The Bi-Weekly Advising Bulletin – Weeks 1-2, Winter Term 2019Welcome back for winter term! This is the first issue of the Bulletin for winter term and it begins with a useful listing of a few key dates to keep in mind as you work with your advisees this term.

Friday, January 11, First Five-week Course Add Deadline and Ten-week Independent Study and Overload Petition Deadline (both at 5 p.m.)

Sunday, January 13, First Five-week and Ten-week Course Drop/Add Deadline (11:59 p.m.) Changes that must happen in person at the Registrar’s office must be completed by 5 p.m., Friday, January 11.

Friday, January 25, First Five-week Course Late Drop and S/CR/NC Deadline (5 p.m.)

Friday, February 15, Second Five-week Course Drop/Add Deadline (5:00 p.m.)

Monday, February 18, Advising Days Begin (through Feb. 26). Friday February 22, Ten-week Course Late Drop and S/CR/NC

Deadline (5:00 p.m.) Monday, February 25, Registration for Spring Term Begins (through

Mar. 31). Friday, March 1, Second Five-week Course Late Drop and S/CR/NC

Deadline (5:00 p.m.)

Please be mindful of deadline times as well as dates and make sure that your advisees do the same. Note, too, that the ten-week course late drop and S/CR/NC deadline is during advising days. Try to identify advisees who may need to consider these options and schedule appointments with them early (even before advising days) to make sure that they have sufficient time to decide prior to the deadline.

While Advising Days are officially during the 7th and 8th weeks of the term, I will encourage advisers with more than 13 total advisees to begin earlier, just after Midterm Break.

The first two weeks are a good time, before things get really hectic, to invite your advisees in for a quick chat about their plans for the term. Sophomores should begin or continue their conversations with you concerning their intended major(s). If you have sophomore advisees, below are some discussion prompts to help you get these conversations started. If you have first-year advisees, you ought to prepare a slightly longer conversation of about 15-20 minutes to have them reflect on their fall-term experience and

to identify what they need to work on during the winter term. Below, you will find some prompts for these conversations with your frosh advisees.

Conversation Prompts for Sophomore Advisees (Winter Term)You may use the following text to invite your sophomore advisees to see you. Feel free to adjust the agenda of conversation items listed in this prompt:

“Dear ______, welcome back for winter term! I think that the first week or two of the winter term is a good time to have a brief meeting where we can continue our conversations about your plans for the upcoming trimester. I would like to hear about your current thinking concerning your intended major, but we could also chat about your plans for summer internships and off-campus studies during your junior year. As always, come prepared to talk about your current registration and how it fulfills requirements. We should also talk about how your writing portfolio is coming together.”

Other agenda items to consider during your initial meetings with sophomores this term:

(1)Should a Minor be considered? Minors build on and complement departmental offerings by applying the methods and content of specific disciplines to broader issues and problems that cut across the disciplines. Students who seem confined by the disciplinary orientation of Carleton, who are interested in a specific area, or who show an interest in contemporary social issues are among those who may want to consider a Minor. Below, the Bulletin offers a useful tool for advising students about Minors and how they can overlap with Majors.

(2)Check in on notorious requirements that demand mindful choices: (a) progress on the language requirement, (b) the arts practice requirement, (c) four separate terms of PE.

(3)How do the courses your sophomore advisees are registered for in the winter allow them to explore and stretch beyond well-known areas of strength (and comfort)? Your sophomore advisees are still doing curricular exploration.

(4)If you need a useful prompt for the conversation about the choice of major, try the “Choosing a Major” worksheet.

Note this wisdom from the Advising Handbook:

“Some sophomores find it very difficult to choose a major. They may have so many interests in so many different subjects that they can’t bear to choose

only one, or they may be dissatisfied with all of the subjects they have studied so far and feel discouraged at the prospect of choosing a major in any of them. In any case, there is no easy answer.

Those who are having trouble narrowing down their choice of major might be reminded that one doesn’t need to major in a subject to study it at Carleton; choosing a major need not commit a student to only one path. Among the potential majors, which would the student benefit the most from by taking all the courses required for the major? In which major would the student prefer to do a comprehensive exercise? Does the student have definite career plans? Which major would leave the most doors open when it comes time to pursue a career or further education?” Hint: Use Pathways (see below on its update) as a tool in these conversations.

