Dear CSU Parents and Families:
Dear Colorado State Parents & Families;
We hope you paused to give thanks for the wonderful gifts in your life this past month. At CSU, we are certainly thankful for our students, their families, faculty, staff, and the supportive community of Fort Collins and Northern Colorado. We should also add our growing number of Hometown RAMFAM Clubs across the nation who are coming together to build community among parents and families of out-of-state students!
Your care and support for your students is critical at this time of the semester when students are cramming to learn an entire semester’s worth of material, frantically completing their final exams, turning in final papers, and preparing for a much needed break. Emotions are running high these days on campus (and at home!). Send your student a bit of love in the form of a phone call, letter, email, care package, or even a quick text message (remember Blanche Hughes’ LOL message during Ram Welcome?). We suggest the following messages to help boost your student:
Do the best he or she can
Access campus resources
Speak directly with professors and faculty
Take care of him/herself physically by sleeping, eating, and exercising
You love them no matter what their grades area (you may not be happy with them, but you are there to listen, support and help problem solve)
Winter Break can be a wonderful time for family bonding and at the same time, it can be a time of tension and conflict. Your student may have come home over the short Fall Break during Thanksgiving…it is easy to forgive small transgressions or poor behavior when the visit is short. Please note that Colorado State University’s Winter Break is FIVE WEEKS LONG! You may be planning elaborate Winter Break family celebrations including your student. Please remember finals are stressful and your student will be tired when he or she returns home for the holidays. Begin conversations now about your expectations for attendance at family outings and events, helping around the house, and other expected behaviors while in your home. Adjusting to having your student live in your home again can be a challenge for the whole family. Showing mutual respect, acknowledging their independence over the past four months, and reminded them they are part of a family can head off difficulties over the break. It is not uncommon for everyone to long for the beginning of the second semester after a few short days/weeks. For more on this, see the article from the Mantell Family on their daughter Katie’s first Winter Break.
If your student is living in the residence halls, please note all halls are closed and locked over Winter Break. Students must remember to take their plane tickets, medicine, ski and snow boarding items, and other important belongings because they will not be allowed back into the room/hall over break. Halls close on Friday, December 17 at 10:00 p.m. Students are expected to leave within 24 hours after their last final. If you student has traveling conflicts, he or she must speak with the Residence Director in his or her hall by December 15 to make arrangements. The residence halls open again on Thursday, January 13 at 8:00 a.m. Find more information about Residence Halls over Winter Break in the Residence Hall Handbook.
Lastly, we want to be sure we’re keeping you all up-to-date with our Former Foster Youth Care Package initiative. We recently sent out another round of care packages to support former foster youth through finals week. Using funds and supplies already donated, we were able to send each student an encouraging greeting card, hot chocolate, finals snacks, and a $30 gift card to Wal-Mart to help them through the holiday season. Once again, thank you all so much for your support! We also want to send a special thanks to parents and family members of seniors. This fall instead of a “senior class gift,” money was donated to support former foster youth. Parents and family members of seniors were called through Call-A-Ram and asked to make donations to the fund. Over $5,200 was raised to start a scholarship fund for former foster students. The generosity of all our parents and family members has been truly amazing.
We close with our deepest appreciation for all you do to support your students and Colorado State University. Happy Holiday Season!
Jody & Kacee
Jody Donovan, Ph.D.
Interim Dean of Students
Office of the Vice President for Student Affairs
Colorado State University
201 Administration Building
Fort Collins, CO 80523
Kacee Collard Jarnot, M.S.
Assistant Director of Parent & Family Programs
Office of the Vice President for Student Affairs
Colorado State University
201 Administration Building
Fort Collins, CO 80523
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By Hannah Love, Graduate Assistant
Every year, Beloit College produces a Mindset List to provide “a look at the cultural touchstones that shape the lives of students entering college this fall.” As our students approach graduation, we wanted to reflect on a few of the cultural touchstones of the class of 2010:
Disneyland has always been in Europe and Asia.
