Academics

Announcing a bachelor’s degree in
Criminal Justice for day and evening students starting fall 2017

          

The field of criminal justice offers some of the most sought-after careers for people who want to serve their communities. A bachelor’s degree in criminal justice will give you the advantage you need to get started in this rewarding and increasingly competitive profession.

A bachelor’s degree in criminal justice from Columbia College offers two concentrations:

  • Forensic Science
  • Leadership/Risk Management

Call us for more information 800.277.1301, or apply now and get started on your future in criminal justice. At Columbia College, you’re on your way.

Announcing a Bachelor of Science degree in Nursing for day and evening students starting fall 2017

Do you want to serve your community through a career in nursing? How will you distinguish yourself in an increasingly competitive healthcare field?

Columbia College’s new BSN program will offer cutting-edge instruction with an emphasis on the leadership skills you’ll need to get ahead in your nursing career.  Your experience includes:

  • Classroom instruction
  • Patient simulation labs
  • Clinical rotations
  • Leadership courses

Call us for more information 800.277.1301, or apply now (LINK ‘APPLY NOW’ TO APPLICATION) and get started on your future in nursing. At Columbia College, you’re on your way.

Advisor's Roles and Responsibilities
  Role of a Faculty Advisor
  Role of a Career Coach
  Role of a CC Mentor

Student's Roles and Responsibilities
  Academic Advising Preparation
  Career Advising Preparation
 Professional Advising Preparation

College's Roles and Responsibilities

Goal of Academic Advising

*Please note that it is the responsibility of each student to monitor her academic progress and make sure that the requirements for graduation are fulfilled.

The goal of collegiate advising at Columbia College is to guide students in appropriate course selection, help students stay on track and serve as professional mentors through the undergraduate learning process. Advisors are also encouraged to use this time to help students plan more holistically for their futures in the careers they have selected. All incoming students at Columbia College are introduced to a team of advisors (personal Board of Directors), consisting of a Faculty Advisor, Career Coach, and a Professional Mentor. Students are expected to meet with all members of their advising team every semester, prior to early enrollment for the next semester.

Advisor’s Roles and Responsibilities

Role of a Faculty Advisor

Faculty advisors provide students information about course rotations, course requirements and appropriate sequencing of courses as well as providing general academic advice and support.

To that end, the faculty advisor will:

  1. Be available to meet with each student each semester to review her academic progress.
  2. Explain institutional policies and procedures, general education, major, and graduation requirements.
  3. Help each student evaluate her academic progress realistically and suggest appropriate courses for the coming semester(s).
  4. Be informed of academic requirements and prerequisites as well as course rotations that are specific to the program in which the student is majoring.
  5. Help students to develop decision-making skills, self-evaluation skills, and a suitable career/educational plan.

*Additional Academic Advising Resources/Articles for Faculty

 

Role of a Career Coach

Career Coaches at Columbia College are committed to assisting students in career and/or graduate school exploration to ensure they are professionally prepared to be a more productive, effective, and desired talent in the workforce and their communities. Activities center on a four-year comprehensive plan to provide a transformative and individualized experience for each student.

To that end, the career coach will:

  1. Assess each student’s career interests, strengths, weaknesses, likes, and dislikes in order to establish career/professional goals.
  2. Track students’ progress towards these goals over their four years. 
  3. Provide information about areas of study and corresponding career options so that students choose appropriate majors, minors, and concentrations. 
  4. Host and encourage students to take advantage of on/off campus career development workshops and opportunities. 
  5. Provide ongoing support to successfully implement the student’s individualized career plan.

 

Role of a Columbia College Mentor

The Mentor Program is designed to aid our young women in fostering meaningful, real-world connections. It is our belief that young women need mentors and flourish when they have access to outside perspectives that come with their best interest in mind.

To that end, the mentor will:

  1. Foster meaningful, consistent, professional and ethical relationships.
  2. Help the student to learn more about varying career choice and work/life balance.
  3. Guide the student’s plans toward career preparation and/or advanced study goals.
  4. Model appropriate professional dress and etiquette.
  5. Share experiences with the student that may help to shape her educational/professional career.

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Student’s Roles and Responsibilities

Please note that it is the responsibility of each student to monitor her academic progress and make sure that the requirements for graduation are fulfilled.

Academic Advising Preparation

  Students will:

  1. Arrange a meeting with her faculty advisor during advisement each semester according to the advisor’s availability.
  2. Complete the Pre-Advising Session Worksheet (located on KC) and come to the advising meeting with suggested classes based on the current course schedule.
  3. Inform the advisor of schedule changes, course withdrawals, early alerts, and other unexpected events in her progress during the semester.
  4. Complete the Registration Agreement online form and Personal Information form (located on KC) prior to the advising appointment.
  5. Complete registration for each semester during the allotted time for her classification.
  6. Have no outstanding charges in the business office which will inhibit pre-registration or registration.
  7. Meet all requirements for the anticipated degree as stated in the Academic Bulletin.
  8. Coordinate requirements of various programs when seeking a minor(s) or a double major.

Career Advising Preparation

  Students will:

  1. Arrange a meeting with her Career Coach within the first few weeks of the semester.
  2. Foster confidence to develop self-knowledge related to career choices.
  3. Exhibit courage to seek out career and educational planning and information.
  4. Show commitment to take responsibility for developing career decisions, employment, and/or graduate and professional school plans.
  5. Build competence to manage their careers upon graduation.

