||The University supplies each student with an advisor to explain the
graduation requirements and assist the student with the process. It is
the student's responsibility to meet with his/her advisor regularly and
adhere to the requirements. Often students do not fulfill this
||Prior to preregistration, deans, department chairs and scheduling
committees attempt to predict the needs for seats in their departments'
courses based upon enrollments in prerequisites, numbers of majors,
faculty complement, data from the Registrar, information from the
Admissions Office and the enrollment projections team and other historical
information. They assign faculty to teach the courses indicated by the
predicted needs and arrange the schedule with as few conflicts within and
between departments as possible.
||After preregistration, additional sections for courses that are
oversubscribed can be opened as long as funds, adjuncts or regular faculty
members are available. If unforeseen course conflicts arise, changes
are made, when possible, to eliminate these conflicts. Occasionally, if
courses are undersubscribed causing their cancellation, students who
require those courses can obtain them through individualized instruction.
Required courses are offered as often as possible, in many cases at least
one section or more during each semester. Such courses are also offered
during the summer or winter sessions.
||In recent years, the enrollment limits on certain courses have been
raised to make room for more students, a strategy which some consider to
be potentially counterproductive since a lower faculty-student ratio is
considered by many authorities to be a positive indicator of quality.
For example, in certain courses (Writing courses and Perspectives
courses), a small class size was considered to be an essential part of the
classroom/educational experience. The size of these classes has now been
increased making them more accessible to students which altering the
experience for the sutdnets in terms of faculty:student ratio.
||Adjustments to the General Education requirements have been made in
the past and are presently under consideration. One result of such
adjustments would be to make it easier for students to fulfill graduation
requirements within four years.
||A student must be enrolled in course work at Millersville for 8
consecutive Fall and Spring semesters and, as a general guideline,
complete no fewer than 60 semester hours of applicable course work with
passing grades by the end of the second year (24 calendar months), 90
hours by the end of the third year (36 calendar months) and 120 (or more
hours in the case of some majors) by the end of the fourth year. It is
recommended that students enroll in and pass 15 semester hours of classes
||The student should successfully finish a minimum of 30 semester
hours of General Education Core courses by the end of the second year,
including core courses that also meet major requirements (required-related
courses). All remaining General Education requirements must be
fulfilled by the end of the eighth semester. Obviously, a student's major
requirements should be completed by the end of the eighth semester of
||The student should begin a recommended plan of study toward the
major/option in which s/he plans to graduate no later than the start of
the third semester of study and thereafter make adequate progress toward
completing the major. Adequate progress should be defined by each
major department in a statement provided at the time the major is declared
or any other time. Specific majors may vary in this requirement.
Generally, the Sciences require an earlier commitment.
||Students should be notified that once a major has been chosen, a
change in major may delay graduation pushing it beyond four years. It
is likely that shifts to different options within the same major will not
push graduation beyond four years unless the requirements for the two
options are significantly different.
||Each student should read the relevant sections of the Unviersity
catalog and departmental handbooks, adhere to the general credit and
enrollment policies and minimum major requirements stated therein and meet
with his/her assigned advisor at least once per semester; the student
should avoid taking courses that are in conflict with that advice. If
the policies are unclear to the student, s/he should consult with his/her
faculty advisor or Academic Advisement as soon as possible for
clarification thus minimizing the chance that s/he will take courses that
are in conflict with major and General Education requirements.
||Before registration, the student should compile a list of courses
that s/he would like to take and that would fulfill requirements so that
if one course is not available at registration, another one on the list
can be substituted. After meeting with his/her adviser, the student
should register as soon as possible after his/her assigned registration
time to maximize the chances of getting the courses s/he needs. If the
student does not get a desired course, s/he should place his/her name on a
waiting list for the course and watch for openings in the courses
regularly after the registration period has ended. It is important that th
student not register for and take courses that will not fulfill graduation
requirements. While such courses are undoubtedly valuable for the
information and concepts they convey to the student, too many of them will
take the place of courses that do fulfill requirements and will htus delay
the student's graduation date.
||Students should note that remedial courses do not count toward
gradution requirements and that taking such courses can contribute to a
delay in graduation date or may necessitate taking a Summer or Winter
||Students should keep documentation that requirements have been
satisfied (e.g., advising meeting attendance, advising records and
instructions, degree audit sheets, etc.) and regularly monitor their
progress to catch any potential problems before they are difficult to
correct. The DARS report should facilitate this process.
