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It's that time of year again; spring semester is wrapping up and it is crunch time. For many students, that means there are papers to write, exams to take, final projects to complete, group work to hash out, and, with all that, personal sanity to protect! With all the work piling up and condensed into the last few weeks of the semester, it can be relatively easy to get burned out. These two lists will offer potential signs of burn out AND provide some helpful tips on how to avoid it.

You know the old question...

What am I going to do with this degree?"

The graduate with a science degree asks, "Why does it work?"

The graduate with an engineering degree asks, "How does it work?"

The graduate with an accounting degree asks, "How much will it cost?"

The graduate with a liberal arts degree asks,
"Do you want fries with that?"

You must admit some of you had to explain to your parents why you wish to pursue a degree in the liberal arts!  The genesis of such stereotypical perspectives on liberal arts studies can be partially attributed to the computer generation and the industrial revolutions that have dominated our country's short history.  But as liberal arts students you know that this stereotype is not true. In fact, a liberal arts degree is more valuable today than ever before.  In response to this shifting economic dilemma, corporations have become less hierarchical and require employees who have developed a wide array of knowledge, rather than ones who specialize in one specific area.  Who better is equipped then YOU?  Whose scope is the big picture and the variety of studies that have trained you to understand and think critically about people and to become ethical leaders and global citizens?  Yours! 

You don't just learn facts--liberal arts students apply what they learn, test theories, consider multiple perspectives, and put knowledge into action.   As noted in the Wall Street Journal (Sept 13, 2010), The Pennsylvania State University was ranked number 1 in their survey regarding company recruiters.  The article stated graduates of top public universities are often among the most prepared and well-rounded academically, and companies have found they fit well into their corporate cultures and over time have the best track record in their firms.

That being said you need to take the appropriate steps NOW so that at the end of your academic journey you have asked the right questions that will help point you in the right direction.  Here are some to think about...

Where do you look for information about different careers?  Career Services!!!  They have entire programs dedicated to helping you find your paths about careers.  Career Services has a page dedicated to finding a job and how to develop the necessary skills to clarify your career goals, identify your job target and plan and organize your job search.

How do I prepare myself to apply for these opportunities?  Another awesome resource is the Liberal Arts Career Enrichment Network.  They provide services regarding mentoring, internships, resume writing, interview techniques, and skill assessment.  Sign up NOW for their network simplicity to find meaningful internships

What are the entry-level jobs really like?  It is never too early to do internships.  I encourage you to try to obtain an internship every summer.  The majority of them are unpaid, however you need to focus on what you will gain during the internship, networking, references, knowing the area you wish to work in (non-profit, business, government, local).  Use your available time wisely and make an effort to increase your exposure to career fields of interest through job shadowing, internship, volunteer, or work experiences during academic and summer breaks.

Does performance matter? It HELPS!! Look at your academic coursework to ensure that you are maximizing the array of academic and career options available to you at Penn State.  The quality of your involvement within an organization is more valuable than the number of organizations in which you are involved.  Seek opportunities for leadership within an organization (i.e. become an officer or take on a position that demands responsibility), find something you care enough about to make a difference, look for opportunities to volunteer in the community.

How do you network? Start now by meeting and building a relationship with your academic adviser to learn about majors, academic options, course content, and requirements.  This is just the start of learning how to network.  Also, it is very important to establish a relationship with faculty to learn about academic programs and related opportunities to build skills in and outside of the classroom.  Remember your faculty members are passionate about the same things you are passionate about!  I challenge you to get to know at least one of your faculty members every semester. 

So embrace your decision for selecting Liberal Arts because YOU are the leaders, creators, and developers of our FUTURE!  I know you are destined for great things.

You may find yourself in a fast food joint, BUT you will be the one buying the fries.

Mmmmmm..........fries!

There we were--not one or two, but a whopping 12 of the 18 advisers on staff in Liberal Arts--all on our way in a 15-passenger van...to New Brunswick, New Jersey...for three days.

