ACADEMIC ADVISING SYLLABUS
http://www.clemson.edu/hehd/about/support-services/aac
Welcome to Clemson and the College of Health, Education and Human Development and the Eugene
T. Moore School of Education Academic Advising Center!
We look forward to assisting you with planning your academic success at Clemson University (CU). We
are committed to providing you with professional academic advising that will guide you towards your
educational and professional goals. This document is your Academic Advising Syllabus, which will assist
you with the advising process and your academic planning here at CU. We encourage you to read this
document in full, be engaged in the academic advising process, and don’t hesitate to contact us with any
questions. Our hope is this document will help you as a student along with all stakeholders to make the
most of your experience here at Clemson and in your chosen major.
What is Academic Advising: Academic advising is the ongoing conversations and planning sessions
between students and their professional advisors to establish a pathway to realization of educational,
career and life goals.
The HEHD and SoE Academic Advising Center works with freshmen, sophomores, students changing
major, and transfer students. Services that take place in this office include: academic advisement, course
selection, transferability of courses, and completion of various academic forms. Academic advisors are
also available to meet with prospective students considering various majors within the college.
Prospective students are encouraged to make appointments with an advisor in their intended major.
Academic Advising Mission: To provide and maintain a positive academic advising environment for all
HEHD and SoE students to enhance student success and retention. Advisors will expect their advisees to
become critical independent thinkers and decision makers in regards to their academic progress.
Clemson University Advising Objectives:
http://www.clemson.edu/academics/advising/goals.html
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The University shall demonstrate a continuing commitment to effective academic
undergraduate and graduate advising through appropriate recognition, communication, policies,
and funding.
Each College and Department shall develop a plan of action for continued commitment to
effective academic advising consistent with the University’s philosophy.
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Academic advisors (faculty and professional staff) shall demonstrate effective academic advising
consistent with the University, College, and Departmental philosophies.
Advisors shall assist students with course selection based on curriculum and University
requirements.
Advisors assist students in exploring career and educational opportunities.
Advisors shall utilize available campus resources based upon identified need and make referrals
as appropriate.
Advisors shall be familiar with available curricular, university and professional requirements.
Students shall be informed of their personal responsibilities in the advising process.
Assigned Advisors
Advising Appointments
All students are assigned an advisor according to their major. Routine advising times near peak
registration deadlines (October-November and March-April) are very short and may be a group advising
experience. Opportunities for drop-in advising are also available. These appointments are not designed
to, and should not be used to, answer all questions you have about your academic situation. Questions
about long term planning, career planning, long-term academic goal setting, and study abroad should be
taken care of at an appointment outside of peak advising times.
Be prepared that to get the most out of this experience, you will need to come more than once in your
first semester or year outside of peak advising times. For all appointments, students should do your
homework and prepare for the appointment ahead of time.
Advising Office Contacts:
Main Office
309 Edwards Hall
864-656-5495
Kristin Goodenow, Director - Nursing
Kristig@clemson.edu | 864-656-5123
Aaron Howard – Health Science
ahowar3@clemson.edu | 864-656-5506
Stacey Marcus - Elementary Education; Secondary Education Science and Mathematics; Secondary
Education English; Secondary Education Social Studies; Early Childhood Education; Special Education
staceym@clemson.edu | 864-656-5514
Micky Ward – Parks Recreation and Tourism Management
mickyw@clemson.edu | 864-656-0371
Suzanne Jasmine – Graduate Assistant for Eugene T. Moore School of Education programs
sjasmin@clemson.edu | 864-656-5495
Chad Richardson – Graduate Assistant for College of Health, Education and Human Development
programs
cmricha@g.clemson.edu | 864-656-5495
Advisors Are:
1.
2.
3.
4.
Here to serve as a resource for students.
A confidential sounding board and source of referral for issues or problems when needed.
Here to assist students with academic planning and course selection.
Here to assist students with setting realistic professional and academic goals based on your
academic performance, strengths and interests.
5. Here to make referrals to other departments on campus as needed; we don’t have access to all
your information as a student.
6. Going to tell you the truth.
7. Available throughout the academic year for guidance and support, not just at the designated
“advising” times in October/November and March/April.
Advisors Are Not:
1. Going to talk to or work with your parents through the advising process. We will meet in person
with you and your parents together only at your request.
2. Here to tell you what to do; you must be an equal (if not majority) partner in this relationship.
3. Going to take charge of problems that you might be having with professors, roommates,
financial aid, housing, or other campus departments.
4. Going to have access to financial aid information in iROAR. We will refer you to the office of
financial aid for all questions including those regarding scholarships information.
5. Give final advice regarding professional school requirements. Entrance requirements vary from
school to school. It is the student’s responsibility to investigate this with the schools of your
choice.
6. Going to have access to your daily class work or exams for any of your classes.
Your Academic Advisor will:
1.
2.
3.
4.
Provide you with assistance in developing your academic plan.
Provide you with information about your major (or change of major plan, if applicable).
Provide assistance in planning your schedule for the semester.
Provide you with information on how to monitor your academic progress (degree works, iROAR,
etc. – see Resources section).