One more thing on OCS programs: Depending on how specific your sophomore advisees’ plans are, you may get questions that are more technical in nature such as “How can I be assured that a non-Carleton program I take will allow me to transfer credits to Carleton (and to my intended major)?” Answers can be found here: https://apps.carleton.edu/curricular/ocs/policies_procedures/credits/. If your advisees are interested in non-Carleton programs that have not yet been approved by the College, see this page: https://apps.carleton.edu/curricular/ocs/policies_procedures/approvals-of-non/.

Conversation Prompts for First-Year Advisees (Winter Term)You may use the following text to invite your first-year advisees to see you. Feel free to adjust the agenda of conversation items listed in this prompt:

“Dear ______, welcome back for winter term! I think that the first week or two of the winter term is a good time to have a brief meeting where we can continue our conversations about your plans for the upcoming trimester. I would like to hear about your developing interests and activities, now that you have had one term at Carleton. What worked well for you? What surprised you? What do you feel you need to work on? I would also like to hear about your current thinking concerning handling curricular exploration requirements, but we could also chat about your plans for the summer and any plans you might be developing to study off-campus during the next year or two. As always, come prepared to talk about your current registration and how it fulfills your goals and requirements.”

Other agenda items to consider during your initial meetings with frosh this term:

(1)How are your advisees handling homesickness (if any) from last term?

(2)Talk to your advisees about how their selection of courses is intentionally challenging and is stretching them.

(3)Are your first-year advisees interested in math and science? It is never too early to become aware of what these departments require of majors. Have interested students study the webpages of the “First-Year Students’ Guide to....” Biology, Chemistry, Computer Science, Geology, Math and Statistics, Physics and Astronomy , and Psychology. Keep in mind that most departments have First-Year Students’ Guides on their webpages, so direct interested students to check them out!

(4)If any of your advisees mention “pre-med” or “pre-health,” review Pam Middleton’s very useful overview of Carleton’s pre-health program in the advising newsletter (summer/fall 2017) issue available here. You should also direct these students to become familiar with the Pre-Health Program webpage.

(5)Use some time to make sure that your frosh advisees understand what S/Cr/NC (“Scrunch”) is and how to use it (See https://apps.carleton.edu/handbook/academics/?policy_id=21531). Make certain that they understand what the Academic Support Center is and how to use it.

(6)If any of your advisees have used Special Needs Accommodations, follow up with them on how these have worked for them. If new or additional accommodations are needed, make certain that your advisees are familiar with our policies and the office of Disability Services for Students.

(7)Sometimes students will be forthcoming early in their Carleton careers about whatever economic struggles they might have concerning paying for books, fees, and other academic resources. If they are not already informed about it, they should follow up with TRIO/Student Support Services and, of course, there is Student Financial Services. Below, the Bulletin lists some other resources that you can direct your advisees to use.

Meet With Your Advisees Over Lunch!Having lunch with your advisees is a great way to spend some time checking in on how they are doing. Meeting with your advisees in small

groups is an efficient strategy for supporting them if you have more than a few.

The "Take a Faculty Member to Lunch" program encourages student interaction with faculty outside of the classroom. Staff members who serve as academic advisers are also eligible for this program. So all academic advisors are eligible and have three credits on their OneCards that may be used during the lunch period at any of the Carleton dining halls, Monday-Friday.

How do you take advantage of this privilege? Inform the dining hall cashier that you want to use one of your "Take A Faculty Member To Lunch" meals before you present your OneCard.  The student(s) joining you is/are expected to pay for their own lunch. You can monitor your transactions on the OneCard Dashboard.

Of course, we realize that faculty also have non-advisee students to take to lunch. But if you can make an effort to take your advisees to lunch once each trimester, the effort will be well worth it. Some faculty take their frosh advisees to lunch during their second term of college or their sophomores during winter term when they are deciding on majors and can benefit from hearing the same kind of advice.

Willis Hall during our low-snow winter break.

REMINDER: Important Changes of Policy and Practice this Academic YearAll advisers should note the following policy changes effective this academic year:

The Hebrew sequence, through 204, is now taught over two years. This year 101 is offered in Winter, 102 in Spring. Next year, 103 will be in Fall, 204 in Winter. Please advise first and second years who are interested in fulfilling their language requirement with Hebrew: First years can definitely wait until this Winter to start. Sophomores who entered last year when only the upper levels were taught can also begin this Winter and easily complete their language requirement with Hebrew, finishing by Winter of their junior year. Several sophomores have done so successfully. Stacy Beckwith will be glad to talk with any students or advisors who have questions.

