Advisor Information for New Student Registration

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Typically all students in a program are invited to attend a single new student registration. Advisors for the programs will conduct a brief meeting with all new students, and then advise students individually on the class schedule. Group advising meetings are typically from 10:30-10:50 a.m. and have the following suggested agenda:

1) Welcome to State Technical College of Missouri _______________ program.

2) Introduce self and any other program instructors and/or staff who are present.

3) This program has been developed with input from industry advisors so that our graduates meet the industry’s current skill requirements.

4) The program is accredited and/or certified by ____________________, again to ensure that our graduates meet the industry’s current skill requirements.

5) Provide any program-specific information you want to share. Suggestions:

a) Types of jobs that graduates are prepared for.
  • Industry certifications that graduates earn.
  • Hands-on lab examples.
b) Average wage for this occupation in Missouri. See attached.
c) Tools and books they will need for the first semester’s classes
d) Program-specific rules and other information.

6) Preview of individual advising process. Tell students they will be receiving and discussing with their advisors the following, but don’t give students their copies at this meeting; wait until individual advising:

a) Major Program Education Plan
  • It is your road map for completing the course work required for the degree or certificate selected.
  • Front page is a check list of required classes to update each semester.
  • Back page is a Sample Course of Study showing the typical class sequence.
  • Explain the college graduation requirement of earning a cumulative GPA of at least 2.000 overall and any additional program graduation requirements noted at the top of the Major Program Education Plan.
b) Fall Class Schedules they have been pre-registered for that are based on:
  • Major Program Education Plan and Sample Course of Study
  • Student placement scores
  • Student transfer and/or articulation credit documented
  • Class availability
  • Student schedule convenience and preferences when possible

7) Answer questions.

8) Take the students back to Activity Center:

a) Court 3 for individual advising.
b) Court 2 for any who want to challenge developmental course placement(s).


Individual student advising typically is held from 11:00 a.m. until the last student returns from re-testing.

New students enrolling at the College are typically pre-registered in their classes based on their Major Program Education Plan. The advisors will receive a packet of information prior to each registration session.

1) Student Advising Packet Contents:

a) Part 1: Academic Records copies of student’s Fall Class Schedule and Major Program Education Plan – Sign in ink and have student turn in to Academic Records.
b) Part 2: Student copies of Fall Class Schedule (Student Data Sheet), Student Invoice, Major Program Education Plan, and Transfer/Articulation Evaluation Form – Give to student.
c) Part 3: Advisor copies of student’s Major Program Education Plan and Transfer/Articulation Evaluation Form – Keep for your records.
d) Note that student general education course placements are noted on the student envelopes.

2) Explain General Education Developmental Classes as needed with students who tested into them:

a) If a student wants to take a COM or MAT class at a higher level than he/she placed into, advise him/her to take the appropriate multiple measure placement test. Reading, writing, and math instructors are available on registration days to administer these tests. Send the student to see Admissions staff and tell him/her to return to see you after completing this testing. Only the math or communication department chairs can override a student’s placement score to place them in a higher-level COM or MAT class.
b) COM 050 Reading Fundamentals is the most basic 3-credit reading class for students who test as reading below college-level. COM 070 College Reading Preparation is an intermediate 3-credit reading class that students reading below college level may test into or take after they complete COM 050. These classes are now required like other developmental classes and pre-requisites for writing, oral communications, and social science classes.
c) COM 095 Basic Writing is the most basic 3-credit writing class for students who are not prepared for college-level writing (COM 101). COM 097 Intermediate Writing is an intermediate 3-credit writing class that students writing below college level may test into or take after they complete COM 095. These classes replace the old 5-credit COM 096 class.
d) When a certificate student tests into COM 095 or COM 097, it is a good option to take COM 111 Oral Communications unless he/she wants to transfer to a degree program or COM 101 is required for the certificate he/she is seeking.
e) MAT 051 and MAT 071 are 4-credit classes designed to prepare students for college-level algebra (MAT 115) and mathematics (MAT 118) classes. MAT 031 is no longer offered because students who tested into it do not meet the college entrance threshold.

3) Certificate students - If applicable, ask if he/she is interested in earning a degree after earning the program certificate(s).

a) If so, make sure the student is registered in developmental reading and/or writing classes needed.
b) Remind him/her to apply to change majors from the certificate to the degree after completing developmental reading and/or writing classes he/she placed into.
c) Discuss that he/she will start taking math classes if/when admitted to the degree program unless the certificate requires math.

