COLUMBIA 101 is a program offered each year for incoming Columbia College and Columbia Engineering first-year and transfer students and their families. This is the slideshow from the CC presentation. Please feel free to look through it.
2. Overview
Transition from high school to college
Advising at Columbia
Basic requirements for the Columbia College degree
Planning your fall schedule and registering for classes
Group Advising
Academic advising resources
Q & A
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3. Transition from High School to College
High school vs. college curriculum
Time management
Parents
Support network
Rest and reflect
Role of your adviser
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4. Advising at Columbia
Columbia College’s unique advising system
Safe space
Role of faculty advising
Other advising resources
The Center for Student Advising vision:
We will be a trusted and indispensable source of
knowledge and support for all students and a widely
emulated model of advising excellence across the nation
and around the globe.
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5. Advising at Columbia
Your adviser is your primary point of contact for a
variety of issues and questions, including…
General academic questions, concerns, or difficulties
Personal goals, issues, or concerns
Registration questions and problems
Connections to faculty
Referrals to other resources on campus
Planning to study abroad
Premed and pre-law requirements, graduate school, and other
academic opportunities
Future life plans
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6. Advising at Columbia
Advising Partnership – Students should…
Actively engage in the advising relationship
Proactively research and plan
Act upon referrals
Follow up with your CSA adviser
Respond to CSA adviser outreach
Reach out when struggling
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7. Advising at Columbia
Advising Partnership – Advisers should…
Be knowledgeable, responsive, and supportive
Reach out to advisees,
Inquire about students' short- and long-term goals
Research the answers to questions with students
Provide referrals
Follow up with students
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8. Basic Requirements for the
Columbia College Degree
4 years to graduate (8 semesters)
124 credits
Average course load per semester: 15-16 credits.
We often recommend taking 4 classes in
the first semester as you adjust to college life
These 124 credits include:
Columbia College Core Curriculum
A major or concentration
Electives
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9. Columbia College Core Curriculum
The cornerstone of the Columbia undergraduate
experience since 1919
Literature Humanities
Summer reading assignment – 12 books of The Iliad
University Writing
Frontiers of Science & Science Requirement
Foreign Language
Contemporary Civilization
Art Humanities & Music Humanities
Global Core
Physical Education & Swim Test
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10. Planning Your Fall Schedule and
Registering for Classes
You should plan to take 4-5 courses in the fall term:
Lit Hum
University Writing or
Frontiers of Science
2-3 others
Language, if needed for
language requirement
Electives to explore
different fields of study
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11. Planning Your Fall Schedule and
Registering for Classes
Important notes
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Program/Major/Concentration Classes to take in your first year
Premed Calculus, Chemistry, Chemistry Lab
Astronomy Calculus
Biochemistry Chemistry, Physics
Biology Chemistry
Chemistry Chemistry, Physics
Economics Calculus
Mathematics Calculus
Physics Calculus, Physics
Statistics Calculus
12. Planning Your Fall Schedule and
Registering for Classes
First-year students will be able to register using
Student Services Online (SSOL) beginning on the
Friday of Orientation week.
On-line Resources
Directory of Classes
Columbia College Bulletin
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14. Planning Your Fall Schedule and
Registering for Classes
What to do if a course is full:
Check the Directory of Classes to see if there is another
section of the course with spaces available
Have a back-up plan
Check to see if the class has an electronic wait list
If it is a Core class, you will have to petition the Core
office on the first day of class
Talk to your CSA adviser
Most importantly: Don’t Panic! Registration lasts for two
weeks and you will have a complete schedule by the end
of that period
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15. Before Orientation
Center for Student Advising website, blog, and social media
(@ColumbiaCSA, facebook.com/ColumbiaCSA)
Columbia College Bulletin – course descriptions, major &
concentration requirements, and departmental information
including contact information for the Director of Undergraduate
Studies (DUS)
Directory of Classes
Academic Planning Guide for New Students
Your COLUMBIA 101 Session adviser, available via email or phone
Online advising chats
Adviser assignments made in mid-August (advisers are also
available earlier in the summer if you need help)
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16. Orientation
Meet with your CSA adviser
Pre-med information sessions
Language placement exams
Chemistry and Physics placement exams
Music Hum placement exam
Math Information Session
Academic Resources Fair –meet faculty and learn more about
academic departments
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17. After Orientation
Your CSA adviser
Faculty
Tutoring Services
Math, Statistics, and Physics Help Rooms
The Writing Center
Counseling and Psychological Services (CPS) and Academic
Success Programs (ASP) Workshops
Time management, study skills, and a variety of first-year issues
The CSA Weekly email
The CSA Blog
http://www.studentaffairs.columbia.edu/csa/blog
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18. Advising at Columbia
Adviser Availability
Appointments through our online system
Walk-in hours
Emails or phone calls
Changing advisers
You can meet with Monique Rinere,
the Dean of Advising, to discuss an
adviser switch.