They grew up in mini-vans.
The U.S. has always been studying global warming to confirm its existence.
Beach volleyball has always been a recognized sport.
Television stations have never concluded the broadcast day with the national anthem.
They have always been searching for "Waldo."
Most of them never had the chance to eat bad airline food.
For most of their lives, major U.S. airlines have been bankrupt.
Smoking has never been permitted on U.S. airlines.
The Soviet Union has never existed and therefore is about as scary as the student union.
Thanks to pervasive headphones in the back seat, parents have always been able to speak freely in the front.
A coffee has always taken longer to make than a milkshake.
Faux fur has always been a necessary element of style.
DNA fingerprinting has always been admissible evidence in court
They grew up pushing their own miniature shopping carts in the supermarket.
"Google" has always been a verb.
Mr. Rogers, not Walter Cronkite, has always been the most trusted man in America.
Bar codes have always been on everything, from library cards and snail mail to retail items.
Reality shows have always been on television.
Non-denominational mega-churches have always been the fastest growing religious organizations in the U.S.
Young women's fashions have never been concerned with where the waist is.
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Study Tips for Finals Week
By Stefanie Lucas, Health Education & Prevention Graduate Assistant
Finals are right around the corner and this can be a stressful time for students. Having a plan and being prepared can dramatically reduce stress. Check-in with your student to see how they are feeling about finals and encourage him or her to come up with a finals prep strategy. Procrastination is a main cause of stress, so they should start studying early. Your support can help during this busy time!
Here are a few tips to share with your student:
Make a Study Schedule: It is important to make a study schedule in advance. Creating a plan helps students manage finals week, and the time leading up to it, much more effectively. Encourage students to include times for: studying in the library, attending a study group, eating healthy meals, and sleep. Self care is critical to being productive. Note the need to take short study breaks every hour to avoid fatigue.
Logoff: As hard as it is for students, encourage them to put away their cell phone and logoff of social networking sites as much possible while studying for their final exams. Students can take care of any status updates before studying and schedule in mini breaks to check texts and social networking sites.
Prioritize: It’s best if students figure out the difficult sections and study those first. In addition, knowing what time of day is their best study time will give them a head start. Is your student an early bird? Study in the morning. If your student likes to study late, encourage him or her create a deadline to avoid staying up all night.
Find a Good Study Environment: Talk to your student about finding a space where they study best. If your student likes to study in quiet spaces, tell him or her to check out the bottom floor of the library. If the silence is a distraction, relaxing music can provide background noise.
Be Healthy: Healthy snacks such as veggies, fruit, whole grains and some good sources of protein create sustained energy for studying. Some students go to the gym or walk around the library during study breaks to relieve stress. Quality sleep helps with focus and mental clarity.
Just Breathe: Encourage your student to take time to breathe. Before each study session, take a few deep breaths to relax and focus. If you are starting to feel anxious while reading this, we encourage you to do the same.
Ask Questions: Students should always use their professor’s office hours and attend study sessions (even optional sessions!). Students who make notes in advance, including questions, tend to get the most out of a session.
Say No to Caffeine: Many students think they can use energy drinks to make it through finals week. We support students in staying away from caffinated drinks, especially energy drinks. Caffeine can dehydrate and could limit the amount of quality sleep your student gets. Students who drink plenty of water stay hydrated and avoid the ‘crash’ of using energy drinks.
Set an Alarm: Though it might be difficult, students should try to get at least 7-8 hours of sleep. They will be more productive the next day, and are less likely to sleep through an alarm. If your student is worried about sleeping through the test, ask them to have a classmate act as an “alarm buddy” by calling before the test. Students can set a second alarm if needed!
Work: If possible, encourage your student to clear their work schedule. Students should talk to their supervisors about reduced hours during finals week or switching shifts to prepare for finals.
Remind your student there is a light at the end of the tunnel… winter break!