What on EARTH would be the catalyst for a journey like this one? Well, some of the blame would have to go to Psychology Adviser, Courtney Orr, who tends to rally the troops and get things done (read: she has powerful leadership skills--and is a former cheerleader). And some of the blame rests with Advising Coordinator, Jamie Brenner, who is both very supportive and optimistic (case in point: she encouraged us to submit all of the presentation proposals we came up with.) And I guess a bit of the blame would fall on me, Political Science Adviser Drew Yingling. As a former Blue Band member and a true road trip veteran, I know that nothing bonds a group of people together like spending 14 hours in a big, honking van. And then there's the fact that I also offered to drive the big, honking van.

So, what took us to New Brunswick? We travelled en masse to attend and present at the regional conference of NACADA, the National Academic Advising Association--and the journey was tremendously worthwhile. The NACADA conference was a fantastic opportunity for all of us to learn, share, and network with other advising professionals from all of the Mid-Atlantic states.

The theme of this year's conference was Sowing the Seeds of Success--ways that advising can influence student achievement. Some of the workshops we attended focused on working with transfer students, nurturing first-year students, assisting students who are having academic difficulties, and many others. We soaked up new and innovative ways to reach out to different student populations, and we are looking forward to implementing the many ideas and techniques we learned at the conference. For example, over the next few weeks, you may notice advisers asking you to identify something that you learned in your advising session that day. This simple exercise will allow us to begin to pinpoint what you learn from meeting with us so that we better can evaluate our work with you. The plan to utilize this technique of quick assessment came from a session at the conference in which experienced advising administrators answered our questions and shared their knowledge.

We also had the opportunity to share some of our own expertise. Months before the conference, we submitted our presentation proposals to NACADA for review--and all four were selected for the conference. Our presentations included:

Campus in Crisis: Fostering Hope, Providing Support, and Encouraging Engagement. In this session, we talked about how advisers supported students through reflection on their identities after the Sandusky scandal impacted the Penn State community.

@AdvisingLAatPSU #SocialMedia #NACADA. This presentation focused on the initiatives the Liberal Arts advising staff are using to connect with our students. (P.S. follow us on Twitter @AdvisingLAatPSU)

Large Roster CPR: Catching Your Breath while Maintaining High Advising Standards. In this presentation, we shared some of the strategies we use to manage our large rosters, avoid advisor burn-out, and feel that we are effectively supporting our students.

Advisors Unite!: Centralized Decentralized Advising. The Liberal Arts advising team is unique in that we don't work in an advising center. In this presentation, we talked about the challenges and rewards of this system--how we connect and support each other in a collective manner when our offices are located in multiple buildings on campus.

Throughout the conference, the 12 of us went our own ways and then met every day for lunch and dinner. Our group meals (as well as all of the hours we spent in the van) provided great opportunities for us to talk about our individual experiences at the conference. Some folks came back with models for how to run an adviser training program, others are rethinking our presentation during New Student Orientation, and all of us enjoyed networking with advisers from other Penn State campuses and with colleagues from other institutions.

All-in-all, attending the NACADA conference was a very positive experience for us. And we are very grateful to the six Liberal Arts advisers (Tracey Melnick, Julianna Chaszar, Lisa Brooks, Suzanne Bennett, Beth Brown, and Margaret Hammond ) who held down the fort while we were gone.

Want a glimpse of the conference highlights? Check out this short video http://youtu.be/pdLqKanXdVU made by History Adviser, Ben Whitesell, that documents some of our experiences.

Friday, March 15, 9:45pm

Thursday, March 14, 2013

I was up bright and early this morning packing my suitcase for an adventure to exotic New Brunswick, New Jersey with 11 advisers, one van, one sedan and, hopefully, many laughs.  Twelve of us from the Liberal Arts Undergraduate Advising unit are traveling to the Region 2 conference of the National Academic Advising Association (NACADA).  Not only do we hope to learn a lot from our advising colleagues at other mid-Atlantic institutions, but we also plan to share our knowledge through four presentations!  You can even watch the Social Media presentation live streaming at 11am Friday 3/15 (we'll share the link as soon as we have it).  Stay tuned for updates throughout the conference.  Wish us luck!

