time frame. If an individual seems to need much more time on a particular
area, the group should probably move on for the good of the group and the student will need
to review and work on the difficult areas later
• If there are differing opinions about material, get clarification from other students, the TA, or
the instructor
• Devise methods to memorize material
• Each person should keep notes as the session progresses
• Divide the group to work on specific areas and then report to the total group during the
session if the group is large
• Do not let one person monopolize conversation, answering questions, or directing the study
session.
21
Academic Tips & Procedures
How to Flunk Out of Washington State University
1. Do not attend classes; be particularly careful to miss review sessions, quizzes, and the classes
preceding examinations.
2. Do not turn in assignments.
3. When you do go to class, sleep, doodle, and daydream. Don’t take notes.
4. When the professor says something you don’t understand, ignore it—don’t ask for clarification.
Ignore all material that the professor emphasizes.
5. Lose your syllabus during the first week of classes and don’t ask for another copy. Make lucky
guesses about what the assignments are and when they are due.
6. Don’t do the assigned reading and never outline the material being studied. Turn in very few
assignments. Cop a plea for not doing your work.
7. Start working on a paper the day that it is due.
8. Do not proofread your papers. Make sure that all papers are sloppy, filled with bad grammar
and many careless errors.
9. Plagiarize.
10. Miss appointments when you ask to see the instructor.
11. If you don’t like a class, don’t work for it—only work for classes that inspire you.
12. Antagonize your advisor, your professors, the Deans, and anyone else who wants to help you.
13. Spend a great deal of time playing cards and hanging around.
14. Avoid what the Center for Advising and Career Development has to offer.
15. Make classes Monday, Wednesday, and Friday so Tuesday and Thursday can be spent
recovering from drinking Monday and Wednesday nights.
16. Start drinking while watching Wheel of Fortune.
17. Smoke large quantities of a substance grown in Colombia (not coffee).
18. Buy a VCR and rent several movies each night.
19. Have your on-campus girlfriend/boyfriend stay overnight and do not get up for class the next
day.
20. Don’t go to sleep until after David Letterman.
21. Get so drunk on Saturday night that you can’t work on Sunday.
22. Spend more time sunning on the lawn than you do attending classes.
22
How to Skim by and Get a “C” or Lower Average at WSU
1. Ask the juniors and seniors about the easy courses on campus.
2. Don’t go to class three-quarters of the time.
3. Don’t contribute to class discussions.
4. Lose your notes.
5. Never go to see a professor when you don’t understand something.
6. Underline a few key points in the text.
7. Start working on a paper the night before it’s due.
8. Ask for an extension on reports and out-of-class assignments and then turn in sloppy work.
9. Write a neat paper that says nothing.
10. Get a tutor during the last two weeks of a course.
11. Cram for exams.
12. Devote a lot of time and energy to complaining about how dull your professors are, how
incomprehensible the reading assignments are, how stupid all the other students in your
classes are, and how sorry you feel for yourself.
13. Visit the Center for Advising and Career Development in Lighty 180 and your professor
only when you’re desperate—the best times are the night before a paper is due and the day
of a test.
How to Get “B’s” and “A’s” at WSU
1. Attend class every day
2. Listen closely to lectures and take careful notes. Review your notes as soon after class as
possible and again before the next class meets.
3. Contribute to class discussions; answer questions when you can, and ask questions
whenever you get confused.
4. Read classroom material before you go to class, jotting down important points in the
margins of the textbook.
5. Outline the reading; isolate major points and try to understand them.
6. When you read your assignments, jot down questions if anything is unclear and then bring
these points up in class.
7. Got to the instructor or a tutor when the material becomes fuzzy.
8. Take advantage of free workshops offered by the University.
9. Start working on papers at least one, and probably two to three weeks before they are due.
10. Review all lecture notes before and after class—don’t put it off until the night before the
test.
11. Review questions with teaching assistants and with the instructor during Exam Review
Sessions.
12. As you prepare for tests, ask yourself what material is important; make out your own list
and try to anticipate questions.
13. Seek out and take advice from your academic advisor, professor, and lab instructors.
14. Develop a positive attitude about your classes, professors, fellow students, college, and
yourself. Take responsibility for your own success.
23
WSU Academic Deficiency
Pullman Campus Only
Rule 35:
Washington State University expects students to maintain academic standards of excellence and
make satisfactory academic progress toward their degree objectives. Undergraduate students are
in good academic standing if both their current WSU semester and cumulative grade point
averages are 2.00 or above. Students not meeting the criteria above are considered academically
deficient.