4) Discuss Class Load.

a) A student taking more than 18 credit hours or less than 12 credit hours per semester must have advisor approval, which you give when you sign the Academic Records copy of the student’s Fall Class Schedule.
b) Tell a student taking less than a full class load of 12 credit hours per semester that he/she also needs to consult the Office of Financial Aid about their financial aid eligibility.
c) With students who tested into developmental classes in multiple areas:
d) Discuss the pros and cons of taking a heavy load vs. planning to attend summer classes or an extra semester. Students who take a heavy load during their first semester often have to repeat classes at extra expense and frustration and then take summer classes or an extra semester to complete their degrees. It may be better for those students to take lighter loads and plan to take longer to complete their degrees to avoid the frustration and expense of having to repeat classes. Many financial aid programs allow more than two years for completing a degree. Refer the student to financial aid to discuss the specifics of his/her financial aid program(s).
  • Is he/she confident that they can meet the college and program graduation requirements?
  • Is he/she confident that he/she can earn a grade of “C” or better in his/her fall math and communication classes to satisfy the prerequisite for the next class?
  • Tell him/her that free general education tutoring available in the ARC and technical tutoring is available in his major program department.

5) Discuss online classes (section 6x). To succeed in online classes students need to 1) have a track record of success in the class topic, 2) be self-motivated, self-disciplined, and able to work independently; 3) able to read at the college level; 4) have access to adequate technology (Windows XP or newer, IE8 or higher, and broadband Internet connection), and 5) have good computer skills.

  • Confirm that the student is comfortable taking an online class and confident he/she can succeed based on the above criteria.
  • Remind students who have enrolled in an online class to log in to Moodle on the first day of class to initiate course work.

6) Ask about Transfer/Articulation Credits.

  • The Registrar may have noted transfer and articulation credit issues on a student’s tentative fall schedule. If so, discuss those specific issues with the student.
  • Ask if he/she may have any transfer or articulation credit that hasn’t yet been submitted. If so:
  • Note “transfer or articulation credit expected” by that class on his/her Major Program Education Plan.
  • Tell the student to have his/her college transcript and Articulation Credit Form mailed to the Admissions Office.
  • Remind the student to have his/her college transcript and/or Articulation Credit Form mailed every time you meet with him/her until you receive information from the Academic Records office that the credits have been accepted for transfer or articulation.
  • If a student is transferring a course to satisfy the Social Science General Education requirement, tell him/her that if the course being transferred doesn’t meet the state constitution requirement, he or she will be required to take our one-credit PSC 100 Missouri Government and Constitution class. This will be noted on the Transfer Credit Evaluation form the Registrar gives you and the student.

  7) Fall Class Schedule changes – If a student needs to change his/her schedule based on any of the above advising discussions (not just for convenience):

a) Consult the class schedule to find available seats that
  • Are planned for your students, OR
  • Have open seats. We’ll sort it out later as needed.
b) Complete an Add/Drop Form to drop and/or add classes.
  • You and student sign in ink.
  • Student turns in to Academic Records and receives new schedule and invoice.
c) Tell the student to notify Financial Aid of any schedule changes and check for any impact on their financial aid award(s).

8) Complete the front page of all three copies of the Major Program Education Plan with final fall classes in which the student will register.

9) Sign Academic Records copies in ink:

a) Completed Major Program Education Plan
b) Fall Class Schedule (SDS form) and Add/Drop Form (or Enrollment Form for walk-ins)

10) Instruct student to turn in ALL of their signed forms to the Academic Records staff. If no schedule changes are needed, tell the student to go to the Express Lane.

11) Instruct student to see Financial Aid if he/she has any questions about his/her Student Invoice.

12) If a student decides to change majors even if within the same program from a certificate to a degree or to a different option / emphasis area:

a) Have them go to Admissions (new student) or Academic Records (continuing student) to complete the appropriate paperwork.
b) Based on the new major, direct them to see their new advisor or return to you to complete the class enrollment process.
c) Complete an Add/Drop Form to drop and/or add classes as required for the new major.

13) Walk-in students may not have been pre-registered. Use an Enrollment Form to develop a fall class schedule with him/her based on:

a) Major Program Education Plan and Sample Course of Study
b) Student placement scores noted on the Education Plan
c) Student transfer and/or articulation credit documented
d) Major Program planned schedule and class sections (Get copy from Elaine or Janet.)
e) Student schedule convenience and preferences when possible

14) If you are advising a student with Major 1 = None and Major 2 = Your Program, he or she is only eligible to enroll in general education classes because he/she has not been admitted to your program either because there are no seats available or he/she has not met the program admission requirements.