The basic tasks of Maine Maritime Academy’s (MMA) academic advising program are to help students identify and achieve their academic goals, to promote intellectual discovery, to encourage them to take advantage of both in- and out-of-class educational opportunities, and to become self-directed learners and decision makers.
COMPONENTS OF ACADEMIC ADVISING
No single advisor can be expected to provide all of the information discussed below, but each
advisor should know that MMA’s advising program (faculty, professional staff, and student
advisers) can provide information and advice in all of the following areas:
Both advisors and advisees share responsibility for making the advising relationship succeed.
By encouraging their advisees to become engaged in their education, to meet their educational
goals, and to develop the habit of learning, advisers assume a significant educational role. The
Coordinator for Academic Advising, in conjunction with the Registrar, will provide each advisee
with a primary academic advisor, the information needed to plan the chosen program of study, and
referrals to other specialized resources. The academic advisor will monitor the progress of
his/her advisees towards satisfactory completion of all graduation requirements and inform
students of their status each semester. Advisees in turn will routinely contact their advisors
each semester and will assume final responsibility for course scheduling, program planning, and
the successful completion of graduation requirements.
Faculty members at MMA advise students as an important component of their
scholarship in teaching and learning. The primary purpose of academic advising is to provide
effective guidance so that students can maximize the educational opportunities available at MMA
and make critical decisions regarding education, career, and life goals.
Faculty has an extremely important responsibility for academic advising and all students are
assigned an academic advisor based on their major. Students may also have an advisor in their
minor area of concentration and for NROTC. Advisor/advisee assignments are made by the
Coordinator for Academic Advising through the Registrar’s office. The responsibility of the
faculty advisor is important and may be the major contact that the student has with the Academy.
Advisors must meet with all their advisees at least once a term for registration and should keep
accurate records of advice given to their advisees. The role of the advisor should be more than
just a formality in the registration process. Advisors also receive copies of semester grades and
any academic alerts for their advisees, and call students in for consultation if results are less
than desirable.
The efforts of academic advisors are supplemented by coaches, NROTC officers, and student services
personnel. Coaches receive academic alerts for student athletes and may contact the instructor,
department chair, or advisor to identify a solution that may involve extra help from the
instructor, hiring a tutor, or requiring the student to attend monitored evening study sessions.
The NROTC unit assigns a Navy advisor who meets with students on a regular schedule. If
difficulties arise, a number of procedures may be used to correct them. Mandatory study hours may
be established and tutors hired. A serious academic problem can lead to the loss of scholarship
funds or dropping from the Navy program. Regimental students may be counseled by their Company
Officer on ways to improve academic performance. Non-regimental students may be counseled by
other student services personnel.
Successful academic advising depends on the ability of the adviser and advisee to recognize the nature of the academic advising process, address specific components of academic advising, and together be responsible in the advising process.
THE ACADEMIC ADVISOR'S ROLE
Students believe advising to be one of the most important activities in their academic lives. Good relationships established during the advising process benefit all: student, advisor, and academy. Students come to know MMA better and learn to explore all possible options, becoming accomplished learners. Advisors take satisfaction in the intellectual and personal growth of their advisees. The academy fosters students who participate in our teaching, learning, advising, and research activities and who will become productive, loyal graduates.
Successful academic advising depends on the ability of the advisor and advisee to recognize the nature of the academic advising process, address specific components of academic advising, and together be responsible in the advising process.
EFFECTIVE COMMUNICATION SKILLS
Effective communication skills are essential for advisors. Providing information in a meaningful
way serves as a basis for decisions that can have a profound influence on a student's entire
life. Advisees are not simply deciding what courses they will take or what they will major in;
they are also deciding, if only indirectly, their futures.