Things to Consider Prior to Applying for Reinstatement
Students who are academically deficient may apply for reinstatement by submitting the
application and personal statement requesting special consideration if they believe there are
unusual extenuating circumstances which, when documented and/or explained, constitute a
compelling reason that indicates that they CAN be successful at the university level.
Application format guidelines
 Carefully compose and proofread the personal statement portion of your request for
reinstatement. Review the information below to be sure you have provided the necessary
response
 The personal statement should state clearly and concisely the reason for requesting special
consideration. The quality of the writing-organization, content, spelling, punctuation, and
grammar-is important in presenting the strongest possible case
 The recommended length is one to three typed pages
 The request for an appeal must represent your own work
 Be sure to sign your application. Mail or fax your application to the Student Advising and
Learning Center by the deadline.
Personal Statements may include the following:
Proposed Major
 An unrealistic major is the most common reason for denial of reinstatement. Consult the
WSU Catalog online for requirements for each major. Also visit the web site for your
intended major and review the information available. You should also review a DARS report
for you proposed major
 Explain how and why you chose your proposed major. You may want to review How to
Choose a Major. Consider your academic strengths and weaknesses as they relate to your
proposed major
 Have you explored career options? Review the information available online at Career
Services.
 Be sure you have a clear understanding of the requirements for your major. Does your major
have selective requirements for certification?
 If you need to repeat classes in your major, it is very important that you consider how you
will be successful.
24

Why do you believe you are academically prepared to be successful at WSU and is your
previous academic record (including grades or test scores) an accurate predictor of your
future academic performance? If not, why?
 Review your academic record completely and explain your performance in any previous
deficient semesters. Describe your plan to be consistently successful at Washington State
University .
Students already certified in their major
 Do you have an understanding of the graduation requirements for your anticipated major?
 Have you met with your academic advisor in your major?
 Students may be decertified by the department if they are academically deficient under any
regulation
 Do you have a letter of support from the major department? Supporting letters from the
department are strongly encouraged.
Special Personal Circumstances
 You may include in your personal statement a discussion of circumstances (such as personal
or family illness, familial or cultural barriers, work and financial issues, or other factors) that
may have affected your academic record
 What options did you consider in the decisions you made regarding these personal
circumstances?
 Be sure to explain how these circumstances have changed to allow you to be successful.
Continuing personal issues may need to be resolved before you will be able to be
academically successful
 Discuss your class attendance, number of hours per week spent studying outside of class, use
of tutoring and support services. What are your plans to improve
 Did you follow previous reinstatement recommendations?
Former students returning
 Can you document evidence of academic ability in recent transfer course work? Did you
repeat courses that you did poorly in at WSU?
 Did you take courses required for your major, or courses that represent your ability to
succeed in your major? Grades of B or better from a community college are considered an
indication of potential success at WSU. You must submit an official transcript from all
schools you attended before your reinstatement will be complete. Documentation from
instructors of courses you are currently enrolled in will be accepted to help make a
preliminary decision.
 Have your worked while away from WSU? How does this work experience enhance your
chances for success if you return to WSU?
 Students who have not enrolled at WSU for two or more semesters will also have to apply to
WSU Admissions as a Former Student Returning.
Distance Degree Program
 Students who plan to complete their degree through a department at WSU Pullman, but take
the final courses through DDP, should apply to the Pullman Campus
 Students who plan to complete their degree through DDP (see web site for available majors)
should submit an application directly to DDP.
International students
25

What special challenges did you face while studying at WSU? Describe you plan to
overcome these challenges.
Notification of Decision
 After your written appeal has been received and considered, you will receive notification of
the decision sent to the email address you provided on your application. Be sure to open the
attachment to this email.
After the decision
 Read the information sent to you carefully
 If you are reinstated, be sure to follow the conditions carefully. You must print the
Renstatement Conditions form, sign that you accept the conditions, and return the signed
form to the Student Advising Learning Center before your reinstatement is complete
 You must meet with your academic advisor prior to the end of the third week of the semester
to complete the Advisor Interview Confirmation form
 If you are denied reinstatement, be sure to consider the recommendations carefully. You
should consider setting up an appointment with an advisor in the Student Advising and
Learning Center, prior to submitting another application.
Although we have tried to provide you with current information, you should always refer to the
website at http://students.cacd.wsu.edu/ for more accurate information.
26
Applying for Academic Reinstatement
There are many academic regulations at WSU. Some of these regulations define good
academic standing; others outline the requirements for reinstatement to good academic
standing or to WSU.
Good Academic Standing
Washington State University expects students to maintain academic standards of excellence and
make satisfactory academic progress toward their degree objectives. Undergraduate students are
in good academic standing if both their current WSU semester and cumulative grade point
averages are 2.00 or above. Students not meeting the criteria are considered academically
deficient. (Rule 35)
What if you are academically deficient?