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Stress Relief at the Student Rec Center
By Heather VanHall, Service Center Coordinator
As Winter Break approaches, students are beginning to feel the stress of finals week and the end of the semester. The Recreation Center is a great place for students to release this stress and tension through various programs and activities.
In addition to the fitness center, fitness classes, intramural sports leagues, and outdoor program activities, the Rec Center also provides students the opportunity to focus on wellness and stress reduction. Mind body classes and workshops as well as the Massage Therapy Program offer students that unique chance to experience and focus on their whole body wellness.
It is important, as parents and family members, to support our students during this stressful time of year. You can help your student by encouraging them to come and check out the Rec Center’s mind body classes or by treating them to a relaxing finals week massage!
Remember, everyBODY needs to relax, re-energize and recuperate! You can purchase your student a massage by calling the Student Recreation Center at 970-491-6359. Please visit our website for more information regarding the massage therapy program and prices.
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Coming Home: The Mantell Family
By Dan, Marcia, Katie & Lindsay Mantell
At CSU, we know the first Winter Break can be a daunting and uncertain time for both students and their families. We asked Dan & Marcia to talk with their daughters Katie & Lindsay over Fall Break to reflect on their Katie’s first Winter Break home. Now a sophomore, Katie’s perspective, along with the Mantell Family as a whole, is a great example of the changes that occur. Thanks so much for contributing!
Our daughter would be flying nearly 2,000 miles to come back home for the holidays. We had all been waiting anxiously for her arrival into Boston Logan Airport. It would be so wonderful to have the family together again…and just in time for the holidays.
But, would things go as well as we were expecting when all four of us were living under one roof again? Looking back on our first homecoming with Katie, things did go remarkably well. We believe the four weeks spent back together as a family were joyous and memorable because we were all required to change – not just our college daughter who was reentering her home. This realization caused a bit of angst for those of us who remained at home. We found three keys to our successful holiday transition:
Keep the traditions. It was very important to both daughters, Katie and 8th grade sister Lindsay, that we not make changes to our family traditions. We talked to Katie about decorating the tree and having our Hanukkah party – without her. She gave us the ok to decorate in advance…but to save her collection of ornaments for when she got home. For Lindsay, would she want decorate the tree without her sister? She was actually very adamant that we continue our traditions even though it would be different. “Just because Katie is gone doesn’t mean we get the tree weeks later or skip the Hanukkah party!” We were suddenly aware that the traditions remained, but they were indeed different this year for all of us.
Ask, don’t tell. Expecting a much more independent daughter after living on her own, we really couldn’t be “bossy” when it came to family plans. We found it was a sign of our changing relationship that we include her in the planning and ask if she would want to come. It was definitely a change for us that we could no longer assume that she would want to do what we were doing. Katie appreciated the opportunity to participate in the discussions and to make her own decisions.
Unlimited texting. During winter break we saw how important unlimited texting really was. Between the time difference and the emotional adjustment of leaving her new best friends back in Colorado, texting became a life-line and connection to these new, important people in our daughter’s life. It was wonderful when Katie would laugh out loud and we would see she was having a “chat” with a college friend – via text messaging. Texting definitely kept the friendships warm and connected over the break.
When asked how they thought the first homecoming had gone, both daughters had interesting perspectives. For younger daughter, Lindsay, she was super excited that her favorite person in the whole world was coming home. After New Year’s, however, Lindsay found it really hard to be the only one getting up early in the morning to go to school and spending the afternoons and evenings doing homework while Katie got to relax and do fun activities.
Katie remembers feeling both excitement about coming home and feeling a little cutoff. “At CSU, my friends are right next door or across the hall. We see each other for hours every single day.” But now that she was home, that daily interaction and routine with her CSU friends was missing. And reconnecting with hometown, high school friends was different. It was great to see each other and share new stories, but none of them knew the new people in the stories and it wasn’t the same. Katie remembers feeling that it was a little bit of an awkward time and the feeling of isolation came as a surprise.
Katie wanted her home to be her place of refuge and relaxation and a needed break from the pressures of being a college student. It was important to have some quiet time, and she tells us now how much she appreciated the time to “just chill” in the bedroom where she grew up.