The College's Class Attendance Policy was amended to read, in part, “Any student who fails to register for a minimum of twelve

credits and attend classes prior to the end of the first week of the term may be withdrawn from the College.”

The Transfer of Credit Policy in the Academic Regulations & Procedures and the Prior Credits Policy in the College Catalog have received significant overhauls. The substance of both policies remains the same, but the Transfer Credit policy has been expanded to include several of the College's practices that had not yet made their way into the policy. The one new part of the Transfer Credit policy applies most specifically to international transfer students, requiring that prior credit transcripts from foreign institutions be evaluated by a third-party foreign credential evaluator. The Prior Credit Policy has been re-named Pre-Matriculation Work, and most of the policy information previously written there has been moved to the Transfer Credits policy. The Pre-Matriculation Work section of the catalog lists how credits from AP, IB, and Cambridge exams, as well as credits earned in college-level courses as a high school student, will apply toward the student's Carleton record.

The change to the Transfer of Credits policy allowed the ECC to remove the Transfer Student policy. This, in turn, allowed the ECC to rephrase the Senior Residency Policy and re-name it Residency Policy.

The Mathematics department has eliminated its 3-credit Comps option, now offering only the 6-credit option.

"General Education Requirements" has been renamed "Liberal Arts Requirements."

These are the major policy changes. If your department or office has other announcements along these lines, please send them to me to include in the next issue of the Bulletin .

Everything You Need to Know About FERPA All in One Place!As profiled at the Annual Advising Workshop in September, Emy Farley, Registrar of the College, has produced a very handy webpage that explains Carleton’s policies regarding FERPA, the Family Educational Rights and Privacy Act (1974). Check it out here. The page contains areas for faculty and staff, students, and parents. We hope that this resource serves as a one-stop shop to deliver answers about all FERPA-related questions. A very timely and useful resource for advising!

Student Fees and Costs and How To Deal With ThemIf you have advisees who open up to you about some of the financial obstacles that they are facing concerning fees, book costs, off-campus program costs, and other items and they are not TRIO students, make sure that they are aware of our student-created guide for finding financial resources to cover such costs: Beyond Financial Aid: A Student-Made Resource Guide. This guide offers many useful tips and contacts that students are often not aware of until their adviser, professors, or peers point them in this direction.

Updated Pathways Up and Running!One of the priorities of the Director of Advising is to make sure that Pathways remains a useful and up-to-date resource for students, advisors, and departments. To that end, my office worked over the past year with almost all of the academic units and most of the relevant offices of the College to go through Pathways with a fine-toothed comb. We have updated each area with great care. We have also added new areas (Social Work, International Careers) and we are planning to add new areas this year (Urban Planning). Take a look and use this tool in your advising of first- and second-year students who wish to start their research on career tracks and their professional development.

Pathways is not meant to substitute for the considerable and most updated resources of the Career Center and the Alumni Directory, but it provides initial guidance for students who can then go on and do a much “deeper dive” into those resources.

If you have suggestions, please send them my way (amontero).

Students Who are Ready for their Close Up w/ CAMSThe Cinema and Media Studies (CAMS) department recommends that any students who have an interest in Cinema and Media Studies as a major should enroll in CAMS 110-Introduction to Cinema and Media Studies and CAMS 111-Digital Foundations as early as possible. The department encourages students to take CAMS 110 before taking CAMS 111 (though it is not a requirement). The department has added an extra section of CAMS 110 to accommodate growing demand. If your advisees are curious about the major, please let them know that CAMS 110 counts toward the

Literary/Artistic Analysis requirement and CAMS 111 satisfies the Arts Practice requirement.