Nobody plans to be academically deficient. Many situations, some within your control and some
outside of your control, can contribute to academic deficiency. If you find yourself academically
deficient, there are reinstatement steps you need to take depending on the academic "rule" under
which you are deficient. These steps also depend on when you were last enrolled at WSU and what
campus to which you will apply for reinstatement.
Academic Regulations
Undergraduate Academic Deficiency
Regulation 38 (First time Deficient)
An undergraduate (undeclared or certified major) who at the end of any one semester has failed to
maintain a 2.00 semester and/or cumulative grade point average is considered academically
deficient. The student must complete an application and an interview through the Center for
Advising and Career Development, on the Pullman campus, the Distance Degree Program or
designated office on other campuses. Reinstatement will be considered based on the application
and interview. A certified major who has been interviewed and reinstated may be decertified by
the department.
Regulation 39 ( Second – or more – times Deficient)
An undergraduate student who, at the end of any two semesters at WSU, has failed to maintain a
2.00 semester or cumulative grade point average will be dismissed from the university. For process
see Rule 40.
Regulation 40 ( Second – or more – times Deficient)
Students who are dismissed from the University are required to remain out of WSU for at least one
academic year. All students seeking reinstatement must provide, as part of the application for
readmission, documentation that demonstrates improved academic performance at the college level
and/or a readiness for academic success at WSU. All academic coursework during the time away
from WSU is required to be documented and transcripts submitted. Dismissed students who apply
for reinstatement after one semester will be granted reinstatement only when unusual extenuating
circumstances are present. In all cases, written documentation to support the application is
required.
27
Regulation 41
An undergraduate student who has been reinstated after becoming deficient under Rule 38 or 39
will be on academic probation. The specific conditions of enrollment for students who are on
official probation will be determined by the interviewer or Review Board. Students on probation
who fail to comply with the conditions of their probationary enrollment will be dismissed from the
University.
For more information about current student Reinstatement for Fall 2012 please visit the Center for
Advising and Career Development (CACD) or contact them via e-mail at
cacd.reinstatement@wsu.edu
28
Frequently Asked Questions about
Freshman Focus and Academic Theme Living Options
Q: I don't have a major--how will participating in Freshmen Focus or an Academic Theme
Living option help me?
A: The courses offered in Freshmen Focus work toward satisfying Washington State University’s
General Education Requirements (GERs), which all students must complete to graduate. If you
select a specific academic theme living option, you will be involved in Freshmen Focus (in most
halls) as well as living with students who have similar academic interests.
Q: How does participating in Freshmen Focus or an Academic Theme Living option affect
my major if I already have one?
A: Since the classes included in Freshmen Focus are applicable to satisfying General Education
Requirements, they will help toward graduation. The Freshmen Focus course assigned to you will
provide numerous benefits of sharing that class with other students where you live, such as being
easily able to form study groups and to talk about ideas from your class.
Q: If I choose an Academically Themed Living option with Freshmen Focus classes am I
registered for all my classes?
A: No. Most students should be enrolled in 15 to18 credit hours per semester to progress toward a
timely graduation. Your Freshmen Focus classes will provide you with only 3 to 6 credits. When
you meet with your academic advisor during Summer ALIVE orientation you'll discuss courses to
complete your schedule and your registration.
Q: If I bring Advanced Placement or Running Start credits I have already earned; how will
this affect my Freshmen Focus participation?
A: If you are enrolled in a Freshmen Focus course for which you already have credit, your
Summer ALIVE advisor will help you drop that class and choose a more appropriate Freshman
Focus class in your hall.
Q: If I join the Honors College, what are the implications of that for my choice of living
options?
A: The Honors College students have a different curriculum from the General Education
Requirements. As a result of this, Honors College participants will not have a Freshmen Focus
option. Students who plan to join the Honors College should give preference to the Scholars Halls
(Scott and Coman) or Honors Hall for their residence to enjoy the benefits of sharing other Honors
College classes with their living group members.
Q: Won’t participating in Freshmen Focus classes keep me from meeting other people?
A: No. Not only will you make friends faster within your hall because you share one or two
classes, but you will also still have the opportunity to make friends outside your Freshman Focus
class and your theme living group. You will be living among other students in your residence hall
who don’t share that class. You will also meet people in other classes who are not a part of your
Freshman Focus group.
29
Q: I'm thinking about joining a fraternity/sorority. Can I still be in a Freshmen Focus
group?