Thursday, 9:35pm

Despite the PSU sedan taking Route 322 and the PSU van taking I-80, we all arrived in New Brunswick safely.  LA Advisers met DUS advisers whom they had never encountered at UP.  The conference committee comprised of advisers from various schools already assuaged the fears of the Social Media team about how well their internet connection would work during their presentation.  An adviser participating in our presentation on the ways we connect all of the advisers who report centrally but are geographically dispersed commented on how much it meant to ride in a car with LA advisers that she doesn't see every day and to share dinner with yet other LA advisers that she didn't know that well before.  The professional development opportunity to attend this conference made those connections possible even though we all come to the same campus every day.  We look forward to learning from other advisers tomorrow during the concurrent sessions.  We will also share our experiences and ideas regarding supporting students through a campus crisis (8:30am) and utilizing social media in advising (11:00am).

Friday, March 15, 7:30am

Getting ready for breakfast and our first presentation of the day.  Good luck to Kristie Kalvin, Greg Nolan, and Mary Cameron who will be discussing the student response to a campus crisis and how advisers supported them. 

 If you want to get in on the action, you can watch our team's presentation about social media in advising at 11am at this url:  http://www.ustream.tv/channel/nacada-region-2-conference-2013

Drew Yingling and Ben Whitesell are going to go viral!!

 

My heart skips a beat. Tiny beads of sweat appear on my forehead. I use "colorful language" to express my dismay. And, although I frantically pound the delete button on my keyboard, I can't retrieve the unedited or misdirected or possibly inappropriate email message I just sent. 

The topic of problematic emails came up during a workshop I attended.  Our facilitator shared an article he read in which Sundar Pichai, a Google vice president, explained why the Chrome OS-based netbook keyboards don't include the Caps Lock button at all:  to increase civility by reducing the electronic shouting that comes from writing in all caps¹. 

As a former English major, I don't think I could give up on capital letters, but there certainly are days when I wish the Send button on my keyboard was missing.  Over the years, I've sent my share of email bloopers.  For the most part, though, I am a particularly Mindful Sender when it comes to emails.  That trait, like most, is both a gift and a curse.  Students who want lightening fast responses from me are often disappointed, and my co-workers often have to listen to me complain about the full status of my inbox.  Right now, however, I'm thinking about the gifts of being a Mindful Sender.
 
When I compose a message, especially one intended for a person I've never met, I'm very aware that the message really is me in a way. It creates the first impression the recipient has of me; it sets the tone for our future interactions; it illustrates my knowledge or competence. Much like a cover letter says a lot about the person behind it--a simple email message can be revealing, too.   

Consider the following email:
 

From:                   karit@gmail.com

To:                        Katelyn Perry (krp5@psu.edu)

Subject:               Appointment--urgent! 

Hey, I just wanted to know when your walk-ins are. I really need to see you because I schedule tomorrow night, and I want to make sure I schedule the right classes. Do I have to take STAT 200?

Thanks!

Kari  

This email is short and pretty straightforward, right?  But let's compare it to this message:  

 
From:                  Kari Thompson (ket8702@psu.edu)

To:                       Katelyn Perry (krp5@psu.edu)

Subject:               Question about STAT 200  

Hi, Katelyn:  I saw that you have walk-ins on Thursday from 1-4 pm, and I wanted to let you know that I will be stopping by.  I can register for classes next week, and I'd like to talk about what I plan to take next semester.  I have a pretty good plan mapped out, but I'm not sure about STAT 200.  Do I have to take that class?

Thanks!  I'll see you on Thursday to talk about everything else.

Kari
90001111
LERBA major    

How many aspects of this second message are awesome in terms of what they reveal about the writer?  Let me count the ways...
  

1. The student used a more professional salutation in this message ("Hi, Katelyn,") which is much nicer than the original, "Hey."
2. The writer used her Penn State email address AND she included her Penn State ID number.  For the person on the receiving end of this message, these two items are golden--they make it possible to correctly identify the sender and to, therefore, appropriately assess her question.
3. Advisers' walk-in hours are listed in multiple places online.  The writer of this message clearly demonstrated her resourcefulness in taking the time to find that information.
4. The student illustrated her time management skills in contacting her adviser a week before she needed to schedule courses.  Furthermore, her message includes a concise question about STAT 200 that can realistically be answered via email.   