New Courses for Winter Term!PHIL 288: A Survey of Historical Ideas of RaceIn this course, we will track the evolution of several ideas of race. In an effort to gain a perspective on the power of ideas, this class will trace the development of several ideas of race. We will look at attempts to define and create the concept of ‘race,’  and we will ultimately attempt to answer questions as to whether ‘ideas of race’ have improved our lives to date. We will address the topic of this course by progressing through four parts: 1. Race: Creating Socially Significant Difference, 2. Race: In the Interest of Science, 3. Race: Human Types and Being Human, 4. Race: Racial Identity?. We will draw on a range of significant texts representing several disciplinary perspectives, including philosophy, literature, film, and history. The overall goal of the course is to offer students a chance to learn, think, write, and discuss an idea that has been one of the forces engineering societal value and behavior in the U.S. for, at least, the past 400 years.

PHIL 304: Epistemology and OppressionToday, there is an increased interest in epistemic oppression, i.e. the ways knowledge-related considerations systematically and unwarrantedly compromise one’s life and possibilities. As such, it has become integral to introduce students to writings by feminists of color who have grappled with knowledge-related problems for centuries. However, the women of color texts that develop understandings of epistemic oppression are difficult for typical philosophy/academic audiences to read. Not necessarily because the texts are opaque, but because the ambient assumptions of these thinkers can be radically different than most philosophical orientations prevailing today. There are differing metaphilosophical assumptions in women of color feminist thought that can make their insights around epistemic oppression difficult to identify and understand. The purpose and audiences of their writing often obscure the complexity of their thinking. The purpose of this course, then, will be to equip students with the ability to detect and comprehend women of color feminist epistemological projects for more comprehensive ways of understanding epistemic oppression.

Hebrew 101 STARTS WINTER TERM!Think beyond the Bible! Modern Hebrew is a vital language in international relations, business, and many scientific and medical fields besides religion, history, and Judaic Studies. The language is a world of logic, patterns, and many cultural layers! Throughout the Hebrew sequence we work with Israeli print and digital media, TV, radio programs, and films. Term-long features include reading and debating Jewish folktales in 101, Karaoke in Hebrew in 102, creating in-class

magazines in 103, and research on history/ religions/ cultures in Israel or the Middle E. w/ a poster talk in 204. 

MELA 230: Jewish Collective MemoryHow have pivotal events and experiences in Jewish history lived on in Jewish collective memory? How do they still speak through film, art, architecture, museum design, poetry, prayer, cuisine, and more? After starting with Israeli documentary-maker, Arnon Goldfinger’s film about remembering or forgetting family connections with high-ranking Nazis (The Flat, 2011), we’ll explore how and why particular Jewish environments – Ancient, Medieval, Shtetl, late 1800s-1900s U.S., Holocaust, some Middle Eastern, and different decades in Israel – have remained vivid and varied in Jewish memory. Throughout we’ll debate the goals and effects of memorializing, especially in the design of the U.S. Holocaust Memorial Museum in D.C., and in multiple public ways of commemorating the loss of Yitzhak Rabin in Israel. MELA 230: 5a, Counts toward the History major (Early modern Eur.), the Middle East Studies minor. Religion pertinent, WR2, Humanistic Inquiry, Intl. Studies.

LING 231: Structure of Semitic LanguagesThis course will examine the linguistic structure (sound, form, and meaning) of a wide variety of Semitic languages. In class we will examine Semitics from a typological perspective and practice linguistic analyses on datasets taken from well-studied Semitic languages (e.g., Arabic, Hebrew). Throughout the term students will also “adopt” a lesser-studied Semitic language and investigate its structure. This project will culminate in an in-class presentation and final paper.Prerequisites: Linguistics 110 or introductory knowledge of Arabic and/or Hebrew language (Arabic 101, Hebrew 101 or equivalent)

GERM 352: Spying and Surveillance in German Literature and FilmNot limited to cell phone tapping or wartime intelligence, surveillance is a practice as old as sight itself. Its representations and reporting reach as far back as Actaeon and Diana and all the way forward to the NSA and Angela Merkel. In this course, students will undertake critical readings of surveillance and seminal portrayals of it from the history of German-language literature and film. We will examine the purposes surveillance has served throughout history, the effects it has had on people, the state, and technology, and the ways in which it has been aestheticized in modern fiction, press, and film. Conducted in German. Prerequisite: German 204 or the equivalent

MUSC 123: Disney Movies and Music, meets 5a, Weitz 230An exploration of the music in Disney movies. Topics covered will include the history of Walt Disney studios, the technique of Mickey-mousing, use of

classical music, original scores, and Disney songs. Special attention will be given to Disney movies since The Little Mermaid. In the later movies, we will ask how music tells stories and contributes to the representation of race/ethnicity, class, and gender/sexuality. Taught by Visiting Assistant Professor of Music Megan Sarno (PhD Princeton University)

How Colleges Are Supporting First-Gen, Rural Students

Here is an interesting article on first-gen, rural students and the challenges that they face when going to college for the first time. Special thanks to Todd Orjala for making me aware of this NPR story. For more materials on first-gen students, email me (amontero) and I can provide additional sources.