Those four weeks went by very quickly. All too soon we were back at Logan sending her back to CSU. Lindsay gave Katie a bear hug and said through her tears, “I love you best, but I’m really glad I won’t have to share my bathroom any longer!”
Both girls had made adjustments to their new living arrangement, and as parents, we couldn’t be more proud of how the girls are handling such a huge change. We, too, continue to learn what it’s like to have an adult daughter and adjust to meet the needs of both girls whose lives have changed so much in just a few short months.
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Engaging Your Student's Spiritual Journey
By Beau J. Johnson, Residence Director
I haven’t yet met a student who isn’t asking spiritual questions. The college experience prompts questions about life, meaning, and purpose. As students interact with different people and ideas, they are challenged to answer these questions in new ways. At CSU we encourage students to learn about others’ diverse cultures, values, beliefs, and practices while exploring their own unique backgrounds and ideologies for improved awareness of self and others. Spirituality involves how we make meaning, find purpose, engage with a higher power, and develop our sense of self. Whether around the dinner table, on the phone, or driving to the airport, we hope you will engage with your student in their spiritual journey.
How can we start spiritual conversations without it being weird or turning students off? Real conversations always start with safe spaces and listening ears. According to recent national studies, CSU students are significantly more interested in spirituality and less interested in organized religion. They crave safe and sane environments to interact with others about life’s questions.
Over the years, I’ve learned that being observant, listening, and wondering can open doors to otherwise uncommon conversations. Being observant and listening go hand in hand – listening first, responding second. Wondering conveys genuine curiosity – it meets students where they are. Good questions invite students to search for possible answers, do personal reflection, and wrestle with multiple perspectives. Moreover, when we ask good questions we communicate respect and lead others into self-discovery. Good questions can be more important (and impactful) than right answers.
College is an opportunity for intense personal growth. You play an important role in your student’s learning, even when they are away from the classroom. Here are a few questions I’ve found that are helpful in getting students to talk about their spiritual journey:
What’s the greatest lesson you’ve learned so far at CSU?
Have you met someone on campus who makes you think about life differently?
How do you think most CSU students figure out their purpose? How do you do this?
What do you do (or most students do) when they are faced with a hard question about life?
If someone wanted to talk to you about their faith, how would you like to be approached?
What criteria do you use to determine whether something is true?
How would you like to be remembered by people at CSU?
For you, what is the difference between religion and spirituality?
Have you gone to any events put on by a religious group on campus? What did you think of the event?
As we interact with others (including our own families) about spirituality, we help them to develop and articulate their story. Perhaps, in the stress and focus of midterms, your student hasn’t had a chance to talk about life’s big questions. As students learn, change, and grow, continually asking good questions can keep us connected to who they are becoming.
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Assessment Results: Common Mistakes People Make in Their Job Search
Renée Welch, Assistant Director Career Development Counseling and Outreach, Colorado State University
Working with students and alumni during my career as a Career Counselor, I’ve noticed trends in the most common mistakes people make in their job search. Here are some tips to help your student avoid these common job searcher mistakes.
Solely relying on broad job positing sites
The first mistake people make in their job search is solely relying on broad job postings to give them an idea of what’s available in the job market. I encourage clients to take a much more active role in their job search. Since some employers may not post their positions externally, encourage your students to do the following:
Directly contact organizations they are interested in working for (Check out Career Shift, available at www.career.colsotate.edu to help your student obtain the contact information of organizations within a specific industry by geographic region.)
Search for job openings through industry specific associations’ websites
Utilize their network of relationships to learn about industries and organizations where they would like to work
Utilize CareerRAM, the Career Center’s job-posting system, to create a job agent and receive emails any time a job is posted that matches their interests.
