Policy and Procedure for Faculty and Students
Faculty advising is designed to be vertically progressive through the course of the curriculum. General advisement begins with such topics as transition to adult learning and differences between undergraduate and graduate education. Over time, there are greater discussions about such topics as readiness for clinical practice and professional development, including faculty and student self-assessment. Student- specific advisement topics will usually include discussion of current course grades and overall GPA, study habits, test-taking skills, and any other aspects of PA education that are particularly difficult for the student. It is critical that any weaknesses or academic problems be identified proactively, and interventions initiated to maximize each student’s opportunity for success.
Each student is assigned a member of the faculty as his or her academic advisor. The role of the Faculty Advisor is to monitor student progress in the program and to serve as the student’s advocate. Each student is encouraged to meet with his or her Faculty Advisor at a minimum of once every semester.
However, when an academic problem arises, students are required to promptly meet with their Faculty Advisor.
Within two weeks of the program’s beginning, students are expected to meet with their faculty advisor to complete their Introductory Advisement Session. During the initial “in-person” meeting, admissions data and any potential areas of concern about the student’s pre-enrollment performance will be discussed with the student, including study skills, learning styles, and the quality and quantity of study sessions. Additionally, the program will also provide group advisement sessions in the form of a study skills and time management seminar provided at the beginning of the didactic phase of the program.
Academic counseling will include a review of the student’s progress in meeting the PA Program’s academic and professional objectives, along with any other issues or concerns raised by the student. Prior to each scheduled advisement session, the advisor will collect comprehensive data concerning their advisee's performance, including grades on various assessments, instructor feedback, and any other relevant information. The students' study skills, learning styles, and the quality and quantity of study sessions will also be reviewed at advisory meetings to identify areas for potential improvement. After the Introductory Advisement Session, students are to formally meet at least twice per year in person with their advisor. The content of academic advisement will be documented on the Program’s Student Advisement Form and maintained in the student’s program file.
The Student Progress Committee (SPC) will convene at key junctures throughout the academic year to comprehensively assess each student's progress. These key meetings include:
- Mid-term: To evaluate progress and identify any potential challenges.
- End of each term: To review academic performance and discuss any necessary adjustments.
- End of the didactic phase: To assess readiness for clinical experiences.
- Prior to graduation: To ensure all program requirements have been met.
At each meeting, the committee will:
- Review student performance data: Including grades, attendance, and other relevant metrics.
- Gather input from course instructors: To gain insights into student performance and identify any areas of concern.
- Receive updates from student advisors: On academic, personal, and professional development.
If a student is identified as experiencing academic or other difficulties impacting their well-being, the following will occur:
- Advisor-student meeting: The assigned advisor will meet with the student to discuss concerns and develop a plan for improvement.
- Documentation: All advisor-student meetings will be documented using the Student Advisement Form.
- Academic Improvement Plans: If necessary, Academic Improvement Plans will be implemented to support student success in accordance with program remediation policies.
- Notification: Advisors will notify the Director of Student Success (DSS)when they identify a student experiencing difficulties.
- Consultation: Advisors could consult with the Director of Student Success (DSS)for guidance on developing and implementing support plans.
- Referral: If a student's needs are beyond the scope of the advisor's support, they will refer the student to the Director of Student Success (DSS) for more specialized assistance.
- Follow-up: Advisors will follow up with students to monitor their progress and provide ongoing support.
Students requiring remediation will be asked to meet with advisors more frequently. Advisors will frequently interact with advisees via email, especially those in the clinical phase of study. Advisors will follow students throughout the curriculum to integrate the didactic and clinical phases. Students on Learning Contracts will require longitudinal follow-up and assessment of subsequent progress.
Students seeking additional support may self-refer or be recommended by faculty to meet with the Director of Student Success (DSS). The primary role of the DSS is to provide guidance and resources to enhance academic success.
Meetings are primarily conducted via Zoom, with in-person appointments available upon request. Discussions may include strategies for managing test anxiety, improving time management skills, and identifying individual learning preferences.
FACULTY RESPONSIBILITIES
Each student is assigned a Faculty Advisor for the duration of the program. The role and responsibilities of the advisor include, but are not limited to, the following:
- Provide communication between the student and faculty.
- Meet with students at least once every semester.
- Meet with students if problems arise, e.g., academic or professional difficulties.
- Know the student advisee’s grades, skills, and professional conduct.
- Assist the student in meeting the educational objectives of the program.
- Discuss strengths and areas for improvement.
- Suggest improvements in time management and study skills as needed.
- Develop and implement, in collaboration with course instructors, remediation plans to address identified skills or knowledge deficiencies in students.
- Analyze the various summative evaluations used to assess academic performance, clinical skills, and professional/behavioral competencies. This includes an exploration of how these evaluations contribute to measuring students' overall proficiency, their ability to apply knowledge in practical settings, and their adherence to professional standards and ethical behavior.
- Identify additional faculty member(s) who will be easily accessible if a student wishes to discuss a problem of a personal or professional nature.
- Record meetings with student advisee in the student's file.
- Refer to appropriate services, including but not limited to the Counseling Services, Center for Access and Academic Success, Student Health Services, etc., as needed.
- Enable the student to identify the materials necessary to achieve the educational objectives and professional standards of the Program.
- Discuss areas of strength and areas for improvement with the advisor.
- Complete a Student Self-Assessment.
- Help plan a course of action to remediate deficiencies and capitalize on strengths.
- Meet with advisor at least once every semester.
- Meet with advisor on an as-needed basis when problems arise.
- Make an honest effort to follow the plans derived from the session.
EXAMPLE OF OUTPUT FROM ADVISING SESSIONS (NOT COMPREHENSIVE)
- Referral to Director of Student Success
- Referral to Counseling Center
- Referral to Health Care Provider
- Student addresses time management skills/makes changes to allow additional study time
- Adjustment of Study Habits
- Behavior Modification
- Specific Remediation Program
- Discuss the Availability of Tutoring Services
- Begin Exercise Program/Other Stress Reduction Techniques
- Career Goal Reexamination
NON-ACADEMIC CONCERNS {A3.06, A3.07}
When appropriate, mentors will assist the student in locating helpful resources and promptly initiate referrals. Both on-campus and off-campus resources may be utilized. Financial responsibility/insurance coverage for the cost of mental health or psychological counseling is solely the responsibility of the individual student. The faculty advisor is precluded from assuming the role of a professional mental health or counseling provider for any student, under any circumstances. {A3.06}.
Although program faculty maintain an “open door” policy for advising, students are encouraged to schedule in-person or virtual appointments, when needed, to ensure faculty availability.
STUDENT ADVISEMENT FORM AND SCHEDULE
This form must be used when documenting the advising sessions described by this policy. The completed form should be included with copies of the students’ professionalism evaluations that were discussed during the corresponding advising session. All student advising/counseling sessions will be documented using the student advisement form and filed in the student’s program file. This form should also be used when documenting any additional non-scheduled advisement sessions or other meetings related to student performance, personal issues, or professionalism. The form may be filled out electronically, but must be printed for inclusion in the student file.