Undergraduate Advising Handbook

115 Pages·2015·2.46 MB·English

2014

2015

Undergraduate
Advising
Handbook
www.ed.psu.edu
TABLE OF CONTENTS

DIRECTORY
Dean's Office ............................................................................................................................................................. 1
College Undergraduate Program Contacts, UP ....................................................................................................... 1
Vision, Mission, Goals, Values and Beliefs .............................................................................................................. 2-3
Academic Advising Introduction .............................................................................................................................. 4
Undergraduate Academic Advising Centers, UP ..................................................................................................... 5
Education Representatives, campuses ...................................................................................................................... 6
Adviser's Select Directory ........................................................................................................................................ 112

ACADEMIC ADVISING
Advising Components, Nature and Responsibilities ............................................................................................... 7-8
Advising Syllabus ..................................................................................................................................................... 9-10
Confidentiality of Student Records - University Policy .......................................................................................... 11
Privacy Act of 1974: Buckley Amendment ............................................................................................................ 12

GENERAL INFORMATION
Student Information Guide ...................................................................................................................................... 13-16
Academic Integrity ................................................................................................................................................... 17-23
Academic Integrity Form .......................................................................................................................................... 24-25
Grievances ............................................................................................................................................................... 26
Petition Form (Academic Exceptions) .................................................................................................................... 27-28
Petition Instructions (Faculty Senate) ....................................................................................................................... 29-30

SUPPORT SERVICES/SPECIAL PROGRAMS
Support Services Available at University Park ........................................................................................................ 31
Scholarships and Financial Aid ............................................................................................................................... 32
Student Organizations (Education) .......................................................................................................................... 33-34
Career Services ........................................................................................................................................................ 35
Schreyer Honors College ......................................................................................................................................... 36

PRACTICUM EXPERIENCES
Field Experiences .................................................................................................................................................... 37-42
Studying Abroad ....................................................................................................................................................... 43

TEACHER CERTIFICATION
Level I Certification ................................................................................................................................................. 44
Testing Requirements ............................................................................................................................................... 45-46
Interstate Certification Agreements and Reciprocity .............................................................................................. 47-48
Level II Certification ............................................................................................................................................... 49
Act 48 (Professional Development for Pennsylvania Educators) ........................................................................... 50
Master's Degree Equivalency Letter ........................................................................................................................ 51
Alternative Routes to Certification ........................................................................................................................... 52
Program Specialist Certification ............................................................................................................................... 53
Adding a Certificate .................................................................................................................................................. 54

TEACHER EDUCATION

Entrance, Retention and Exit Criteria ....................................................................................................................... 55-57
Education Work Experience Requirement ............................................................................................................... 58-59
BACCALAUREATE DEGREE PROGRAMS*

CEAED (PK-4) Childhood and Early Adolescent Education .................................................................................. 60
CEAED (PK-4) Curriculum Checksheet ............................................................................................... 61-62
CEAED (4-8 Social Studies) Curriculum Checksheet .......................................................................... 63-64
CEAED (4-8 English) Curriculum Checksheet ..................................................................................... 65-66

EPP Education and Public Policy ...................................................................................................................... 67
EPP Curriculum Checksheet .................................................................................................................. 68-69

RHS Rehabilitation and Human Services ..................................................................................................... 70-71
RHS Curriculum Checksheet ................................................................................................................ 72-73

SECED Secondary Education ................................................................................................................................ 74
Biological Science Curriculum Checksheet ......................................................................................... 75-76
Chemistry Curriculum Checksheet ....................................................................................................... 77-78
Earth and Space Science Curriculum Checksheet ................................................................................ 79-80
English/Communication Curriculum Checksheet ................................................................................ 81-82
Environmental Education Curriculum Checksheet ............................................................................... 83-84
General Science Curriculum Checksheet .............................................................................................. 85-86
Mathematics Curriculum Checksheet ................................................................................................... 87-88
Physics Curriculum Checksheet ........................................................................................................... 89-90
Social Studies Curriculum Checksheet ................................................................................................. 91-92

SPLED Special Education ..................................................................................................................................... 93-94
SPLED Curriculum Checksheet ........................................................................................................... 95-96

WF ED Workforce Education and Development ................................................................................................... 97-98
Health Occupations Education, Industrial Education ........................................................................... 98
Workforce Education Checksheet ......................................................................................................... 99-100

WL ED World Languages ...................................................................................................................................... 101
French Curriculum Checksheet.............................................................................................................. 102-103
German Curriculum Checksheet ........................................................................................................... 104-105
Latin Curriculum Checksheet ............................................................................................................... 106-107
Russian Curriculum Checksheet ........................................................................................................... 108-109
Spanish Curriculum Checksheet ........................................................................................................... 110-111

...................................................................................................................................................................................