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High school is formulaic: If you take certain classes, get certain grades, and do certain activities, you’ll get into certain schools. Aside from the premed curriculum, college is not so formulaic. You can go into any professional field from any major. You have to figure out who you are, what you love.
Hours in a week: A week has 168 hours in it. In high school you are very scheduled, from when you wake up until late at night. In college, you only are scheduled for the 12-15 hours a week you have class. What do you do with the other 153 hours? Students feel pressure to fill them up.
Parents: High school students may be in communication with their parents several times a day. This may change in college. Talk to your parents about this change and establish new expectations.
Support Network: Going to college requires you to put a support network in place. Be in touch with CPS, ODS, or other resources to let them know about challenges you may be facing. We are here to help you succeed, and you have to create that network around yourself.
Stuff: Dorm rooms are small, and students often arrive with so much stuff. Think about what you really need. Go minimal; you can always get more when you go home over Thanksgiving.
Rest and reflect: As a high school student, you have been working hard, and you’re exhausted. Take time to rest and reflect over the summer. Arrive at Columbia in better shape, ready to make good decisions. Think about what you want to do/achieve at Columbia.
Role of your adviser: Advisers can support and guide you, but you are in control of your education and experience, and ultimately responsible for your own choices and decisions both academically and socially.
Getting to know faculty. As Richard Light writes, try to get to know at least two faculty members each year. These faculty members will become your advisers and mentors, and can be a great resource in the future for letters of recommendation.
Explain the difference between a major and a concentration. This is an example of students taking ownership of their college career – do they want to study one or two subjects in great depth (major/double-major), or do they want more breadth in the form of a concentration and a lot of interesting electives. There is no down-side to ‘only’ having a concentration and it allows students to explore electives.
1/3 each. Note that the Core, the major/concentration, and electives roughly occupy 1/3 of the curriculum each. This helps students contextualize the Core within their overall program.
Core History. Certain classes have been in existence since the beginning of the Core, and change only very slowly. A student in Lit Hum today has a syllabus very similar to a student from 1945. This is what ties CC students together across generations. Similarly, the syllabi for Lit Hum, CC, Frontiers, UW are the same for all first-years. So they are studying the same material as their fellow classmates, which again is a point of unity across the class.
Exploring. Speak of the joys of being in college here – talk about some of the many interesting majors we have here – Religion, Women’s Studies, Classics, Philosophy. This is the chance for students to take classes that weren’t offered in high school and to acquire a well-rounded education. Even more importantly, a student can never know when an elective taken for fun will lead to an academic passion.
Correct Placement. Students should not worry too much about correct placement level in either language or math. Changes in level can be made in the first 2 weeks of school if warranted.
Biology. First-years sometimes ask about Biology. The premed Bio must be taken in the sophomore year, after students have completed the prereq of Chemistry.
Take some time to explain the differences between the Directory of Classes and the Bulletin. Explain what information can be found in the online Bulletin: contact information for the department and DUS, requirements for the major or concentration, course descriptions. Go over what the codes mean in the Bulletin/Directory. Talk about creating a grid with different possible schedules.
Directory. Encourage students to begin exploring the Directory of Classes over the summer, before they come to campus.
These are screenshots of what you will see in the Directory of Classes and the Bulletin to help prepare the students for registration.
Schedule planning. Advise the students to come up with many options and choices for their fall schedule since many classes will already be full. Sophomores, juniors, and seniors have already registered. Explain two or three times that they should not panic if they only end up registered for 2 or 3 classes at the end of the first day of Registration. Registration/Change of Program is a 2-week process. They will absolutely have a complete, full-time schedule by the end of those 2 weeks.
Terminology: professor, TA, instructor. Explain the difference in these terms. When in doubt, just go with “professor.”
First advising meeting. Note that students’ first meeting with their CSA adviser is just a quick introduction. Students should return for a longer conversation in September.
Changing advisers. Refer back to the advising partnership and the expectations of both adviser and student. Before requesting a change students should make a good effort to build a strong relationship with their adviser.
Sample questions for discussion:
Tell me about the classes you’re considering taking in your first term.
What classes are you looking forward to?
Do you have questions about any particular departments or majors?
Is anyone thinking about being premed?
Does anyone have questions about language placement?
Does anyone have questions about study abroad?
Additional resources for students:
Cal Newport, How to Become a Straight-A Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less
Richard Light, Making the Most of College: Students Speak Their Minds