Admittedly, I don't analyze every email message I receive.  But I can tell you that a message like the second one would stand out to me because of the sender's attention to detail, professionalism, and time management skills.
 
Not long ago, a student and I met to talk about an offensive email he sent--in a moment of frustration--to a professor.  The gist of it was that he wanted to add the instructor's course.  In his mind, having this course was an urgent matter.  He sent two inquiries to the instructor, and then when the instructor declined his request, he sent a third, angry message.
 
The offended professor forwarded the student's message to his department head and to the advising center in his College to complain about the disrespectful tone of the email.  One of the advisers in the group saw that eLion listed me as the student's adviser and contacted me about talking to the student.   By the time we met, over ten people had seen this message.
 
In addition to being embarrassed, the student damaged his professional reputation because of this email message. It's easy to think of your professional life as something that starts after you graduate when you have a job.  But that's a mistake.  Your professional identity is developing now.  Your decisions to apply to college and to attend Penn State are key aspects of your professional self.  Your choice of major and your co-curricular experiences are pieces of this puzzle as well.  Your interactions with others, how you handle yourself, and your experiences at Penn State are also part of your professional development. 
 
My advisee's offensive email consisted of two sentences--but it spoke volumes about him.
 
In your mind's eye, imagine how the student could have handled the situation and his email exchanges with the instructor in a more positive, professional way.  He might not have gotten exactly what he wanted, but I'm sure he--and the instructor--would have felt much better about how everything played out.
 
Before you hit the Send button...what do your email messages say about you?

¹Deiters, Steve.   "Google Enters Operating System Mark with Chrome Os."  ArticleSnatch.com, n.d. Web.  14 Feb. 2012.

So, before you take their advice -- who are these advisers?  According to the University Undergraduate Advising Handbook,  advisers support students in:

• Setting goals
• Following their intellectual curiosity
• Participating fully in curricular and co-curricular experiences at the university and in the community
• Making decisions for themselves

Find the adviser for your major here.

Advisers say . . .

• Visit your adviser as soon as you get to campus or whenever you have a question.  You can visit advisers during walk-in hours January 7-16 and through walk-ins or appointments the rest of the semester.  Advisers also answer questions over the phone and through email.  Watch an informative video about how to schedule an appointment with your adviser.  It's available in the Liberal Arts Undergraduate Advising Video Library.   Advising also now has a Twitter feed.  Follow @AdvisingLAatPSU.

• Jump in!  Because you are arriving at UP with college credits, you are closer to graduation than typical "new" students.  You don't have as much time to acclimate and to get involved in cool stuff that will help you to achieve the future you are envisioning (such as internships, study abroad, double majors, graduating with Honors, etc.).  Start asking questions and meeting people right away.  Your adviser can direct you to helpful resources (like the ones listed below), which is a good reason to meet your adviser right away.

• Career Enrichment Network
• Education Abroad
• Schreyer Honors College
  

• Introduce yourself to your professors.  UP is a big place with a lot of people.  Your professors will not know you well unless you make a (positive) impact.  It's intimidating, but building relationships with your professors will be crucial when you need letters of recommendation, opportunities to participate in research, or advice about your field.  Visit office hours, ask questions about the material from your classes (not JUST when you have a test), and participate in class when you have the opportunity.

• Learn outside of class.  Participation in clubs, honor societies, Greek life, part-time jobs, etc. will all help you to develop knowledge and skills that will be appealing to graduate or professional schools and employers.  Find something you like and show up!  Don't just be a member.  Volunteer for committees, train new staff, run for office.

• Be bold.  Yes, many of the other students in your classes have been at UP for a semester or for years already.  Yes, some clubs might already have all of their leadership positions filled.  Yes, many students will already have a group of friends and aren't necessarily looking for any more.  All of these concerns have a kernel of truth, but you can eliminate their effect by trying something else if your first attempt isn't successful, by participating in any way you can, by meeting your faculty, by having the guts to walk up to someone in class and ask to study together, by utilizing support offices on campus to get integrated, and by just going for it!  Be persistent.  Be open to possibilities.  Be bold.
  