| Listen carefully and check your understanding by paraphrasing what advisees have said or by asking a question. Ask yourself whether advisees have asked the right questions. Too often, the correct answer is given by advisors--but the wrong question was asked by students, and communication fails. |
| Use open-ended questions and similar techniques that enable you to discuss topics with advisees rather than allowing only “yes” or “no” responses. |
| Discuss with your advisees their backgrounds and experiences, progress on their goals, and plans. Such a discussion will provide you with helpful information, and it will reflect your concern for advisees as individuals. |
| Most communications have both an intellectual and an emotional component. Listen for the emotional message. If the emotional part of the message seems to be out of proportion or inconsistent with the intellectual part, you may need to examine this discrepancy before a rational decision can be made. |
| Always keep notes about what decisions have been made and why. A quick review before seeing students again will help you recall specific details. This is an important way to demonstrate your interest in students as individuals. |
| The more effective approaches to academic advising go beyond informing and begin to involve some counseling skills including helping and empowering. |
| Respect your advisees as people and show them that you respect them. One way to do this is to make a sincere effort to do an effective job of your advising. |
| Encourage informed decision-making of your advisees. They are adults, and, more importantly, they must live with their decisions. |
| Respecting advisees does not mean that advisors must agree with all of their decisions. The advisor role is to help them make realistic decisions. If advisors have reason to believe that students will fail or are making a poor choice, they should honestly discuss this perception with them. |
| Know enough to recognize when one of your advisees needs help beyond your capability and know how to make a referral. |
| Be available; you cannot provide even the basics to an advisee if the advisee cannot find you. |
Adapted from the NACADA Faculty Advising Training Program
THE FIRST TEN QUESTIONS TO ASK AN ADVISEE
 | Do you really like that area of study? |
| Do you think it will lead to a high paying/prestigious job? |
| MMA |
| your major |
| requirements |
| scheduling |
| school policies |
| scheduling |
· career guidance
| problems -- personal, academic |
| information |
Athleen Stere, Altoona College
SCHEDULING
Scheduling of all classrooms and class hours is done by the Registrar's office. In scheduling classes, final exams and laboratories, the Registrar must take into account the availability of faculty, students, classrooms, labs and, in some cases, boats, meal hours, athletics, and other special conditions. Assignment of teaching load is the function of the Department Chair, but the final scheduling of that load is done by the Registrar. Often, special requests for a specific schedule cannot be met.
Any changes in room assignments and class schedules must be coordinated with the Registrar's office. This is especially important since the Registrar may need to locate a student in an emergency. This also allows the Registrar to know what classrooms are available for special events.
Because of the limited number of course sections, it is often not possible for students who are not on track in their major program to register for all of their courses. It is possible to excuse a student from conflicting course requirements if both instructors agree. A Scheduling Conflict Request form may be obtained at the Registrar’s office.
Changes in the final exam schedule must be approved by the Academic Dean. This rule is essential to prevent undo pressure being applied to faculty and some students to accelerate the final exams and allow for more vacation time.
MAXIMUM CREDIT HOUR LOADS
Students wishing to register for credit hour overloads in any semester may do so in conformity with the following:
(1) A student on academic probation may not register for more than the required number of credit hours in any semester.
(2) A student in good standing may take no more than three additional credit hours above those required in the semester in question.
(3) A student on the Dean's List in the previous semester may take up to six additional credit hours above those required for the semester in question.
(4) Exceptions from the above are subject to the discretion of the student’s program advisor.
Students enrolling in more than 18 credit hours not normally required by their major in a semester will incur an additional credit hour fee as described in the MMA catalog under Schedule of Tuition and Fees.
ASSESSING ACADEMIC ADVISING
In order to ensure our students are receiving the best academic advising possible, all advisors are asked to have their advisees complete the survey found in the Appendix at the end of each academic year. Students will submit completed surveys to the Coordinator for Academic Advising who will then provide the results to each advisor individually.
Academic advising at MMA is a responsibility shared between advisor and advisee. The academic advisor is assigned by the Coordinator for Academic Advising based on the student’s major to help with creating their educational plan and completing requirements. Some students may have additional advisors or counselors (for example, athletes, NROTC students, etc.).
Students often seek advice from many of the people they know. They talk with faculty who teach them, with their friends and family members, and with academy staff. While these may be good sources of information on careers, research, internships and graduate study, your academic advisor is the person to consult about your educational plan.
Both advisors and advisees share responsibility for making the advising relationship succeed. By encouraging their advisees to become engaged in their education, to meet their educational goals, and to develop the habit of learning, advisors assume a significant educational role. The Registrar’s office will also monitor the progress of students towards satisfactory completion of all graduation requirements. However, in the final analysis, it is the student’s responsibility to contact their advisors each semester for course scheduling, program planning, and successful completion of graduation requirements.
THE ADVISEE'S ROLE IN THE ACADEMIC ADVISING PROCESS:
SELECTING A MAJOR
It is necessary to select an academic major prior to registering for the fall semester of the first year. After the first semester, it is possible to change a major, but to do so requires careful scheduling and may necessitate attending summer classes or additional semesters to complete all required courses.
When students enter a major or change majors, they are usually assigned to a faculty advisor within their respective department. In many cases, students will work with this particular faculty member until they graduate.
In trying to choose your major, first think about your personal
characteristics (interests, abilities, values, personality, and motivations) and about the
realities you might face in deciding on a major. Then keep these six important considerations in
mind as you sort through and evaluate the information you collect.