Professional Advising/Preparation

  Students will:

  1. Plan to attend the Mentor/Mentee matching event in the fall semester and correspond with their mentor at least 4 more times before the end of the semester.      
  2. Strive to foster a meaningful, consistent, professional and ethical relationship.
  3. Learn more about their mentor’s position, company, and industry.
  4. Allow their mentor to guide their plans toward career preparation and/or advanced study goals.
  5. Receive feedback on ways to grow professionally.

College’s Roles and Responsibilities

  The college will:

  1. Assign each student an academic advisor and a career coach.
  2. Provide exposure to a group mentoring experience with an option to opt-in to a One-on-One experience.
  3. Provide an accurate listing of course requirements in a printed Bulletin (available for purchase in the bookstore)
  4. Provide an accurate listing of course requirements for each major on the Web site.
  5. Maintain an electronic program evaluation system for students and advisors to use as they monitor the student’s progress toward graduation.
  6. Provide each senior student an update on progress toward graduation listing specific requirements that still must be completed.

 

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Back to CENTER FOR ACADEMIC AND PROFESSIONAL ADVISING

Student Success Team (SST)

 

Cultivating Accountability, Retention, and Engagement

The Student Success Team is a collaborative group of academic and student affairs staff who work together to identify early students who are at-risk academically and to intervene with these students to connect them with the resources, support, and advisement to succeed academically.

The first year of enrollment at Columbia College provides a foundational experience in which women can grow and develop academically, socially, emotionally, physically, and spiritually. Through living and learning in a diverse community, experiencing leadership opportunities, balancing responsibility and freedom, being accountable to one’s self and to others in the community, and reflecting intentionally upon her experiences, the student develops her identity as a woman and a leader.

Because the first year plays a pivotal role in this development, Columbia College is committed to providing support to our students both inside and outside of the classroom and by allowing this support to continue throughout the student’s four year collegiate experience.

Our Early Alert intervention system allows faculty and staff to report concerns they have regarding student behavior and performance, monitors attendance, and identifies academically at-risk students early to ensure students have the resources, information, and support they need to succeed in college.

 

EARLY IDENTIFICATION

  • Attendance monitoring for all classes 
  • Early alert reporting from Faculty/Staff
  • Midterm grade reporting
  • Academic probation monitoring

FACULTY & STAFF

Only current faculty and staff can submit an alert to the Student Success Team. In order to do so, log into Koala Connection and access the early alert link under the quick links menu.

 

For additional information, contact:

Chanté Clarkson
Director of Center for Academic and Professional Advising
803.786.3727
This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Back to Center for Academic and Professional Advising

2016

The Teaching Web 15.6 (2016): Catastrophe, Crisis, Teaching & Learning

Friends: Here we are, again, facing another horrific event after the terrible news in Orlando, FL. How does such news affect teaching and learning? How do we comfort and support our students and colleagues as we reflect on the impact that catastrophes and crises have on all of us in education?

Remember that we have two earlier posts in our Teaching Web archive:

Teaching Web 4.9 (2005)
Teaching Web 2.3 (2003)

Additional resources:

http://ucat.osu.edu/blog/collective-tragedy-resources/

https://cft.vanderbilt.edu/guides-sub-pages/crisis/

http://www.niu.edu/facdev/resources/crisis/teaching.shtml

http://www.hws.edu/studentlife/counseling_tragedy.aspx

• http://tinyurl.com/zgy9apk

http://www.apa.org/helpcenter/aftermath.aspx

Peace, security, and love for all.

 

The Teaching Web 15.5 (2016): Books, beautiful books!

Friends: books, books, all those beautiful books! Encourage your students to keep them as much as possible. There’s more value to keeping books than you might think. Share this with students:

https://www.insidehighered.com/views/2016/06/03/enduring-power-textbooks-students-lives-essay

Learn and enjoy.

 

The Teaching Web 15.4 (2016): Student presentation & social media tools

Friends, many of us ask students to design presentations with online tools and to represent their learning in different ways with social media. Here is a compilation of tools that offer plenty of options. I learned of these from our former colleague Michael Wiederman:

https://docs.google.com/spreadsheets/d/1ihsTwYr1kFx9Jb08Z2w5i1MWoxYkRXZbTP4Gcbodp6I/edit?pref=2&pli=1#gid=0

 

The Teaching Web 15.3 (2016): Free SOTL Journal

Friends, many of us regularly read journals dedicated to teaching and learning, and here is some good news. Teaching and Learning Inquiry, the journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL), is now available online for free. Check it out: http://tlijournal.com/

 

The Teaching Web 15.2 (2016): Critical Thinking Revisited

Friends, here are a few quick resources worth revisiting on the perennial topic of critical thinking:

Teaching Critical Thinking: Are We Clear?

Using Fundamental Concepts and Essential Questions to Promote Critical Thinking

Guiding Students to Think Critically Using Case Studies

 

The Teaching Web 15.1 (2016): First 5 minutes

Friends, as we plan for our first meetings with students this new semester, take a look at this brief piece on how to create a challenging, inspiring tone in the first five minutes as opposed to the tired review of syllabus and penalties. Good luck, everyone, in our first classes of 2016!

http://chronicle.com/article/Small-Changes-in-Teaching-The/234869