Jamie Brenner is the Coordinator of Academic Advising for the College of the Liberal Arts.  She can be reached at jsm36@psu.edu or 814-863-2112.  Follow her on Twitter @JamieBrennerPSU.

Are you ready to schedule courses for the spring semester?  This post includes some great tips and reminders that might help first-year students  with the scheduling process, including how to schedule courses, what to do when courses are full, and how to find courses to fulfill specific requirements.



To schedule courses:



• Find out your first day to register by checking the first page of your degree audit or by consulting the Registration Timetable.
• If you have not yet met with your adviser to discuss the courses you would like to add for the Spring 2013 semester, please consult the Recommended Academic Plan for your intended major before scheduling. It is still recommended that you schedule an appointment with your adviser to discuss your course schedule prior to the end of this semester.
• Use the Schedule of Courses to select the courses you prefer. 


• On or after your first day to register, use the Registration and Drop/Add Instructions and Registration Tips. 


• After you complete registration, check the "Student Schedule" on eLion to verify your course selections. For important dates and deadlines for the spring semester, refer to the Academic Calendar.
• For a quick overview of how to register for courses, please refer to the video tutorial below.

So, the regular period to drop or add a course from your schedule has expired, and now you're realizing that a course you are taking just isn't for you.  You may wonder what your options are and how they may affect you. 

You do have an option, and it's called a "late drop." 

When you enroll at Penn State, you receive 16 late drop credits over your tenure as a student.  It is important that you use those credits wisely because you cannot receive more.    The period to use your late drop credits this semester began September 1 and will end November 16. 
 
Before using your late drop credits, you might consider the following:

1.  What is your reason for considering the drop?  
If your reason is that you are having a difficult time with the course material, determine (using a degree audit in eLion) if this course is required for your major.  If so, dropping may not be a good option since you'll be required to take this course again.  However, if you will likely receive a failing grade or a lower grade than you want or need to meet a requirement, you may decide to late drop the class.

If you have a heavy course load but foresee an upcoming semester where a particularly difficult class can be paired with some less rigorous options, late dropping may be for you.

Many other reasons exist that may cause you to consider late dropping a course: financial difficulty, personal/home obligations that are time-consuming and require you to have a lower credit load, realizing the course is not a requirement for you and this semester is more demanding than anticipated, etc.  Any of these reasons should be weighed in light of the pros and cons discussed in this post and in consultation with an academic adviser.  

2.  How many late-drop credits do you have remaining?
If you are nearing the end of your 16 credits, look to the future.  How many semesters do you have left?  Will you need those remaining credits at another point that may be more critical?

3.  Will late dropping this course reduce your credit load below 12 credits?
If so, you will no longer be a full-time student, which may impact your financial aid and/or your health insurance coverage.  In this case, do not late-drop the course until speaking with the Office of Student Aid (814-865-6301) and checking with your health insurance carrier.

4. Is this course a prerequisite for future courses you'll need or desire to take?
If so, late-dropping this course could jeopardize your progress toward graduation and may not be right for you.


After reading this post, you might be thinking, "I guess late dropping is not right for me.  What do I do now?"  Consider talking to your professor for feedback and recommendations on how you can improve in the class.  Consider attending a tutoring session with Penn State Learning, and visit your adviser to discuss options.  You should also visit your adviser if reading this post did not clarify whether using late drop credits is a good idea in your case.
  
Now you might be asking, "How exactly do I late-drop a course?"  Late dropping a course is actually a very simple process.  Log into your eLion account, and complete the Late Course Drop application prior to the deadline on November 16, 2012.  You can also complete a Registration Drop/Add Form so that the drop can be processed by an adviser, the department offering the course, or the Registrar's Office.   Please keep in mind that you will be charged a $6 processing fee for every course that you late drop.

Be sure to contact your adviser for additional advice, feedback, and answers related to late-dropping a course.