A: Yes, if you join a sorority and live in a residence hall. Most sorority women live in residence
halls their first semester on campus and will participate in Freshmen Focus. Fraternity men or
sorority women who will live in a Greek chapter house rather than in a residence hall fall semester
do not participate in Freshmen Focus.
Q: Why wasn't I placed in a Freshmen Focus class?
A: The most common reason why students would not be placed in Freshmen Focus is that their
application materials are received after the June 1 deadline. After this June 1 deadline, applications
will be processed, but students may not be placed in a Freshman Focus class as easily. Freshmen
requesting and receiving McCroskey, McEachern, Orton, Rogers, or Stevens as their residence will
also not be placed in Freshmen Focus classes due to the small number of freshmen in each of
these buildings.
Q: What if I ask for and receive a hall change after I have received a Freshmen Focus class?
Will I still have my Freshmen Focus class?
A: Yes, you will. However, you will longer be in that class with people who share your new hall
assignment, which reduces the benefits of Freshman Focus.
30
Appendix A
Calendar, Fall 2012
Campus
All
All
All
All
Description
Priority Registration Begins.
Late registration begins. ($25.00 Late Registration Fee Charged).
The first day of instruction for the term.
Accepting Faculty/Staff tuition fee waiver forms.
All
Last day students may add a course on-line. (Classes added after this
date require appropriate signatures.)
Deadline for Cancellation of Enrollment from WSU with full refund
(less administration fee).
All
All
All
Deadline to change from audit to credit.
Deadline for enrollment prior to $100 late registration fee.
All
Last day a student may receive a refund for special course fees.
All
All
Labor Day--ALL UNIVERSITY HOLIDAY.
Students shall be assessed a 3% late payment penalty on unpaid
tuition and mandatory fee balance.
Last day to change enrollment from letter graded to pass/fail.
Last day to accept Faculty/Staff tuition fee waiver forms to add
courses for faculty, staff, and state employees under the tuition
waiver.
Last day to add a course as audit or to change from credit to audit.
All
All
All
All
All
All
All
All
All
All
All
All
All
All
All
All
All
All
All
Last day to file residency application.
Deadline for dropping a course without record. (Course withdrawals
after this date are recorded on the student's transcript).
Students shall be assessed an additional 5% late payment penalty on
unpaid tuition and mandatory fee balance (the 30th calendar day of the
academic term).
Students shall be assessed an additional 7% late payment penalty on
unpaid tuition and mandatory fee balance (the 45th calendar day of the
academic term).
Deadline to apply for a Teaching Certificate
Last day to apply for a Graduate Certificate.
Deadline to apply for a Graduate Degree
Deadline to apply for an undergraduate degree. After this date, an
additional late fee of $75 assessed when applying for December 2012
graduation.
AMS videoconference course request deadline for Spring 2013
Mid-term grade submission ends. Required for all Tri-Cities, Pullman,
and Vancouver Freshmen students with <28hrs and first semester
transfer students with <90hrs.
Deadline to schedule final oral examination for an advanced degree.
Priority Registration Begins For Spring
Veteran's Day--ALL UNIVERSITY HOLIDAY
Deadline to use a regular withdrawal to withdraw from a
course.(undergraduate students only, see Rule 68)
Deadline to take final oral examination for an advanced degree.
Thanksgiving vacation begins.
Date
Monday, April 09, 2012
Monday, August 20, 2012
Monday, August 20, 2012
Monday, August 20, 2012
8:00:00 AM
Friday, August 24, 2012
Friday, August 24, 2012
Friday, August 31, 2012
Friday, August 31, 2012
5:00:00 PM
Friday, August 31, 2012
5:00:00 PM
Monday, September 03, 2012
Tuesday, September 04, 2012
5:00:00 PM
Friday, September 07, 2012
Friday, September 14, 2012
Friday, September 14, 2012
5:00:00 PM
Tuesday, September 18, 2012
Tuesday, September 18, 2012
Tuesday, September 18, 2012
5:00:00 PM
Wednesday, October 03, 2012
5:00:00 PM
Friday, October 05, 2012
Friday, October 05, 2012
Friday, October 05, 2012
Friday, October 05, 2012
Monday, October 08, 2012
Wednesday, October 10, 2012
5:00:00 PM
Friday, November 02, 2012
Monday, November 05, 2012
Monday, November 12, 2012
Friday, November 16, 2012
Friday, November 16, 2012
Monday, November 19, 2012
31
All
All
All
All
All
All
Thanksgiving vacation ends.
Theses due to Graduate School.
Last day to apply for an undergraduate degree for December 2012
with $75 late fee. After this date the late fee increases to $150.
Deadline to change from pass/fail to letter graded.