5. Assist you with developing an action plan if you are on academic or financial aid probation.
6. Provide you with a professional, courteous and understanding academic advising experience.
7. Help you understand CU policies, procedures, and deadlines.
8. Protect the privacy of student information as set forth by the Family Education Rights and
Privacy Act (FERPA).
As a student you will:
1. Check your Clemson email regularly. Do not forward your Clemson email to another account.
2. Schedule your advising appointments well in advance to of your designated registration date as
listed in iROAR each semester.
3. Come prepared to the advising sessions by being familiar with your academic program; be
prepared to ask questions and take notes.
4. Bring technology with you (computer, tablet, phone, etc.) to appointment to be able to view
academic information in iROAR along with your academic advisor.
5. Know how to access and follow your degree audit online in iROAR (see Resources section for
more details on using iROAR).
6. Be familiar with Clemson University’s Undergraduate Catalog and the policies, procedures, prerequisites and degree requirements listed therein.
7. Learn as much as you can on your own using the resources available to you as a student.
8. Ask questions for clarification.
9. Read and respond appropriately and in a timely manner to your academic advisor’s inquiries.
10. Seek out your academic advisor at appropriate pre-registration times or when you have
questions or concerns.
11. Conduct yourself in a professional and courteous manner.
12. Turn off or silence your cell phone during your appointment.
13. Arrive a few minutes early for your scheduled appointment.
14. Conduct yourself professionally through email including identifying yourself through an email
signature that includes your full name and contact info.
15. Accept final responsibility for all decisions.
Student Learning Outcomes for the Academic Advising Experience:
1. Students should understand and use available University registration, enrollment, and academic
planning resources (iROAR, Undergraduate Announcements, etc.).
2. Students should be able to advocate for themselves in a professional manner.
3. Students should be able to identify their strengths, weaknesses, and interests in order to make
positive academic progress and/or declare a major/academic program.
4. Students should understand their responsibilities and their advisor’s responsibilities in the
academic advising process.
Through a students first year of advising:
After Orientation/End of
Summer
 Understand what credits
transfer (including AP
and IB) to Clemson and
how they may apply
toward their degree
progress
 Know how to navigate
iROAR; for example can
search for and register
for classes, find and print
their class schedule, etc.
 Find their major and
identify their degree
requirements in the
undergraduate
announcements
 Have registered for fall
semester
 Understand and meet all
requirements for your
financial aid and
scholarships
At the end of Fall Semester
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Understand how to
make an appointment
with an advisor and
know where the advising
office is located
Have met with an
advisor for a one on one
advising appointment
Has come forward with
any questions that they
might have regarding the
advising process, their
major, or their transition
to college
Have all AP, IB and dual
enrollment credits
posted to your official
transcript
Be familiar with and
used appropriate
academic support
services
At the end of Spring Semester
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Have a clear
understanding of their
degree requirements
and what courses need
to be taken in the
coming semesters to
meet those
requirements
Understand the advising
process
Evaluate progress
toward overall career
plan(s)
If choosing to go abroad
or take part in an
internship – have an
academic plan in place
Resources
1. Online Access – for Class registration, bill pay, financial aid info, etc.
iROAR is where you can manage your student account online. You can update your personal
information, add and drop classes, view your class schedule, view and accept financial aid
awards, and access your student bill information.
iroar.clemson.edu
2. Academic Progress - Using Degree Works
In iROAR, under the “Student Records” tab of the, you will find a link to Degree Works. Using
Degree Works will help you keep track of your progress toward fulfilling the requirements to
graduate.
iroar.clemson.edu
3. Academic Calendar
Clemson plans their academic calendar far in advance and you should use this calendar to plan
your schedule in advance as well. Follow the link to be aware of registration deadlines, last days
to drop or add classes, withdrawal deadlines, and university holidays. Also, be aware of varying
registration dates, which are assigned according to credits earned. You can find your
registration date each semester also on iROAR.
http://www.registrar.clemson.edu/html/acad_cal.htm
4. Limited Enrollment Majors
HEHD and Clemson has several closed/limited enrollment majors. Students are encouraged to
thoroughly review the requirements for entry into limited enrollment majors and talk directly
with an advisor directly connected with the program. Note that students not already enrolled
in limited enrollment majors will have no guarantee of admission. The best course of action is
to know the requirements so that you can work diligently to ensure you have the best
possible chance to be competitive for entry.
5. Living Learning Community (LLC)
Freshmen students selected for this program will create relationships that they will carry with
them not only throughout their time at Clemson but also into their careers. It is expected that
the students chosen to participate in this program have the potential to be outstanding scholars
and leaders not only within the College of HEHD and its professions but also for the greater
Clemson student body and the communities in which they will serve after graduation.
http://www.clemson.edu/hehd/about/support-services/aac/living-learning-community/index.html
6. Undergraduate Announcements (Undergraduate Course Catalog)
Undergraduate Catalogs can be found online on the Registrar’s page. Be aware that unless you
change majors, you should follow the catalog that corresponds with your date of enrollment.
http://www.registrar.clemson.edu/html/catalog.htm
7. TCEL – the Transfer Course Equivalency List
The TCEL is an online list of all courses that have ever been presented for transfer to Clemson.