Now that the Drop/Add period is over, all Liberal Arts advisers are available for individual appointments, along with their scheduled walk-in hours. It is important that you see your adviser at least once per semester to check your progress and discuss your fall semester classes. However, if you have any other concerns or questions, you should make it a point to see your adviser as often as necessary, or just stop in to let us know how your semester is going. Due to high demand, adviser availability will be reduced as the semester progresses, so don't wait until the last minute to schedule an appointment! The earlier in the semester you see your adviser, the higher the likelihood that you are prepared to schedule your classes when you are eligible. If you aren't sure who your assigned adviser is, you can look it up on eLion under Adviser Information.  You can also find useful information about Liberal Arts advisers and their walk-in hours on Departmental websites and on the Appointment Scheduling System.

With the start of classes just a week away, we're all very excited for the beginning of the Fall 2012 semester.  Beginnings typically involve transitions, and advisers are ready to help, whether you're transitioning from high school to college, another university to Penn State, another campus to University Park, or even if the transition involves adjusting back to your academic life after a great summer break.  We hope to see you at least once during the semester to discuss your current and future schedules, but we also encourage you to see us if you have other questions or concerns.  And, every so often, let us know how the semester is going for you; we'd like to know how you're doing.  

The start of the semester marks the beginning of the Drop/Add period, which refers to the first ten days of the semester.  During this "crunch time," all Liberal Arts advisers will hold standard walk-in hours Monday through Friday for students who have concerns about their current schedules or need to discuss an issue that is time-sensitive and needs immediate attention.  


If you need to see your adviser during the Drop/Add period and aren't sure who your assigned adviser is, log into eLion and select "Adviser Information" from the menu on the left side of the screen.  You can also find out where your adviser's office is located.

Please be assured that after the first ten days of classes, you will be able to schedule an appointment with your adviser.

So, what is the Drop/Add period?  You might wonder why it's significant or what you can (or should) do during this time period.  Think back to when you put your fall schedule together--it was some time ago, right?  You probably made the best scheduling choices you could at the time based on your degree requirements, interests, and course availability.  The Drop/Add period gives you the opportunity to make changes to your schedule--in light of new information and new course openings-- without any penalties.  You can use the Drop/Add period effectively by:

• attending all your scheduled classes to assess their goodness-of-fit for you and your learning style.
• reviewing the syllabus for each class to better understand the instructor's expectations.
• evaluating the overall workload of the courses you've scheduled; you might view the combination of courses differently once you have more information about individual courses.
• paying attention to openings in courses that you wanted to add previously but which were full when you registered for classes.

It's important to note that although there is no limit on how many changes you can make during the Drop/Add period, you should be mindful of how dropping courses may affect your financial aid.  With that in mind, please familiarize yourself with the Federal Student Assistance Satisfactory Academic Progress Standard.  

As you make changes to your schedule, you may be working quickly to adjust your schedule, so make sure you are dropping and adding the correct classes.  If you inadvertently drop a course, especially a popular course, the likelihood of re-adding it may be slim.
 
And--this is important--what happens after the Drop/Add period ends?  You should view your schedule as a fairly completed project at that point.  Any changes to your schedule after November 16 will involve a $6.00 fee, and dropping any courses will involve using your late-drop credits. 
 
We have also compiled a list of Frequently Asked Questions that we often hear during the Drop/Add period.  We hope the responses to these questions might clarify a few of your own concerns. 

The Drop/Add period can be a bit stressful, and we hope to help you manage it as smoothly as possible.  Coming to see us during our walk-in hours is the best way to connect with us at this time.

Wishing you a safe, energizing, and successful semester!

A few weeks ago, the Career Enrichment Network's Network Assistants had the opportunity to head over to Career Services to learn more about what Liberal Arts students can find there in terms of general opportunities to begin their internship or job application process. This not only reminded me of my fond memories of East Halls and the trek up Bigler Road...but also that the advisers there actually won't bite your head off the minute you walk into the doors! I promise you don't have to know what business professional means or how to find the Nittany Lion Career Network (the what?) before you go. That is why the center is fully staffed with knowledgeable and encouraging counselors: to help you understand any questions like, "What do I want to do with my life?" or "How can my major be used to find an actual job?". I am here to explain a quick overview of what is offered at Career Services and how you can use the center to your benefit - without being too nervous to step foot inside.