The questions listed under each consideration below are just some examples to get you started; you
will undoubtedly think of others.
1. Your Interests
Think about the kinds of things that you enjoy. Here are a few questions to get you started.
| What activities do you like to participate in just for fun? |
| What do you like to watch on TV? |
| What topics do you enjoy reading or talking about? |
| What courses did you like most in high school? |
| When you fantasize about a career, what do you think you would enjoy doing or being? |
| What other things are you interested in? |
| What kinds of activities are you not interested in, and why? |
Don't underestimate how important your
interests can be when choosing a major. Imagine not being interested in a subject and studying it
in depth for four years or more. Would you be interested in the course work required in a
particular major?
2. Your Abilities
Here are a few sample questions to help you think about your abilities (the things you're good
at).
| How do your SAT scores and high school grades compare to those of other students? |
| How have others judged your abilities in the past? |
| Have you won academic honors, or awards for excellence in art, music, debate, sports, or other performance areas? |
| Do you seem to have a natural talent for helping other people, working with numbers, influencing others, solving problems, using your hands, organizing events, or other areas? |
| How strong are your study skills? |
| What other abilities do you have? |
Do you have the ability to be successful
in the course work required in a particular major?
3. Your Values
Think about what's important to you—the values and principles that guide your life. How would you
answer these questions?
| Are your decisions and choices in life influenced by certain religious, spiritual, philosophical, moral, or ethical beliefs and teachings? |
| Where do you stand politically on various issues? |
| How important is it for you to help others or serve your community? |
| Is making a lot of money important to you? How about just a “comfortable” living? |
| Would you rather save the rain forests or cut them down? Why? |
| Would it be easy for you to cheat on an exam because you think it's “no big deal”? |
| When faced with a moral dilemma, do you always “do the right thing,” even if it's difficult? |
| Could you work in a job that promotes unethical, illegal, immoral, or unhealthy activities? |
| What place does a family have in your future? |
| What other things are important to you? |
| How would you summarize your personal values? |
How would you feel if your values didn't
match with a particular major or career you were considering?
4. Your Personality
Think about your emotions, behaviors, and ways of thinking. Here are some questions to help you
assess your personality traits.
| Are you outgoing—or shy? |
| Are you assertive—or passive? |
| Do you seek out excitement—or peace and quiet? |
| Are you open to new experiences or do you avoid them? |
| Are you chronically late, or are you always on time? |
| Are you anxious and nervous—or laid-back? |
| Do you act impulsively or do you take your time to make decisions? |
| Are you patient and understanding or do you lose your temper easily? |
| Do you like being the center of attention or blending in with the crowd? |
| How else would you describe your personality? |
If you were shy and introverted, how would you
feel about having to work in groups or give a speech to a roomful of people? If you were
impatient, would you be able to work with young children? If you like to take your time to make
decisions, how would you react to tight deadlines?
Personality traits may not be easy to change. Does your personality match with the
majors/careers you are considering?
5. Your Motivations
Ask yourself what's motivating you to consider certain majors.
| Are you motivated mostly by your interests, your abilities, your values, or something else? |
| Are outside pressures from family, friends, or the job market influencing your decisions? |
| Are you considering a major just because you think it will be easy? |
| Are you thinking about choosing a major because somebody else said you “should”? |
| Are you considering only majors that you think will lead to good jobs and a lot of money? |
| What other things are motivating you? |
Would your motivation be strong enough
to allow you to succeed in a major even if other factors seemed to point away from that major?
6. Realities
Consider what situations in your life may have a strong and overriding influence on your choice of
major.
| Do your interests, abilities, values, personality, and motivations conflict with each other or are they in agreement? (Sometimes students are very interested in a major, but find that they don't have the abilities to handle the required courses. On the other hand, some students have strong abilities in a particular area, but don't have any real interest in studying that topic. And sometimes students have both interests and abilities in a major, but aren't willing to risk four or more years of time and money if it seems unlikely they'll find a job in that area.) |
| Will you be able to meet the entrance requirements of your major on time, especially those majors that are popular or which have administrative enrollment controls? |
| How much extra time will it take you to graduate if you've already completed many credits that can't be applied to the major you choose? |
| Does Maine Maritime Academy offer the major you're interested in, or would you have to transfer to another school? |
| Can you afford to pay for four or five years of college, or only two years? |
| What other realities are you facing? |
Consider these and other outside factors that may make a significant difference to you. Is your choice of major a realistic one?