*See the following website for Semester by Semester Sample Academic Plans for each major:
http://www.ed.psu.edu/educ/current-students/undergraduate/majors-and-minors/curriculum-checksheets
1
UNIVERSITY PARK RESOURCE PERSONS

DEAN'S OFFICE:

Dean -- College of Education Dr. D. Monk 275 Chambers [phone]

Associate Dean, Research,
Outreach and Technology Dr. G. Kelly 241 Chambers [phone]
Programs

Associate Dean, for Undergraduate Dr. S. Knight 278 Chambers [phone]
and Graduate Studies

Assistant Dean, Multicultural Programs Ms. M. Schmidt 123 Chambers [phone]

Academic Advising Director Dr. C. Anthony 228 Chambers [phone]

Assessment & Certification Coordinator Ms. Leslie Foster 228 Chambers [phone]

DUS Programs Liaison Dr. M. Schwartz 118 Grange [phone]

UNDERGRADUATE PROGRAM CONTACTS:

Agricultural Education (AG) Dr. J. Ewing 215 Ferguson [phone]

Art Education (A & A) Dr. S. Carpenter 209 Arts Cottage [phone]

Childhood &Early Adolescent (CEAED) Dr. S. Serriere 165 Chambers [phone]

Curriculum and Instruction Dr. D. Thompson 176 Chambers [phone]
Field Experiences Dr. A. Kootsikas 172 Chambers [phone]
Dr. E. Shellenberger 173B Chambers [phone]

Music Education (A & A) Dr. J. Rutkowski 234 Music I [phone]

Rehabilitation Services (ED) Dr. J. Herbert 314 Cedar [phone]

Secondary Education (ED) Dr. S. Metzger 160 Chambers [phone]
English/Communication Dr. A. Whitney 166 Chambers [phone]
Mathematics Education Dr. K. Heid 267 Chambers [phone]
Science Education Dr. S. McDonald 146 Chambers [phone]
Social Studies Education Dr. S. Metzger 160 Chambers [phone]

Special Education (ED) Dr. P. Riccomini 214 Cedar [phone]

Workforce Education
and Development (ED) Dr. M. Threeton 411E Keller [phone]

World Languages Education (ED) Dr. M. Poehner 159 Chambers [phone]

College of Education: http://www.ed.psu.edu/educ
Advising and Certification Center: http://www.ed.psu.edu/current-students/undergrad/academic-advising
2

Vision, Mission, Goals, Values and Beliefs

The College of Education is a professional school, The College conducts its programs and activities
established in 1923, which conducts and coordi- guided by overarching vision, mission, and goals
nates programs for the preparation of education statements. Periodically, these statements are
professionals. We have a role in the formation and revisited and revised as appropriate. Following are
utilization of human capabilities. the current Vision, Mission, Goals, Values, and
Beliefs of the College.
Our College prepares teachers who will teach the

next generation of students in both public and

private settings. We prepare counselors who work

in school as well as community settings. We
VISION
prepare educators who work with adults at many
stages in their lives ... adults who are changing
The College will be a world leader in the integration
careers as well as adults seeking to upgrade their
of (a) teaching and learning, (b) advancement of the
skills. We prepare professionals who will teach in
knowledge base through research and scholarship,
formal, school-like settings as well as those who
and (c) leadership in service and outreach. Further,
work in nonformal learning settings. We conduct
the College will be a world leader in preparing profess-
research, placing special emphasis on research
sionals who provide direction and exemplary edu-
that has direct implications for the improvement of
cational and related services to improve the lives of
practice.
individuals in a changing and complex global society.

The College’s five academic departments are:

• Counselor Education, Counseling Psychology,
and Rehabilitation Services;
• Curriculum and Instruction; MISSION
• Education Policy Studies;
• Educational and School Psychology and
The College’s mission is to help prepare outstanding
Special Education;
educators, scholars, and researchers, and to
• Learning and Performance Systems.
advance the profession of education, as broadly

defined, through research on the science and art
Eight baccalaureate degree programs are offered.
of teaching and learning, the application of clinical
Also, under the authority of the Graduate School,
processes, the effective uses of technology, and the
the College offers academic work in thirteen pro-
analysis and development of leadership and educa-
gram areas leading to Doctor of Philosophy, Master
tional policy.
of Science, Doctor of Education, or Master of Edu-
cation degrees.
3

GOALS BELIEFS
• Help to prepare education professionals • A literate and educated citizenry is vital to a
recognized for the quality and significance democratic society.
of their teaching, research, scholarship,
service, outreach, and leadership. • All people are entitled to a high-quality education,
grounded in sensitivity to individual dignity, pro-
• Provide widely recognized leadership in the fessional integrity, and a positive and nurturing
improvement of teaching, learning, and the environment.
assessment of educational outcomes across
the life span through research, scholarship, • A dynamic education system fosters an equita-
and technology. ble, productive economy in a global environment.