A first time visitor myself, I had a vague impression of how advisers could exactly help students with at the center. We spoke with Bob Orndorff, Associate Director of Employer Relations and Counseling, and he broke it down very simply for us as to how students can approach the services offered:

Drop-In Counseling: This is a fifteen minute time slot that you do not need an appointment for. Anyone can come in for resume reviews, interview critiques, or quick questions concerning any basic application information. Perhaps this is your first time at Career Services and you would just like someone to explain to you what the difference is between business casual and business professional in terms of attire or how to frame your cover letter. Hours for drop-in counseling are 8:30am-5:00pm Monday through Friday, except on Tuesdays when the hours extend until 7:00pm. One important thing to note is that you must attend one drop-in counseling appointment before making a career counseling appointment.

Career Counseling: This more private form of counseling is available for one hour time slots for students that need a more focused and consistent approach for their career-related questions. This type of appointment would be ideal for students who are facing some out-of-school issues that are affecting their academic- and career-related goals and for those who need some personalized attention, perhaps even longer-term counseling. This is also ideal for students who are completely lost with where to begin in terms of using the programs provided by Career Services or for those who have no idea what their future goals might be. Usually when a student goes for career counseling, they will return for a series of multiple sessions with the same counselor as to progress through whatever problems they are encountering. Hours for career counseling are the same as the drop-in sessions.

Group Career Counseling: Group sessions are designed for students who wish to approach their career-related goals in a less individualistic setting. They would occur at a certain time every week and are available upon request. This form of counseling is ideal for international students, who might be less apt to approaching an adviser during a one-on-one meeting.

In addition to coming to the Career Services building, students can find information on the Penn State Career Services website that can help narrow down their search for internship and job positions. One section is the Nittany Lion Career Network, where students can connect with employers and research when companies are coming to Penn State for on-campus interviews. Two others are WetFeet and Vault, where students can search company profiles and employer guides and also find interview and resume tips. Click on this PDF for more information and links regarding these two sites. A final resource is Lionlink, a source that helps current students get in touch with alumni who volunteer as "Career Coaches" in specific fields of interest.

With three different kinds of counseling and multiple resources to help you with any aspect of the job search, Career Services doesn't sound so bad, does it? Whereas some students may be hesitant to head on over, now you know the basic information to get you started. When in doubt, you can browse their website to get a feel for more information or even just pick up the phone and call and ask (814-865-2377).

As a fellow student looking for internships and job posting myself, I can advise that my few experiences with Career Services have been nothing but positive, and I felt that everyone working there simply just wants to help. So make the trek back to the east side of campus, forget all past doubts, and take a few simple steps to kick start your career search process - you will be proud that you did.

I bring good news from the bastions of academic policy that are the University Faculty Senate (UFS), the Administrative Council on Undergraduate Education (ACUE) and the University Registrar. Undergraduate students can now declare their minors on eLion, as they have been able to do with their majors. This is a very beneficial development for students as well as the faculty and administrators involved in the minor process.

Before I get too far into the news, I wanted to give you some back-story on the new ability. This development was the result of a University Faculty Senate policy passed during the last academic year. Senate Policy 59-00 (Requirements for the Minor) was amended to add, "Requirements for a minor may be completed at any campus location offering the specified courses for the minor." This change was the result of a Senate push to make minor availability more equal across the many colleges and campuses of Penn State. Once the University Faculty Senate passed this policy amendment, its implementation was left to be decided upon by the Administrative Council on Undergraduate Education. During the last academic year, ACUE passed "L-6: Minors Entrance and Certification Procedure." The actual L-6 is more involved than what I imagine any student (myself included) would actually be interested in, so I will try to highlight the most important parts.

The implementation allows students to declare their minors on eLion. Other stipulations included things like substitution protocols, which initially allowed academic units to make substitutions to minors housed in different colleges, but that course of action is being revised to return substitution control to the awarding college. You can imagine the potential confusion involved in the College of Engineering granting a substitution for the College of the Liberal Arts' "Dispute Management and Resolution" minor. Another point involved in the implementation was to emphasize that minors cannot be declared before the declaration of a major and that declaring a minor does not guarantee a student's ability to take the necessary courses for that minor.