ACADEMIC CREDIT FOR LIFE EXPERIENCE
Academic credit may be awarded for life experiences or formal non-academic training. Applicants for such credit should contact the chair of the appropriate department. Credit is awarded after the applicant successfully completes a test and/or practical project to the satisfaction of the instructor and the appropriate department chair who will forward a recommendation to the Academic Dean for consideration. Upon approval of the Academic Dean, the applicant's transcript will be marked to show credit hours earned, and a notation that the credit hours were earned for life experience.
LEARNING DISABILITY SUPPORT SERVICES
Maine Maritime Academy provides supportive services to students with learning disabilities through the Academic Dean’s Office (ADO). The purpose of these support services is to provide the opportunity for educational success and personal growth in college programs at MMA. The supportive services are designed to promote student independence and equal access to classroom and college-related activities for those students with a demonstrated learning disability. Associate Professor Donald Dobbin, Associate Academic Dean (326-2370/2371) is responsible for handling requests for accommodation of students with learning disabilities. His office is located in room 209 on the second floor of Leavitt Hall.
To receive accommodations you must meet with the Associate Academic Dean and provide the following:
| Certification - You must document your learning disability with the Academic Dean’s Office by providing written recent documentation from a qualified specialist that establishes the nature of the disability, including the basis for the diagnosis and the dates of testing. |
| You must provide a recommendation from a qualified specialist of the accommodation(s) specifically appropriate for offsetting the effects of the disability. |
| The Academy may also conduct an independent review of the records submitted and/or request you to submit to an independent medical examination. |
| You must sign a release form that allows the Academy to notify professors that you have been certified as having a learning disability and that certain accommodations are required. Under the law, only those with a need to know may see documentation. Faculty do need to know what accommodations are necessary, but do not need to see the documentation. |
| After approval by the Academic Dean’s Office for specific accommodations, you will be given a letter to show to your instructor as you choose. You will be required to meet with your instructors and request the accommodations. You are responsible for doing so in a timely manner. Faculty members are not required to anticipate special student needs. If you ask for an accommodation late in the semester, the instructor is only required to provide accommodations from that time on and does not need to offer make-up exams etc. |
Accommodations must be appropriate and reasonable. The qualified specialist who has conducted the diagnosis usually determines the nature of the accommodation. The reasonableness of the accommodation is that it meets the needs of the student and is within the resources of the institution as a whole to provide. If you believe that a faculty member has denied you a reasonable accommodation, you may appeal that decision to the ADO. If you believe the ADO has denied you a reasonable accommodation, you may appeal that decision to the President’s Office. You may also file a formal complaint with the Maine Human Rights Commission.
As a student with a learning disability, you have the first responsibility of documentation and notification through the proper channels. You do not have to request an accommodation if you do not desire to. In all cases, the purpose of the accommodation is to assist you in meeting the specific academic requirements of your courses and program.
ACADEMIC WARNING
Students will be placed in an academic warning status when their academic performance does not meet minimum academic standards or if their performance warrants official cautioning by the Academic Review Board. This is the mildest form of sanction issued by the board.
ACADEMIC PROBATION
The Academic Review Board may place a student on academic probation because of unsatisfactory academic performance. Students on academic probation are in a conditional status, and their academic standing is evaluated at the conclusion of the semester in which they were placed on probation. While on academic probation, students are encouraged to consult with their faculty advisor frequently to ensure that satisfactory progress is made toward correction of academic deficiencies. Normally, remaining on academic probation for two consecutive semesters without significant improvement will result in a recommendation for academic disenrollment. Remaining on academic probation beyond this point may jeopardize your financial aid status.
ACADEMIC DISENROLLMENT
Students not meeting the established academic criteria in regard to the minimum quality point average and failing to show satisfactory progress toward their degree may be recommended to the Academic Dean for academic disenrollment. Students disenrolled for academic deficiencies will not normally be eligible for re-admission within six months of disenrollment. Students who have been disenrolled for academic reasons may appeal this decision to the President after discussion with the Dean, and if appropriate, with parents.
STUDENTS AT RISK POLICY
Students at risk are defined as all students currently on academic probation. They are automatically assigned to the Performance Fostering and Direction (P.F.D.) program. Each PFD student will:
· Be required to meet with an assigned special advisor once a week and to meet regularly with their academic advisor (these advisors generally collaborate to get the student back on track).
· Not be allowed to register for more than 16 credit hours of course work per semester.
· Be required to retake successfully all required courses he/she failed.
· Be required to retake all courses required as part of their major and for which he/she received a grade of “D.”
· Be removed from the at risk category only after they have obtained a cumulative QPA of 2.0 or higher