This list will tell you what your courses will transfer into Clemson as equivalent. However, if
your institution or course is not listed, the credit will be evaluated by transfer admissions
counselors upon presentation of an official transcript.
http://virtual.clemson.edu/groups/tcel/
8. FERPA – the Family Education Rights and Privacy Act
Under FERPA, our office will keep your records confidential. Whether or not you have signed a
written release allowing others, specifically your parents, access to your records, we will not
discuss your records over the phone with anyone but you. If you would like your parents to
assist you in the advising process or be privileged to your records, you must accompany them to
our office.
More Information - http://www.registrar.clemson.edu/FERPA/ferpa.htm
9. Study Abroad
Many of our majors provide the opportunity to study abroad. Studying abroad does however,
require extensive planning. If you are interested in study abroad you should meet with your
advisor as soon as possible and set up an appointment with the study abroad office.
http://www.clemson.edu/studyabroad/
10. Michelin Career Center
The Michelin Career Center is a highly recommended resource, which not only can provide
assistance with resumes and interview prep, but specialized workshops and internship
programs. More suitable for first year students, career counselors can discuss career and major
opportunities. Interest inventories are also provided.
http://career.clemson.edu/michelin_career_center/
11. Academic Success Center (ASC)
Numerous programs are offered through the ASC, most notably, Supplemental Instruction,
tutoring and specialized workshops. Getting acquainted with the ASC your first year will help
you throughout your college career. Personalized attention is also offered through Academic
Coaching and Counseling.
http://www.clemson.edu/asc/
12. Student Disability Services (SDS)
The office of Student Disability Services (SDS) is located in the ASC. SDS can help provide
additional accommodations for student with identified diagnoses. These accommodations can
range from building and classroom access to additional support during class and testing times.
http://www.clemson.edu/campus-life/campus-services/sds/
13. Can’t find it?
Take some time to become acquainted with the Clemson’s website (www.clemson.edu). Most
pages are easily found using the search bar, but if you’re still having trouble finding what you
need, then try these resources.
A-Z index: http://www.clemson.edu/site-index/
Clemson Phone Book: https://phonebook.app.clemson.edu/home.php
Parent/Family Checklist
Parents, or other designated family members, serve as integral parts of the college experience. To
maximize the student experience, make the most out of the financial investment and ensure students
stay on track to graduation, please sit down and review the following statements with important
stakeholders. While not every statement may immediately (or ever) apply, it is a great starting point to
ensure open, effective lines of communication, which is essential for success.
 We have shared our ideas about college with our student and are giving them the opportunity
to experience it in their own way.
 We have checked with our student to make sure they have contacted their advisor.
 Our student and their advisor share responsibilities for making sure they are on the right track,
and out student has shared this information with us.
 Our student has had an opportunity to share the specifics of their daily life with us so we
understand where we may offer advice or support.
 We have asked our student what they like and dislike about living in their residence hall.
 We encouraged our student to become as involved in campus life as time allows
 If our student is the first in our family to attend college, we have discussed with him the
importance of contacting their advisor if they have questions about academics or college life in
general
 We have asked our student about their academic major and have encouraged them to talk to
their advisor about their decision.
 If our student is undecided about a major or questioning their choice of major, we have
encouraged them to discuss this immediately with their advisor.
 Our student has shared their academic plan with us. We are encouraging our student to
monitor it every term with their advisor.
 We know when pre-registration is scheduled and about the pre-registration process. We have
discussed our student’s decisions about courses with them.
 We have discussed the possibility that academic problems may arise with our student and how
we might approach working through them.
 We have discussed the differences between course selection and course scheduling with our
student and have encouraged them to consult with their advisor about their choices.
 We have asked our student about their instructors and the syllabus for each course.
 We have talked to our student about their classes. We have a sense of their classroom comfort
level and have encouraged them to be an active participant in the classroom.
 We know approximately when mid-term exams are over, and we have discussed our student’s
results with them. If needed, we have also talked about campus resources to help them.
 Our student has had an opportunity to share one or more of their course syllabi with us, and we
discussed the importance of referring to them frequently.
 We have discussed the academic, career, and social support services available on campus with
our student and when and how they might use them.
 We have a copy of the institution’s catalog (or the URL for the catalog) and have reviewed it to
increase our knowledge of policies and regulations that impact our student and family.
 We have discussed with our student their understanding of how the campus is organized.
 We have discussed the college’s code of student rights and responsibilities, as published in the
college catalog, with our student and its implications for his academic and social life.
 Our student has shared their school calendar with us, and we have discussed how the calendar
helps them stay organized.
 We have encouraged our student to get information on financial aid from their advisor and from
the staff in the financial aid office and to stay on top of all deadlines.
 We have read about the Family Education Rights and Privacy Act (FERPA) and discussed it with
our student.
from NACADA’s – Family Guide to Academic Advising
Best wishes for a wonderful academic year ahead!
The HEHD Academic Advising Center team looks forward to working with you
during your time here at Clemson University.