Last day to add a course for this term with appropriate signatures.
Deadline for cancellation of enrollment from WSU (see Rule 70b).
All
The last day of instruction for the term.
Pullman
All
All
All
Commencement.
Final examinations begin.
Final examinations end.
Final grade submission ends
All
Last day for undergraduate students to have all requirements
completed and finalized to be considered a candidate for the class of
December 2012. If requirements are not completed by this date the
application for graduation will become inactive.
Friday, November 23, 2012
Tuesday, November 27, 2012
Friday, December 07, 2012
Friday, December 07, 2012
Friday, December 07, 2012
Friday, December 07, 2012
11:55:00 PM
Friday, December 07, 2012
11:55:00 PM
Saturday, December 08, 2012
Monday, December 10, 2012
Friday, December 14, 2012
Tuesday, December 18, 2012
5:00:00 PM
Friday, February 01, 2013
Calendar, Spring 2013
Campus
All
All
All
All
All
All
All
All
Pullman
All
Description
The first day of instruction for the term.
Martin Luther King Jr Day--ALL UNIVERSITY HOLIDAY
President's Day--CLASS HOLIDAY All University Offices will
remain open.
Mid-term grade submission ends. Required for all Tri-Cities,
Pullman, and Vancouver Freshmen students with <28hrs and first
semester transfer students with <90hrs.
Spring vacation begins.
Spring vacation ends.
Final examinations begin.
Final examinations end.
Commencement.
Final grade submission ends for Spring 2013.
Date
Monday, January 07, 2013
Monday, January 21, 2013
Monday, February 18, 2013
Wednesday, February 27, 2013
Monday, March 11, 2013
Friday, March 15, 2013
Monday, April 29, 2013
Friday, May 03, 2013
Saturday, May 04, 2013
Tuesday, May 07, 2013
5:00:00 PM
32
Appendix B
MULTICULTURAL STUDENT SERVICES
Strategic Plan 2010-2015
33
The Office of Multicultural Student Services
Division of Student Affairs and Enrollment
Washington State University
Strategic Plan – 2010-2015
Vision
To be a national model for addressing and meeting the academic, cultural, intercultural, and social
needs of multicultural students.
Mission
The Office of Multicultural Student Services (MSS) seeks to facilitate the best undergraduate
experience for multicultural students through the provision of culturally relevant services that foster
their successful transition, adjustment, persistence, achievement, and graduation.
Values
 Academic Excellence
 Cultural and Intercultural Competencies
 Advocacy and Inclusion
 Community
Goals
I.
Develop and implement outreach programs
designed to welcome and aid in the transition
and adjustment of incoming students.
II.
Provide and support programs that improve the retention, achievement, and graduation of
multicultural students.
III.
Provide opportunities that foster and recognize student involvement and leadership,
professional development, and preparation for post-baccalaureate endeavors.
IV.
Document and analyze the enrollment, retention, achievement, and graduation trends of
Multicultural Students to establish comparisons to the WSU student body as a whole as well
as to peer institutions.
V.
Develop and participate in university-wide and community partnerships to promote their
engagement in efforts designed to increase the retention, achievement, and graduation of
multicultural students.
VI.
Nurture an environment that fosters the growth and sustainability of the MSS Staff and
resources.
34
I. Historical Overview
The Office of Multicultural Student Services (MSS) has historical roots dating back almost four
decades and its origins are a response to the student, community, and faculty/staff activism
requesting an institutional commitment to the plight of underrepresented communities in need of
access to, retention, and graduation from Washington State University. The Chicana/o Latina/o
Student Center and Native American Student Center were established in 1971. The African
American students established a place of their own called the Heritage House in the mid-1970’s.
The Asian American and Pacific Islander Student Center first appeared in the early 1980’s. In
1986 Provost Albert Yates brought together the various ethnic centers under one umbrella with the
formation of the Division of Minority Affairs. His vision was to create a unit that would consist of
a director, the four ethnic counseling programs, the Heritage House and the Science Supportive
Services. In addition, joint appointments would be held with the Office of Admissions and the
Office of Financial Aid to provide focus in recruiting students of color to WSU.
In further developments, Provost Yates established the Minority Affairs Advisory Committee.
Mack Johnson was named Interim Director. Johnson was the first to manage four counselors—one
for each ethnic group—Asian American and Pacific Islander, African American, Chicana/o
Latina/o, and Native American. In addition, he supervised the joint appointments of two minority
recruiters. The unit continued to evolve during the next decade with the addition of two
positions—the Chicana/o Latina/o Recruitment Coordinator and Native American Recruitment
Coordinator in 1990. In 1987, the unit officially became known as the Office of Minority Affairs,
which reported first to the Division of Student Affairs and later to the Division of Human
Relations and Resources. Stephen Sneed became the unit’s first permanent director in 1987.
