Program Overview
The Administration
The Center for Academic Success program is a two
semester academic support program for a select group of freshmen. The
program provides an extended academic transition between high school and
college for students who have shown the potential to succeed at Southern
Illinois University Carbondale, but who do not meet the standards for
regular admission. Students who are admitted to the program must have
an overall record that contains reasonable evidence to show that they
could earn a degree if they effectively use this academic support and
other services. The program lasts for one academic year (Typically Fall
and Spring semesters) during which students must meet the university’s
standards for good standing (2.0 grade point average on a 4.0 grading
scale) and/or continued enrollment.
Orientation and Diagnostic Testing
The orientation program introduces students and
their parents to SIUC, outlines the program conditions and expectations,
and helps students and parents establish rapport with program personnel
and with each other.
The orientation program
includes:
- An introduction to program
personnel and support services.
- University orientation information
modified specifically for CAS students.
- Information for parents.
CAS takes a pro-active diagnostic placement
approach. Students are screened for speech and reading strengths and
weaknesses. The goal of the program is to test all students immediately
so they receive their class schedules as early as possible.
The Program
General supervision of the program is
provided by the program director, Dr. Seymour Bryson. The CAS staff
consists of educationally trained instructors and
graduate students. The staff provides direct services, coordinates the
program services, and provides an intensive support system for students.
The purpose of our program is to help students
develop the knowledge and skills vital for academic success.
Specifically, our program helps students build the academic and other
skills they need to succeed in college. We make use of small, friendly
learning communities by offering in-class work and out-of-class
experiences that link students to vital support services.
Key features of our supportive services are:
- Collaboration with colleagues, faculty, student services
personnel and administrative offices.
- Provision of an academic support team for each student.
- Administration of an intensive advising program.
- Provision of affective as well as cognitive support.
Each of our students works with a professional
academic support team that includes:
Developmental Skills Training Specialists
CAS Developmental Skills Training Specialist are individuals who teach at
least three sections of University 100 and serve as an academic advisor
to an assigned group of students for one academic year. Our students
receive intensive academic advising. Developmental Skills Training
Specialists familiarize
themselves with their individual students in order
to build rapport with the students. Developmental Skills Training
Specialists help
students select courses and choose an academic major; they review
program and university requirements are reviewed with students; and make referrals to
appropriate programs and services when needed.
Additional Information
on Academic Advisement
Students are required to meet for advisement three times to select courses from the university core
curriculum only (students will not be allowed to select courses from
the mathematics area, science area or intended major). The academic
advisement process starts with pre-orientation either in person or
by telephone advisement. The first academic advisement session is
usually done prior to matriculation between the months of March
through August. The second advisement session is usually held starting
the third week of the first semester until the end of the first semester
(between the months of September through the middle of December). The
final advisement session is usually held starting the third week of the
semester until the end of the semester (between the months of February
through May). During the final academic advisement session, students
will choose classes from an intended major, if the classes are
non-restricted and available for open registration. If a student has
not decided on a major, course selection will be made from remaining
university core curriculum courses.
Students are enrolled in 12-15
semester hours each term during their
freshman year. Each student has an individual schedule recommended by
program staff, which must include:
- The reading, writing and speaking
course required of all students.
- University Core Curriculum based upon
the students’ interests and abilities
Class schedules take into consideration a number
of factors, including placement tests, ACT scores, high school
preparation, and a student’s intended major and extracurricular
activities.
Computer Learning Center (CLC)
Our program operates a 27 microcomputer laboratory
with academic and personal development programs available. Some
of the instructional programs include goal setting, time management
and career exploration.
Peer Assistants
Academic coaches (tutors): Academic
coaches provide tutorial assistance for most all of the university core
curriculum courses in which our students are enrolled. Academic
coaching services can be in individual or group sessions or in other
arrangements adapted to students’ needs. Academic coaching
sessions are conducted by successful undergraduate and graduate students
who have demonstrated both a mastery of the subject area and a concern
for students who need help.
Peer Mentors: Peer mentors, also
successful undergraduate and graduate students, help a select group of
students adjust to college. During spring semester, all students on
academic probation are assigned a mentor.
University 100 - The New Student Orientation
Course
University 100 is a required course of
all program participants that
introduces students to the
academic culture of the university by using an activity-orientated approach. Students
examine their own strengths and learn to
develop college-level critical thinking and study skills. The
substantive focus of the class is to
help students better understand the
university environment. The class includes instruction in time
management, study
skills, setting goals, achieving goals, and
implementing techniques to enhance personal and
social skills. Generally, the credit hours
for University 100 do not count toward graduation credit. All
students, however, will earn a grade for
University 100 that will be calculated
into their grade point average. For students in good
academic standing, this
is a one semester course (fall semester only).
Students on academic probation after the fall
semester will have to
continue the University 100 course into the spring semester. Students
will follow a special course plan for students with academic
probation status. This course is
designed by the CAS staff responsible
for the creating the programs’ curriculum.
Moreover, the program is
designed to help students build a support system at the university with
other students, as well as with program personnel. Seminars and study
groups provide an opportunity for students to work closely with one
another, encouraging the development of relationships that go beyond the
classroom.
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