Betty Howard Center

SunshinetranspIn addition to its regular summer offerings, Washington Adventist University will offer two special summer programs in 2014. Both of these are designed to enhance student success and highlight the richness of Washington DC Metropolitan Area arts and humanities offerings. These programs are:

(July 6-August 7, 2014) (July 20-August 7, 2014)

Questions?

Admissions

800-835-4212800-835-4212

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Betty Howard Center for Student Success

Overview

The Academic Support program exists primarily to aid students in their transition into college, and in their success in completing college.

Services include the following:

  • The Enrichment Program for at-risk freshmen needing intensive academic advisement
  • Mentoring for students on academic probation and in the Enrichment Program
  • College Study Skills classes and the Learning Assistance Lab
  • Academic advisement for students who are undecided about their majors
  • Academic support for students with disabilities
  • Counseling for students on academic probation
  • Collaboration with the Writing Center, Math Lab and Computer Lab
  • Test administration
  • Tutoring services

Additionally, the program sponsors two National Honor Societies, Alpha Chi and Phi Eta Sigma (see Honors Program).


The Program

Academic Support

At Washington Adventist University (WAU), academic support is an integral part of the broader academic program and goals of the university. The aim of this program is to facilitate student academic success by providing the appropriate assistance throughout the student’s education at the university.

Academic advising at WAU is a cooperative educational partnership between faculty advisors, staff/faculty mentors, and advisees grounded in mutual respect in a shared commitment to student growth and success.

All incoming students are assigned a faculty advisor and a mentor (faculty/staff) when they begin college. Once students decide on an educational track (major/program of study), they are required to meet with their advisor assigned by the department.

Mission Statement

WAU advocates and supports student-center academic advising to assist students in making sound educational, career and life-long goals, thus ensuring that students have a successful college experience.

Goals and Objectives

    • Communicate information, mediate and facilitate accessing of programs and services available that assist students in enhancing and maximizing their academic potential. (academic skill-building, personal/career counseling, tutoring, mentoring, etc).
    • Follow up with probationary, “at risk”, students in order to assist them with being academically successful.
    • Assist students in the development of the self-assessment and Academic Corrective Action Plan.
    • Track, intervene and follow up with students as needed in order to facilitate students’ progress in their program of study. (student’s self-assessment, Academic Corrective Action Plan, Early Alert referrals, Mid-Semester Grade Report, Mentors’/Advisors’ reports).

 

Academic Advising Plan Coordinators

  • Bridge Program: Program Coordinator
  • Declared Majors: Academic Departments
  • Enrichment Program: Enrichment Advisor
  • Honors Program: Honors Program Coordinator
  • International Students: International Student Advisor/Academic Departments/The Betty Howard Center for Student Success (BHCSS)
  • Students on Probation: Enrichment Advisor
  • Transfer Students: Academic Departments/CLR
  • Undeclared Majors – BHCSS

Mandatory Academic Corrective Plan of Action for “At Risk” Students

Within two-three weeks of notification of probationary status, the student must submit a thorough-written academic self-assessment to the Enrichment Program Advisor and to his/her Academic Advisor. The student is then expected to being working on a Corrective Plan of Action.

The purpose of developing a plan is to help the student return to good academic standing. Issues to be discussed are:

  1. Academic Support/Counseling Services: goal setting, time management, testing anxiety, learning disability, study-skills/strategies, coping skills, stress management, depression, concentration issues, sleep disturbances, and personal counseling.
  2. Extra-curricular Activities: student or service organizations, offices held and commitment to these issues
  3. Financial Issues: family support, financial aid, employment and working hours per week.
  4. Commitment to Family/Friends: significant other, spouse, children, elders, friends, and animal care time commitments. Religious and civic time commitments. Emotional and spiritual support issues.
  5. Accessing Educational Resources: advisor, mentor, tutors, study groups, supervised study periods, Writing Center, ESL program, INDT Study Skills classes,
  6. Accessing Disability Accommodations: use of testing center, extended time on examinations, note-taking/transcription services, etc.
  7. Professionalism/Ethics:formation of professional identity and following of core values—integrity, excellence, respect, compassion, accountability, altruism, professional duty and social responsibility.

Academic Support for Enrichment and Probation Students

The Betty Howard Center for Student Success (BHCSS) will take the following measures to help students in the Enrichment Program and those on Probation/Suspension to regain regular academic standing.

Enrichment Students:

  1. Student is required to write a thorough self-assessment.
  2. An Academic Corrective Action Plan is signed by the student
  3. The student registers for no more than 13 credit hours for the semester.
  4. Enrichment Advisor follows up with the student’s advisor and mentor and works with the student throughout the semester (Early Alert, Mid-semester Progress Report, Mentor’s Reports, Academic Grade Report from individual instructors after the mid-semester period).
  5. Student’s academic performance is reviewed by the BHCSS committee at the end of the semester.
  6. Student is moved to regular academic status or given a letter of academic warning for poor semester grades, if GPA is below 2.00.

Students on Probation:

  1. Letter is sent to the student on probation (also via email and phone call)
  2. Student comes to BHCSS to see Center staff (Beulah Manuel/Fitzroy Thomas)
  3. Student submits a thorough self-assessment clearly articulating his/her obligations and efforts to successfully be removed from academic probation.
  4. An Academic Corrective Action Plan is signed by the student, his/her academic advisor(s), mentor and the Academic Support staff at the BHCSS.
  5. The Academic Support Staff follow up on implementing the Corrective Action Plan throughout the semester.
  6. Student’s Academic performance is reviewed by the BHCSS Committee at the end of the semester.
  7. Student is moved to regular academic standing/student is placed on suspension list, if GPA is below 2.00.

Students on Suspension:

  1. A student who is suspended from WAU will receive a letter (and also will be informed via email and by a phone call).
  2. The student may appeal to the Academic Appeals Committee for readmission to WAU.
  3. If the petition is approved by the Academic Appeals Committee, the student will follow the steps outlined for students on probation.
  4. At the end of the semester, if the student has not shown improvement, he/she will be asked to withdraw from WAU.

Students Who Have Low Semester GPA:

  1. A letter of encouragement and warning is sent to the student
  2. The student’s academic advisor and mentor are alerted of the situation, so that the student can further encouraged to take advantage of services provided by BHCSS.
  3. Student’s academic performance is reviewed at the end of the semester.
  4. Student will be placed on probation if he/she does not maintain a GPA of 2.00.

 


About Learning Styles

To learn, we depend on our senses to process the information around us. Most people tend to use one of their senses more than the others. The three most common learnng styles are visual, auditory, and kinesthetic.

Sometimes people have two or three that all have about the same number of choices. Some people depend on two or more types of learning styles. It is not unusual to use different learning styles for different tasks. That's why people can respond so differently to the same thing.

What's Yours?

Click here to take the 16-question inventory and find out what your primary learning style is.

Read the question and select the answer that closest fits your answer. Don't think about the questions too much. Go with your first choice. After you answer each of these questions, just click on the submit button at the bottom of the page. If you are connected to the internet, the computer will evaluate the results and display how many of each answer you selected.

Once the computer has evaluated your answers, it will show your primary learning style. For more information, read Descriptions of the Three Most Common Learning Styles.

(Adapted from Instructor Magazine, 8-89)