Making Your Classroom Safe for Transgender, Gender Fluid, and Gender Non-binary StudentsFirst days of class are very important, but for transgender, gender fluid, and gender non-binary students, these first days are filled with layers of anxiety. How these students are greeted can set the stage for how welcoming a course will be.

Some key helpful tips:

Determine what name students use. Allow students to introduce themselves and make corrections on the class roster as they tell you their names.

Determine students’ pronouns. Give students an opportunity to provide this information before the first class meeting. (Please avoid placing the word “preferred” before “name” and “pronoun.” These students don’t have “preferred” pronouns and names; these are their pronouns and names. However, you might use “chosen name”).

Respect boundaries. After respecting names and pronouns, please be consistent. Avoid printing out official class rosters for students as these may include birth names (“dead names”) that can be triggering for students. Respecting boundaries is showing respect for students. It is appropriate at Carleton to ask students to indicate the pronouns and names that they use. It is not appropriate to ask personal questions about identity, “being out,” or asking transgender and gender non-binary students to “speak for their entire community.”

Make your classroom inclusive. Create community standards for the classroom discussions that enhance safety and feelings of being welcomed in the classroom. Ask all students to introduce themselves

in discussion groups with pronouns and names. Correct misgendering that occurs occasionally (and inevitably) and apologize immediately if the one making the error is you. Include language about transgender and gender non-binary identities in your course syllabi.

The Carleton Gender and Sexuality Center maintains a very useful webpage with resources for faculty and students. I strongly recommend the page dedicated to making classrooms more inclusive.

I intend to make this a focus of advising circles this term. I will provide, shortly, an invitation to all advisers to join these circles.

Off-Campus Studies (OCS)The 2019 OCS Worlds’ Fair will be held on Thursday, January 17, 2019, from 11:30 a.m.-1:00 p.m. in the Great Hall. Please encourage your first-and second-year advisees to attend. Our fair is staffed by returned students and Carleton faculty program directors for 2019-20. Attendees can talk directly to the experts, pick up brochures, enjoy a light lunch, and generally learn about OCS at Carleton. Winter term is also a great time for general OCS advising. If they haven’t already, we invite your advisees to sign up for an individual appointment in OCS at their convenience. This can be done by stopping by Leighton 119, calling x4332, or going here to request an advising time online.

The list of programs, faculty directors, and application deadlines(https://apps.carleton.edu/curricular/ocs/programs/carleton/)

Recommenders - Please Note1. The entire application, including recommendations, must be completed and submitted by the deadline.2. The three summer programs function as a Carleton term of the academic year. Participants are required to take a leave of absence during the following winter term. Students unable to take their leave in the term the College has designated (due to courses offered in winter term or participation in varsity athletics, etc.), may petition the Academic Standing Committee to request a change of term to the fall term or spring term following the programThe deadline for submitting the petition is Friday, April 5, 2019.

RecommendationsStudents email requests to recommenders. There are two ways to access the recommendation form:

1. follow the instructions in the student’s email, copy and paste the applicant’s last name and recommendation ID number into the OCS Portal Recommendation2. login to the OCS Portal using your Carleton sign-on, click on the house icon in the upper left, and select Recommender. Recommenders will see a list of pending recommendations and have the option of seeing completed recommendations.

The system allows two hours to complete the form before it times out. There is not an option to save the recommendation (yet) before it times out. Although, two hours is a long time to complete the relatively simple form, if your door is open and interruptions occur, time flies by fast. It might be best to read through the recommendation form and write your responses in Word (or such) and then copy/paste in when ready.

If you have any problems completing the recommendation, please let OCS know (email lvanderw), providing as much detail as you can.