Using the same resume for multiple jobs
When an employer is seeking a new employee, they create a job description to advertise the job opening. When an employer is evaluating resumes sent in by candidates, they evaluate a candidate’s skills and qualifications to see which candidates match the skills and qualifications described in the job description most closely. Those candidates who have marketed their skills and experiences in their resume to best match the job description will likely be the candidates who are offered an interview for the job opening. Since each job description is different, each of your student’s resumes should be different. Here are some tips for students to show the employer they are a right fit:
Notice the type of language that is used by the employer and within the industry—use this language in their resume and cover letter.
List their most related experiences toward the top of the resume
List both paid and unpaid experiences that demonstrate their skills
Never lie—if students do not possess the skill desired by an employer, they should not market something they do not have
Not following up with an employer
Following an interview, it’s important to remember the value of following up with the employer. By following up, your student may remove some of the anxiety associated with a job search.
Ask the employer what their timeline is in order to make a hiring decision
Consider follow up a part of their strategy
Write a thank you note to each interviewer
For additional career resources, visit the Career Center’s homepage.
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Call-A-Ram Thank You!
By Caitlin Carlson, Assistant Director of Annual Giving
Colorado State University’s phonathon program, Call-A-Ram, wrapped up the first round of calling to parents and families in early November. This annual tradition is something the callers look forward to every year, and is a great way for the University to engage a group of constituents who are so committed to seeing our campus community thrive.
What is Call-A-Ram?
Call-A-Ram is a decades-old program rooted in the Division of University Advancement. While technology has changed over the years(taking our call center from regular hand-held phones and paper lists, to the automated dialing software and headsets we use today) our philosophy has not. We continue to reach out to our alumni, parents, family members and friends to keep them engaged with Colorado State. We find out what makes people passionate about our University; how they have extended that passion into what they are doing today; and what keeps them giving back to Colorado State. Call-A-Ram employs roughly sixty undergraduate students, majoring in all areas, including Civil Engineering, Journalism, and Criminal Justice; and every caller believes the conversations they have can have an impact on the future of our campus.
Fall 2010 Parent & Family Campaign a Success
Over the course of two weeks, from October 25 through November 7, Call-A-Ram students were able to connect with thousands of parents and family members. Our callers enjoyed hearing about attendance at Homecoming and Family Weekend festivities, shared exciting news about campus, responded to concerns, and showed compassion for families near and far. This project is something our callers look forward to every fall, and we truly appreciate every time someone picks up their phone and allows us to have a conversation. Please note, if you shared a concern, we passed it along to Parent and Family Programs to be addressed. We appreciate the feedback!
Parents and family members have pledged nearly $40,000 to the Division of Students Affairs, with the majority of the funds being directed to the Parents Fund. The power of collective generosity is truly at work, as the pledge dollars are from approximately 800 donors.
Every conversation is different and it keeps callers on their toes. One student caller, Erin Cohan, recently talked with a parent who had one student enrolled at Colorado State and one who had since graduated. Erin recalls this conversation specifically as one that was inspiring for her. “This particular parent was so proud of her daughter for receiving her undergraduate degree in Psychology from Colorado State. When I told her that I was also pursuing a degree in Psychology, and have similar career aspirations to her daughter, she encouraged me to look into the graduate program daughter was currently enrolled in at CSU. She was so encouraging, and had so many good things to say about the foundation her daughter received at CSU, I have decided to apply to that program as well.”
Call-A-Ram will continue to try to reach the many parents and family members that have yet to be contacted. If we haven’t already, we look forward to speaking with you about your student, passing along any concerns or questions you may have, and helping to raise support for they many programs that benefit all of us at Colorado State. Thanks for picking up your phone!