• Enhance the commitment of faculty, staff, • Teaching and learning should be informed by
and students to the centrality of diversity, scholarly research and effective practice.
social justice, and democratic citizenship.
• School improvement should be based on sound
• Provide leadership in the development of research, the application of theory as it relates to
collaborative, professional relationships with effective practice, policy development, and
schools, organizations, and other institutions collaboration with practitioners.
focused on the improvement of education in
schools, communities, and workplace • Technology should be used to improve the qual-
settings. ity of teaching and learning, research, scholar-
ship, and outreach to the state, nation, and
• Sustain a caring, supportive climate world.
throughout the College.
Interdisciplinary programs should be used to enhance
• Enhance the effective and efficient human learning, growth, and develop- ment across
management
the life span.
of the College.

VALUES
• academic excellence and integrity
• outstanding teaching and service
• scholarly research and professional leadership
• integration of teaching, research, and service
• individual and collective excellence
• diversity, equity, and social justice
• education of individuals across the life span
• collegiality and collaboration
4

ACADEMIC ADVISING

The College of Education values the advising process and gratefully acknowledges the contributions of
dedicated advisers who assist Education students at the various Penn State locations. The College
subscribes to a process in which both advisers and students are expected to accept significant
responsibilities and in which the role of the adviser is consultative in nature.

The College is committed to the delivery of instruction, advising, and other academic support services in
the context of the University’s equal opportunity statement, namely:

“The Pennsylvania State University does not discriminate against any person
because of age, ancestry, color, disability or handicap, national origin, race,
religious creed, sex, sexual orientation, or veteran status.”

This Handbook* focuses primarily on information pertinent to undergraduate programs in Education and
assumes that advisers and advisees have access to other advising aids, as well as program checksheets,
sample semester-by-semester academic plans, forms, and the University’s Academic Advising and
Information site: http://www.psu.edu/advising

College of Education advising policies and practices are guided by, and are supportive of those
promulgated by Penn State’s Center for Excellence in Academic Advising. http://advising.psu.edu/

During orientation sessions for Education students it is emphasized that the students are expected to
become familiar with the advising aids distributed to them because these resources are designed to
enhance the advising process, thereby helping students to maximize their academic experiences at Penn
State.

Suggestions about improvements to this Handbook are welcomed by Dr. Christine Anthony, Director,
Advising and Certification Center, 228 Chambers Building, University Park, PA 16802-3206 (814/865-
0488) ([email protected]).

Advising Resources:
*College of Education Undergraduate Advising Handbook http://www.ed.psu.edu/educ/current-
students/undergraduate
Advising@PSU (PSU Academic Advising Information) http://www.psu.edu/advising/
BlueBook (PSU Undergraduate Degree Programs Bulletin) http://bulletins.psu.edu/bulletins/bluebook/
PSUNet (PSU Undergraduate Information Network) http://www.psu.edu/ur/undergrad/
UPort (PSU Undergraduate Information Network) http://www.psu.edu/ouic/uport/
5

Undergraduate Academic Advising Centers At University Park

College Room Phone

Agricultural Science 101 Agricultural Administration Building 865-7521

Arts and Architecture 104 Borland 865-9523

Business Administration 202 Business Building 863-1947

Communications 204 Carnegie Building 865-1503

Division of Undergraduate Studies 118 Grange Building 865-7576

Earth and Mineral Sciences 14 Deike Building 863-2751

Education 228 Chambers Building 865-0488

Engineering 208 Hammond Building 863-1033

Health and Human Development 005 Henderson Building 865-2156

Honors (Schreyer) Atherton Hall (Ground Floor) 863-2635

Information, Science and Technology (IST) 104 IST Building 865-8947

Liberal Arts 101 Sparks Building 865-2545

Science (Eberly) 116 Ritenour Building 865-7620
6
Education Representatives at Regional Locations 2014– 2015
LOCATION REPRESENTATIVE ADDRESS PHONE/E-MAIL

Abington College (OZ) Dr. Ron Zigler 119 Sutherland Bldg., Abington, PA 19001 [phone] [email protected]

Allentown/Lehigh Valley
(AN) Dr. Debra Miller 2809 Saucon Valley Rd., Center Valley, PA 18034 [phone] [email protected]

Altoona College (AA) Ms. Paula Templon 106 Smith Bldg., Altoona, PA 16601 [phone] [email protected]