Office of Student Fellowships 

Happy Winter Term!  The major application cycle for Carleton-funded fellowships (often referred to as 'junior fellowships') is upon us: deadlines are February 4 and February 18.  Students are invited to an information session on summer opportunities (including these fellowships, internships sponsored by the Career Center and the Chaplain's Office, and internships and fellowships offered through CCCE) on Wednesday, January 9, at 5pm in Leighton 236. We will continue our practice of  sending direct requests for recommendations, due one week after the respective student deadline (February 11 and 25), and will include the finalized version of the application along with the request.  Faculty will receive a refresher on this process soon, and any questions may be directed to Marynel at mryanvanzee@carleton.edu.  Thank you for all you do to support the work of the Office of Student Fellowships.

Student Health and What Advisers Should Know The Office of Health Promotion (OHP) will be offering three sections of Happy Hour again this term. Happy Hour is a weekly, zero-credit course designed to help students develop skills and habits to promote their mental well-being. All sections start second week, so students should register ASAP. For more information and to register, click here.

Professional Development and the Career CenterAt every stage in the career development process, we’re eager to help all students make well-informed decisions while at Carleton and beyond. Going far beyond review of resumes and cover letters, we help students to explore interests, strengths, skills, and values, connect with alumni and employers, practice interviewing, and investigate post-graduate study options. Student Career Advising drop-in hours are Monday – Friday from 8:30 AM – 5:00 PM in Johnson House and Sunday – Thursday from 8:00 PM – 10:00 PM in Sayles Great Space. Counselors offer drop in hours Monday – Friday from 3:00 PM to 4:30 PM. Students may also make 45-minute appointments with counselors using the Tunnel. Over the winter break, 254 Carleton students participated in an externship. In an externship, alumni and parent volunteers host students in a work setting (including research labs, start-ups, non-profits, and academic settings) for up to three weeks. Students observe skills necessary for the professional environment, engage in networking, shadow meetings and operations, and sometimes undertake a project for their site. We encourage advisers to ask students about their winter break activities – and how they contribute to their understanding what is meaningful to them – to help continue to integrate learning from a variety of settings. Career Kickstarter: Please encourage your senior (and junior) advisees to consider joining Career Kickstarter, a non-credit workshop series where students will learn how to seek out, apply, and receive job offers.  Hosted by the Career Center, this course will use a variety of methods to ensure students feel knowledgeable, comfortable, and confident in the job search. Through classroom discussion, peer-to-peer learning, outreach with alumni, and the Strong Interest Inventory, participants will develop and refine their materials and make a plan for life post-graduation. Applications are due on the Tunnel on Sunday, January 13. The Career Center's Scholars program is an experiential learning opportunity that introduces two cohorts of students to a specific industry area through a career readiness component during winter term and an on-campus symposium, site visits to a variety of organizations, and an alumni-networking event during spring break.  Applications for both programs open the first day of the term and are due Monday, February 4. 

·         Biomedical Research Scholars is open to first-years, sophomores, and juniors interested in careers in biomedical research. 

·         Law Scholars is open to juniors and seniors who are considering law school and hope to learn more about legal professions.

Finding an Internship: As advisers discuss summer plans with their advisees, a useful resource to explore is the Student Internship Experiences Database, where students can see where over 2,500 Carls have interned over the past decade.

 Internship Funding: With the support of generous alums, parents, and friends, Carleton offers significant financial support for students to take on a paid or unpaid internship experience. Internships encompass a broad set of experiences, including research, which last for more than six weeks, involve supervision and mentorship, and opportunities for reflection.  Once a student has secured an internship, they are encouraged to apply for funding using the Career Center’s common internship funding application. Application deadlines are Wednesday, February 6 (early deadline) and Wednesday, April 6 (regular deadline). Applications for Social Justice, CCCE, and MCAN funding will be considered during the April round. To streamline the process, we ask students to request a faculty recommendation form (electronically signed by student and faculty member), which is submitted by the faculty recommender directly to the Career Center. All funded students will participate in the Internship Reflection and Career Readiness Program.

Useful Quick LinksForms and decision trees (https://apps.carleton.edu/campus/doc/advising/forms/ )

Whom to contact (https://apps.carleton.edu/campus/doc/advising/directory/ )

The Graduation Requirements on the Registrar’s Page

Academic Rules and Regs of the College

Off-Campus Studies Programs

The Career Center page with resource links for advisers