In 1993, the Office of Minority Affairs became the Office of Multicultural Student Services
(MSS), and the scope of responsibilities included community outreach, recruitment and retention.
In 2003 the recruitment component of MSS was moved to the Office of Admissions and MSS was
again moved under Student Affairs. A year later (Fall 2004), with the creation of the Office of the
Vice President for Equity and Diversity, MSS was moved back from Student Affairs into this new
office. Four years later (2008) MSS was again moved into the new Division of Student Affairs,
Equity and Diversity. In addition to the changes in the reporting lines, MSS has also been housed
physically in many locations on campus to include College Hall, Wilson Hall, Bryan Hall, the Old
Chemical Engineering Building, Cleveland Hall, the Bridge between Abelson Hall and Owen
Science Library and currently in the Compton Union Building. The current location represents a
clear and powerful statement of the University’s commitment to diversity and it is the first time in
the history of the office that the entire operation is housed in the same building.
With each move, MSS has been charged with the task of developing a strategic plan to sharpen its
mission and leadership role within the institution and to enhance the services provided to
multicultural students. Historically, much of the planning and practices within MSS has been
influenced by demographic, economic, political factors, and the institutional ambivalence about
the proper home for and role of this office. Nevertheless, WSU has in MSS an incredibly
powerful model that combines a multicultural/multi-ethnic approach to the delivery of services
while understanding, respecting, and supporting the unique cultural and social aspects of the
communities it serves. Currently, the MSS organizational structure provides a variety of crosscultural/cross-center programs and services designed to maximize the academic,
35
cultural/intercultural, and social experience of the students. The continued growth and success of
MSS is vital to the University’s commitment to diversity and the accomplishment of the
institutional goals related to the successful transition, persistence, achievement, and graduation of
multicultural students.
Our Guiding Principles
MSS provides students with a community of support to help them succeed in their college
experience. Using a holistic approach, MSS designs and implements services to meet the
academic, social, and cultural needs of the students. Their participation in these services, positions
them to receive the support
needed to achieve their academic goals, safely explore identity development issues, develop strong
cultural understanding and competency, see themselves as a great asset to this multicultural
society, and ultimately engage and develop the social network that prepares them to successfully
enter the workforce.
The MSS staff is committed to maintain and enhance a culture that reflects:
 A student-centered approach to all programs and initiatives emanating from the Office
 A comprehensive understanding of the advocacy role required to serve the multiple needs of
students and other constituents
 Creativity, expertise, reliability, responsibility, self-direction, and adherence to ethical
principles in the profession
 Intercultural competencies: Awareness of cultural values and biases, recognition of one’s
cultural levels of expertise and limitations, understanding of historical realities and how they
contribute to a society still characterized by oppression and injustice, proactive attitude to
seek out educational opportunities, and ability to integrate cultural and ethnic/racial aspects
in daily interactions
 Satisfaction from the work performed on behalf of WSU to serve the students and
communities they represent, and agency in the creation of an office climate that is positive,
inclusive, fair, and supportive
 Understanding, appreciation, and respect for the different staff roles and responsibilities
 Firm commitment to teamwork, effectiveness, efficiency, and high quality in all we do.
36
Appendix C Online Logs Instructions
Mentor Access Instructions
To access the Mentor/Mentee Management System, visit http://mssmentor.wsu.edu and click the Login button.
Sign in just like you would for myWSU, using your WSU ID and password. If you have problems logging in, please
contact your Retention Counselor.
Assigned Mentees
To view information about the Mentees assigned to you, click the Assigned Mentees link in the Navigation
Menu.
All your Assigned Mentees will now display. To view contact and other information about a particular Mentee,
click the Select link located to the left of that Mentee.
37
You will now see contact and other information for that Mentee.
Weekly Mentor Logs
Add Log:
To add a new weekly log, click the Weekly Mentor Logs link in the Navigation Menu.
Click the Insert New Log link.
38
Select a Week and a Center and click the Submit link.
Edit Log:
To edit an existing weekly log, click the Weekly Mentor Logs link in the Navigation Menu and click the Edit link
to the left of that Log.
Here you can change the Week of and Center for the selected Log. You can also deactivate the Log and submit
the Log. To deactivate a Log, uncheck the Active checkbox. To submit a Log, check the Submitted checkbox.
Note: (Please add your Hours and Log Entries to the Weekly Log before you submit it (see below). Once you
submit a Log, you will not be able to go back and edit it.) Click the Update link to save your changes or the
Cancel link if you don’t want to save.