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RAMFAM Assocation Meeting
New month, same graphic! That's because we're continuing the conversation around the bi-annual survey question: "Which topics are of interest to you as a parent/family member of a CSU student?" Last month, we tackled internship & job searching opportunities for your students (to view this session, click here and start the November 2010 video!) and this month, we're talking about scholarship opportunties. We hope you'll join us either in person or online for this month's meeting. Here are the logistics:
Who: All Parents and Families of CSU Students
When: Saturday, December 11, 2010
Time: 10:00 am - Noon Mountain Standard Time
Where: Lory Student Center, Room 214-216 on campus or online via the webcast and RAMFAM Blog
Scholarship Opportunities for Students
Update on Partnership with Athletics
Lory Student Center, Room 214-216
Parking is available north of the Lory Student Center, in Lot 310 at no cost on the weekend
Just before the meeting, please click on this link and it should take you directly to the streaming video with the blog capabilities below the screen.
If you run into trouble with the above link, just go to the live video to participate without the blog capabilities. Internet Explorer is the ideal browser for this system.
If you are participating via webcast, we'd love your participation, questions, and comments! To participate, click here, type your name and comment in the white boxes provided, enter the non-spam code, and send! We'll do our best to weave your comments and questions into the live conversation, and if we are not able to include the comments, we will post the comments and Q&A online after the meeting.
Please note, if you have had trouble logging on to view the webcast and need technical support, please contact Jason Rogien at 970-491-8728 or email him and he can assist you in 'working out the bugs'.
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Feeling Under The Weather?
By Christina Berg, CSU Health Network
Unfortunately, there may be times when your student is not feeling well or needs assistance. Know that CSU has medical, counseling and health education and prevention services on campus that all currently registered students can access, whether they are enrolled in the Student Health Insurance Plan or not. Make sure your student carries their health insurance card with them at all times. Check out the CSU Health Network web site to learn about their affordable offerings:
How to Stay Healthy and Prevent the Spread of the Flu and Colds:
Know the signs and symptoms. In general, the flu is worse than the common cold, and symptoms such as fever, chills, body aches, extreme tiredness and dry cough are more common and intense. Colds are usually milder than the flu. People with colds are more likely to have a runny or stuffy nose. Colds generally do not lead to more serious health problems, such as pneumonia, bacterial infections or hospitalizations, but the flu can. Learn more here.
Most people who get the seasonal flu do not need to seek medical treatment. If your student develops flu-like symptoms and are concerned about the illness, encourage him or her to consult a healthcare provider. Those at high risk for complications include people with chronic medical conditions (such as asthma, diabetes, or heart disease), pregnant women and young children.
Consider getting your student vaccinated for the seasonal flu. For more information, to help you and your student make vaccination decisions, visit the Centers for Disease Control flu prevention website. Flu vaccinations are available for students and employees at the CSU Health Network for a low cost.
Avoid touching eyes, nose or mouth. Germs spread this way.
Perform routine cleaning. Studies have shown that the flu virus can survive on environmental surfaces and can infect a person for 2 to 8 hours after being deposited on the surface. Clean items and surfaces likely to have frequent hand contact like door knobs, phones, keyboards, counters, desks, remote controls, refrigerator handles, etc. with cleaning agents typically used to wash these items.
Engage in immune boosting strategies:
Sleep Hygiene - 7 to 8 hours of sleep is optimal.
Stress Management -Deep breathing and relaxation techniques can be helpful in managing stress. Chronic stress can make students more inclined to colds and/or the flu.
Physical Activity - Aerobic exercise 3-5 times a week builds long-term immunity against viruses.
Healthy Diet – Includes 5 for more fruits and vegetables a day, as well as whole grains and healthy sources of fat and protein. Students should try to reduce caffeine, alcohol and sugar intake.
Practice good hand hygiene. Wash hands with warm, soapy water for 20-30 seconds, especially after coughing or sneezing. Alcohol-based hand cleaners also are effective.
Practice respiratory etiquette. Cover the mouth and nose with a tissue when coughing or sneezing. If your student doesn’t have a tissue, coughing or sneezing into an elbow or shoulder (as opposed to hands) reduces the spread of germs.
Students should stay home if they have flu or flu-like illness for at least 24 hours after a fever is gone. For most, this is 100 degrees Fahrenheit or 38 degrees Celsius and should be determined without the use of fever-reducing medications (any medicine that contains ibuprofen or acetaminophen). Encourage students to not attend class or work and to socially distance themselves from others if they are ill. Students can ask a roommate or friend to check in and to bring you food and supplies, if needed.