Beaver (BR) Ms. Tiffany MacQuarrie 207 Ross Administration Bldg., Monaca, PA 15061 [phone] [email protected]
Penn State Erie, The Behrend College, 4701 College Dr., Erie, PA
Behrend College (BD) Ms. Emily Artello 16563 [phone] [email protected]
0111 Luerssen Bldg.
Berks (BK) Dr. David Bender Reading, PA 19610 [phone] [email protected]
Brandywine (DE) Dr. Lynn Hartle 214B Main Building, Media, PA 19063 [phone] [email protected]
Dr. Denise Meister [phone] [email protected]
Capital (CL) W331 Olmstead Bldg., 777 W. Harrisburg Pike Middletown, PA 17057
(or Joel Geary) ([phone] [email protected])

DuBois (DS) Dr. Pamela Hufnagel Hiller Bldg., DuBois, PA 15801 [phone] [email protected]

Fayette Campus (FE) Ms. Nicole Hill 101 EB Eberly Classroom Bldg., Uniontown, PA 15401 [phone] [email protected]

Greater Allegheny (MK) Dr. Jeanne Amlund 106 Main Bldg., McKeesport, PA 15132 [phone] [email protected]

Hazleton (HN) Tammy Spevak 76 University Drive, Hazleton, PA 18202 [phone] [email protected]
Dr. Peggy Russo
Mont Alto (MA) (retiring 05/15) General Studies Building, Mont Alto, PA 17237 [phone] [email protected]

New Kensington (NK) Dr. Sean Bridgen 0002 Administration Bldg, New Kensington, PA 15068 [phone] [email protected]
200 University Drive
Schuylkill (SL) Dr. Judy Lenick Schuylkill Haven, PA 17972 [phone] [email protected]

Shenango Valley (SV) Dr. James Brenneis 147 Shenango Avenue, Sharon, PA16146 [phone] [email protected]
Dr. Walteen Grady-
Wilkes-Barre (WB) Truly 309H Hayfield Building, Lehman, PA 18627 [phone] [email protected]

Worthington Scranton (WS) Dr. Patricia Hinchey 201 Dawson Bldg., Dunmore, PA 18512 [phone] [email protected]
York (YK) Ms. Ann Fetterman 118 Main Bldg., York, PA 17403 (717) 771- 4144 [email protected]
7
ACADEMIC ADVISING:
Components, Nature, and Responsibilities
(Senate Policies 32-00, 32-10, 32-20, 32-30, 32-90)

Faculty and staff in the College of Education perform the function of advising students as an important aspect of
their professional responsibility. The primary purpose of the advisory function is to provide effective guidance so
that the student can maximize the education opportunities available at Penn State.

The key to successful academic advisement depends on the ability of the adviser and of the advisee to enter into a
relationship which (1) addresses specific components of academic advising, (2) recognizes the nature of the
academic advising process, and (3) stresses that both the adviser and the advisee carry responsibilities in the
advising process.

Components of Academic Advising

1. Conveying the Purposes of the University -- Includes advice and consultation regarding the aims
of a land grant institution, the meaning of higher education, the essence of disciplinary and
interdisciplinary study, the reasons for academic requirements, the expected standards of
achievement, and the spirit and satisfaction of scholarly work.

2. Information Giving -- Includes advice and consultation about registration, course offerings, areas
of faculty interest and expertise, educational opportunities, degree programs and requirements,
educational policies and regulations, as well as administrative procedures.

3. Short-Range Program Planning -- Includes advice and consultation on scheduling sequences and
course planning, registration and schedule adjustments.

4. Long-Range Planning -- Includes advice and consultation about educational and professional
objectives consistent with the student's demonstrated academic abilities and interests, as well as
identification of the relationship between courses, programs, and occupations.

5. Student Referral -- Recognizes that the adviser cannot possibly meet all student needs but that
specialized campus services are available for advice and consultation complementary to the
knowledge and skill of the adviser.

6. Facilitating Student Development -- Includes interest in the student's goals and problems,
establishment of rapport, development of the student's self-awareness, and use of active listening.

Nature of the Academic Advising Process

The role of the academic adviser as reflected in the Faculty Senate Policies for Students* is consultative in nature.
Consultation is designed to engage adviser and advisee in all applicable components of academic advising.

In any academic advising program, some students propose actions with which the academic adviser cannot agree.
In some cases, advisers are responsible for informing students of the appropriate course of action. Nevertheless,
final decisions relative to course scheduling and program planning are made by the students, and they must assume
primary responsibility for such decisions, particularly when these are inconsistent with the requirements of the
chosen major and college.
__________________
*Distributed during arrival week and at http://www.psu.edu/ufs/policies