Add Hours:
To add hours to a particular Weekly Log, click the Manage Hours link in the Navigation Menu under the Weekly
Mentor Logs link.
39
Now select the Week Log you want to add hours to. To create new hours, click the Insert New Hours link.
Fill in the Date, Hours, and Activity fields and click the Submit link.
Every time you add new hours, the system will add your new hours to the Total Hours for the Weekly Log.
40
Edit Hours:
To edit hours for a particular Weekly Log, click the Manage Hours link in the Navigation Menu under the Weekly
Mentor Logs link.
Now select the Week Log you want to edit hours for. To edit hours, click the Edit link next to the Hours entry you
want to edit.
Here you can change the fields for Date, Hours, and Activity. You can also deactivate the Hours entry by
unchecking the Active checkbox. Click the Update link to save your changes or the Cancel link if you don’t want
to save.
Add Log Entries:
To add entries to a particular Weekly Log, click the Manage Log Entries link in the Navigation Menu under the
Weekly Mentor Logs link.
41
Now select the Week Log you want to add log entries to. To create a new log entry, click the Insert New Hours
link.
Fill in the necessary fields:
1. Select a Mentee
2. Select the Level of Engagement of the mentee’s participation (based on the rubric provided by your GA)
3. Using the Code Reference Chart, select the type and number of times a code was used during your
interactions with the Mentee.
a. Contact Codes refer to the type of contact made
b. Service Codes refer to the resource/topic discussed with the Mentee.
42
You can also add any relevant Issues that you may have had in your interactions with your Mentee, or issues
that your Mentee may have had him/herself, (ex. didn’t get back to my call/non-responsive, mentee didn’t know
how to register for classes, was feeling homesick, etc.) Following such, you may also want to add what
Outcomes have arisen from discussing those issues (ex. referred him to Financial Aid, mentee decided to meet
new people through intramurals after our talk, etc.).
After you are finished, click the Submit link.
Edit Log Entries:
To edit entries of a particular Weekly Log, click the Manage Log Entries link in the Navigation Menu under the
Weekly Mentor Logs link.
43
Now select the Week Log you want to edit log entries for. To edit log entries, click the Select link next to the Log
Entry you want to edit.
Here you can change the fields for Mentee, Level of Engagement, Contact Codes, Service Codes, Issues, and
Outcomes. You can also deactivate the Log Entry. Click the Update link to save your changes or the Cancel link if
you don’t want to save.
44
View Submitted Logs
Once you have submitted a Weekly Mentor Log, you will be unable to edit it. However, you can still view
submitted Logs. To do so, click the View Submitted Logs link in the Navigation Menu under the Weekly
Mentor Logs link.
Click the Select link next to the Weekly Mentor log you want to view.
Here you can view the Hours and Log Entries for the selected Weekly Mentor Log. You can also use the
Code Reference Chart to reference Contact and Service Codes used.
45
Appendix D
WSU Student Services and Facilities
46
Academic Integrity
335-5757; French Ad 134
Academicintegrity.wsu.edu
Beasley Coliseum
335-3525
Beasley.wsu.edu
Financial Aid
335-9711; Lighty 380
Finaid.wsu.edu
Access Center
335-3417; Washington 217
Drc.wsu.edu
College Assistance
Migrant Program
(CAMP)
335-4503; Lighty 260X
Camp.wsu.edu
Fire and Emergency
Medical Services
Emergencies: 911;
Business line: 332-8172
620 S Grand Ave, 55 NW
Terre View Dr
Admissions
335-5586; Lighty 370
Admission.wsu.edu
ASWSU
335-9676; CUB 314
Aswsu.wsu.edu
Athletics Ticket Office
335-9626
NE Plaza of Martin
Stadium
The Bookie
332-2537; CUB 1st Floor
Wsubookie.net
Center for Advising and