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Trouble in Grade Land: Academic Standing and Academic Probation at CSU
By Haley Richards, Academic Advisor in the Center for Advising and Student Achievement
The end of the semester brings most students great relief and celebration after surviving all of the exams, papers, and projects. However, for some students, the end of the semester brings stress and anxiety – particularly if the student did not do well in classes. Rumors, myths, and word-of-mouth do not always provide accurate information about a student’s academic options when they’ve had a bad semester. This article is intended to clarify academic policies at Colorado State University related to low or poor grades. For more information, you can review the Scholastic Standards section of the University Catalog, found online.
Academic Good Standing: In order to graduate and maintain good academic standing, a minimum cumulative grade point average (CUM GPA) of 2.000 on a 4.000 scale must be earned at Colorado State University. A student is expected to maintain a CUM GPA of 2.000 or higher at all times.
Academic Probation: A failure to earn or maintain a minimum cumulative GPA of 2.0 places a student on Academic Probation. The Academic Probation period spans 2 consecutive semesters (fall and spring only). Students must raise their cumulative GPA to a minimum of 2.0 during those two semesters. If they are able to do it within one or two semesters, the students will return to good standing and will no longer be on academic probation.
Academic Dismissal: A failure to raise the cumulative GPA to a 2.0 minimum after two probationary semesters will result in a student’s academic dismissal from Colorado State University. At that point, the student has two options for returning. The student can enroll as a GUEST student at CSU and take classes on a part-time basis until s/he raises the cumulative GPA to a 2.0 minimum. Or, the student may enroll at another institution and complete the requirements for applying to CSU as a transfer student.
Resources and support abound on CSU’s campus for students in academic difficulty. The students are responsible for accessing those resources.
Academic Advisor – Students on academic probation should meet with their academic advisor at the beginning of their first probationary semester. The advisor can help students adjust their class loads, explore opportunities for growth, and make referrals to appropriate resources.
Academic & Study Skills Workshops – Workshops are offered weekly to help students develop effective skills to thrive in an academic environment. The workshops are free.
Tutoring – CSU offers tutoring in a variety of subjects at various locations.
Learning Assistance Program – A division of the CSU Health Network, this resource is helpful if students suspect they may have a learning disability or test anxiety. Their website is free and also has a variety of resources on effective study skills.
Center for Advising and Student Achievement – Students on academic probation can consult the CASA website for more information about academic probation and exploring majors. CASA advisors are also available to assist student on academic probation with their options.
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Upcoming Leadership and Community Service Opportunities
By Stephanie Ashley, Graduate Marketing Coordinator, SLiCE
The Student Leadership, Involvement, and Community Engagement (SLiCE) office is getting geared up for another semester full of opportunities for students to make their mark on the CSU and Fort Collins communities. Encourage your students to get off on the right foot next semester by attending a variety of REAL (Rams Engaging in Active Leadership) workshops to help them learn practical skills and enhance their resume. Workshops are offered to CSU students free of cost with flexible dates and times to match every schedule. Schedules and workshop descriptions can be found on the website.
For those students who prefer a more structured approach to leadership, the President’s Leadership Program (PLP) is now accepting applications for the 2011-12 school year. PLP is a three-year, 14-credit program consisting of academic courses and experiential learning activities to help students develop leadership skills and build their resume. Upon completion of the program, students are awarded a certificate and the tools to help them make positive changes in the world around them. Interested applicants should visit website to access the online application.
The UCAN Serve AmeriCorps program is also currently accepting new members for the spring semester. AmeriCorps is a national program first developed by President Clinton and revised by the Obama Administration through the Edward M. Kennedy Serve America Act. Members of the program receive an educational award that can be applied to federal school loans or to finance undergraduate and graduate school. Encourage students to apply for the program if they are planning to do community service or an unpaid internship for next semester!
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