||To insure graduation within four years, it is important that each
student earns a cumulative GPA of at least 2.0 per semester so that an
overall cumulative GPA of at least 2.0 can be maintained. As a
corollary to this, a student should earn grades of C or better in all
course work required for the major and have a cumulative GPA of 2.00 in
all major course work attempted. While this is not a requirement, it will
help the student maintain a suitable cumulative GPA. Students should also
be aware that some majors/options may have more rigorous requirements for
retention in the major. for these majors/options a cumulative GPA of 2.0
may not be sufficient to continue with the junior/senior years of a
program. Furthermore, students should remember that failing grades are
very likely to delay graduation since they often require course repeats
and thus additional time.
||The student should notify the University in writing through the
graduation application of his/her intent to graduate at the proper
||The University should improve the information students are provided
to assist them in planning their academic schedules and consequent
improvements in academic advisement. There should be clear statements
in the University catalog about majors/options that routinely take longer
than four years to complete. Sample schedules for each major/option
demonstrating the kinds of strategies students can use to complete the
major within four years should be prepared and distributed. These
schedules could be prepared on a semester-by-semester or year-by-year
basis. Each department should determine which type of sample schedule
works best with each major. It should be emphasized that such sample
schedules are examples and not required. The major purpose of these
schedules would be to demonstrate that a four year degree is possible and
how it can be done.
||Advisors should be assigned to get the best fit between the
discipline of the advisor and the most likely major for the student.
When possible, undeclared students should also be paired with an
appropriate advisor in their most likely major. The University should
continue to improve academic advisement and review academic policies that
may be responsible for slowing down student academic progress without
eliminating rigor within the program, e.g. changes in the General
Education curriculum, changes in major requirements, etc.
||The University should widely publicize the fact that a minimum of
15 sh/semester is required for a student to graduate within four
||We should add to the Unviersity catalog a statement, perhaps in the
form of a code, indicating when each course will normally be taught 9in
the Fall, in the spring, in both semesters or in the summer/winter
sessions). This should be done as soon as possible. It will help
students to develop a long-term plan for their academic careers.
||Students and faculty may be unaware that soon after preregistration
closes, registration reopens and remains open until the day before the
first class of the next semester begins. Better publicity about this might
help students clean up their schedules in a more timely fashion.
||Pamphlets (Do You Want to Graduate in Four Years?) should be
prepared for distribution to the student body listing the things that
students must do in order to assure they graduate in a timely fashion.
Inlcuded in the pamphlet should be lists of behaviors that can delay
graduation: low credit load, dropping courses, failing courses, courses
that do not fulfill requirements, delayed entry into prerequisite courses,
D's in prerequisite courses, late declaration of majors, etc.
||Students should be told that internships and co-ops can sometimes
||The University should emphasize a large majority of C's can lead to
academic difficulty. While a C is a respectable grade and is
considered to be indicative of satisfactory work, higher grades are needed
to balance grades below a C.
||It may be useful to conduct a separate survey indicating what
courses students intend to take two semesters in the future (for example,
registration in Spring 1997 for classes students intend to take in Spring
1998). Such advance information may help department chairs to plan
more accurately when they are putting together their schedules. An added
advantage of this approach may be that students will plan their schedules
farther in advance than they presently do.
||The role of waiting lists should be clarified for both faculty and
||The University should provide courses as needed. For example,
if the need for a required related course or a course within the major
becomes evident during registration, resources should be obtained and made
available to provide another section or sections of the course if
necessary. The University should also strive to offer remedial,
prerequiste and core courses during the Summer and Winter sessions to
provide an opportunity for students to "catch up" if they should fall
behind by failing a course or if they are unable to obtain such courses
during the Fall or Spring semester.
||The 16 credit registration limit at Registration should be lifted
for students who are dual majors with cumulative GPAs of 3.0 or
||Students hould be allowed to register for null courses. Since
students often register for courses they do not intend to take when the
courses they want are unavailable at registration, it is difficult to make
appropriate adjustments by offering new sections and canceling courses
that are undersubscribed. Null course registration should lead to better
enrollment management information making it easier to effect appropriate
scheduling adjustments. Students could then change their registration
later once compensatory changes have been made.