Career Development
335-6000; Lighty 180/190
Cacd.wsu.edu
Center for Civic
Engagement
335-7708; CUB L48
Cce.wsu.edu
Center for Fraternity
and Sorority Life
335-5433; CUB 315
Gogreek.wsu.edu
Childcare Resource and
Referral
1-800-446-2229; Smith
113C
Wsu.edu/CCRR
Children’s Center
335-8847; 1425 Olympia
Ave
Childrenscenter.wsu.edu
Compton Union Building
Info Desk: 335-9444
Cub.wsu.edu
Counseling Services
335-4511; Lighty 280
Counsel.wsu.edu
CougarCard Office
335-2273; CUB 60
cougarcard@wsu.edu
Cougar Security Patrol
335-8548; Public Safety
Bldg
Police.wsu.edu
Culture and Heritage
Houses
334-0279
Culturalhouses.wsu.edu
Dean of Students
335-5757; French Ad 134
Deanofstudents.wsu.edu
Dining Services
335-3561; Rogers Hall
Admin
Dining.wsu.edu
Diversity Education
334-0279; 935 B Street
Diversity.wsu.edu
Ferdinand’s/WSU
Creamery
335-2141; 101 Food
Quality Bldg
Wsu.edu/creamery
GIESORC
335-6388; CUB 401
Thecenter.wsu.edu
Graduate and
Professional Student
Association (GPSA)
335-9545; CUB 308
Gpsa.wsu.edu
Health and Wellness
Services
335-3575
Hws.wsu.edu
Honors College
335-4505; Honors Hall
130
Honors.wsu.edu
Housing Services
335-4577; A.E. McCartan
Office Suite, Streit-Perham
Housing.wsu.edu
Information Technology
Services
335-4357; InfoTech Bldg
2091
Infotech.wsu.edu
International Programs
335-2541; Bryan 206
Ip.wsu.edu
Student Legal Services
335-9539; CUB 305
Studentlegal.wsu.edu
47
Libraries
335-9671
Wsulibs.wsu.edu
Residence Life
335-1227; McCartan
Office Suite, Streit-Perham
Housing.wsu.edu
Student Publications
335-4573; Murrow Comm
Center 113
Wsu.edu/sp
Safety and Health
335-3041; Environmental
Health and Safety Bldg
Ehs.wsu.edu
Student Standards and
Accountability
335-4532; Lighty 260
Standards.wsu.edu
National Student
Exchange
335-5661; Lighty 260
Students.careers.wsu.edu
Scholarship Services
335-1059; Lighty 380
Finaid.wsu.edu
Student Support Services
335-7324; Lighty 260
Sssp.wsu.edu
New Student Programs
335-4242; Lighty 260
Nsp.wsu.edu
Non-Traditional Students
335-5757; French Ad 134
Speech and Hearing
Clinic
335-1509; Daggy Hall 133
Libarts.wsu.edu/speechhea
ring
Surplus Stores
335-4530; Dairy Rd &
Grimes
Surplus.wsu.edu
Office for Equal
Opportunity
335-8288; French Ad 225
Oeo.wsu.edu
Student Accounts
(University Receivables)
335-9651; French Ad 342
Wsu.edu/studacct
Ombudsman’s Office
335-1195; Wilson Hall 2
Wsu.edu/~ombuds
Student Affairs and
Enrollment
335-4531; Lighty 360
Osae.wsu.edu
Student Assistance
Programs
335-5757; French Ad 134
Multicultural Student
Services
335-7852; CUB 409
Mss.wsu.edu
Parking and
Transportation Services
335-PARK; Colorado & D
St
Parking.wsu.edu
Payroll Services
335-9575; French Ad 236
Wsu.edu/payroll
Police Dept (WSU)
335-8548; Public Safety
Bldg
Police.wsu.edu
Registrar’s Office
335-5346; French Ad 346
Registrar.wsu.edu
Testing Services
335-1744; Lighty 286
Counsel.wsu.edu
University Recreation
(UREC)
335-UREC; SRC 142
Urec.wsu.edu
University Recycling
335-4530; Dairy Rd &
Grimes
Recycle.wsu.edu
Student Employment
335-9711; Lighty 380
studentjobs@wsu.edu
Upward Bound/Omak
509-826-7208; Omak, WA
Collegebound.wsu.edu
Student Involvement and
Leadership Development
335-9667; CUB 320
Studentinvolvement.wsu.e
du
Veterans Affairs
335-1234; French Ad 346
Va.wsu.edu
Student Medical
Insurance
335-3575
Hws.wsu.edu
Veterinary Teaching
Hospital
335-0711; Grimes Way
Vetmed.wsu.edu/depts-vth
Visitor Center
335-4636; 225 N Grand
Ave
Visitor.wsu.edu
48
Welcome Center
335-5586; Lighty 270
Visit.wsu.edu
Women’s Resource
Center
335-6849; Wilson Hall 8
Women.wsu.edu
Women’s Transit
335-6830; Wilson Hall 8
Women.wsu.edu
Writing Assessment
Office
335-7959; CUE 305
Writingprogram.wsu.edu
Writing Center
335-3628; CUE 403
Writingprogram.wsu.edu
WSU Online
335-3557; Vandoren 106
Online.wsu.edu
YWCA of WSU
335-2572; Wilson Hall 8
Women.wsu.edu
49