Those minor (excuse the pun) things aside, the ability for students to declare minors on eLion is a huge advantage for students at both University Park and at the Commonwealth Campuses. If you have not already tried it, log on to eLion and scroll down the alphabet to "Minor Declaration" where you can look through a list of all the minors offered across the entirety of Penn State. While this new feature will make it much easier to declare a minor, students should still meet with their adviser to make sure they understand and meet the academic requirements for the minor. Check it out and enjoy this new, easier method of getting the most out of your Penn State education.

So, we've reached the middle of the semester and, for the most part, you probably have settled in to your weekly routine with classes. This can be a good time to take a deep breath and assess your progress as well as think about your future plans. Below are some things to expect and some suggestions for this midway point in the semester:

• Mid-Semester Reports: If you receive a mid-semester report, please don't be alarmed. These reports were designed as a communication tool for you and your professors about your progress in your courses. These reports also serve as a "prompt" to encourage you to seek assistance. Follow the instructions the instructor sent to you and meet with the faculty member to assess what you need to do to succeed in the course. Try not to view Mid-Semester Reports negatively; they can provide significant insight at a critical point in the semester.

• Study Skills and Self-Reflection:  The first rounds of exams, papers, and quizzes in any course are often like experiments:  you're still learning about the instructor's expectations and standards. If you want to improve your performance on the 2nd and 3rd tests and assignments, it's important to examine how you prepared for the 1st round. Some students simply say, "I'll study more" when asked what they will do differently the next time. And "studying more" might seem very clear, but you'll do yourself a favor if you spend some time analyzing how, where, when and how far in advance you studied the first time. And then think about what kinds of adjustments you can make now.  Penn State Learning offers some valuable information about study tips. 
  

• Office Hours: All instructors must hold office hours--and many would tell you that students under-utilize them. Plan to visit one of your professors, even if you are not having any particular trouble in the class. You can talk about something that was discussed in class or about a question you might have from the course readings. Remember that it's important to become known in your classes whenever you can. Students who feel connected in their classes tend to perform better and they develop a stronger sense of community at the University. Challenge yourself to step out of your comfort zone and make a connection with your instructors.

• Career Services and the Liberal Arts Career Enrichment Network: Career Development is a process--it's not something to suddenly attend to when you're approaching graduation.  The more you explore the resources provided by Career Services and the Liberal Arts Career Enrichment Network, the better!  Mid-semester is a good time to make a visit to both offices. Career Services is located behind Eisenhower Auditorium and the Liberal Arts Career Enrichment Network Office is located in 5 Sparks. 

• Education Abroad Office: Thinking about studying abroad? You can start investigating your options online. The general application deadlines are: Fall programs:  January 20, Spring programs: April 1, Summer programs: beginning February 1.  But pay attention to the deadlines listed for each program you research.

• Your Academic Adviser: Most students meet with their adviser at least once or twice a semester to discuss course selection for the upcoming semester and to discuss long-term goals. Don't wait until it's time for you to register for courses! Please keep in mind that your adviser's calendar may fill quickly, so schedule an appointment well in advance of your scheduling date. You can use this website to do so: http://www.la.psu.edu/advising-appt/.  If you've received a Mid-Semester Report, your adviser can talk to you about utilizing additional PSU resources.

• Campus Happenings: Take advantage of the opportunities that Penn State has to offer outside of the classroom. Listen to a guest speaker, attend a performing arts show, participate in a political event, see a free movie on campus or support student athletes by going to a fall sporting event--volleyball, soccer, or field hockey. The possibilities are endless.

• Local Community: State College and the surrounding areas are home to you while you are a Penn State student, and there are plenty of ways for you to become part of the community.  Pay attention to what's happening downtown from the weekly Farmer's Market to Pumpkin Carving at Shaver's Creek to Dark in the Park Stories Around the Campfire at Sunset Park to the Ski Swap Sale at Tussey Mountain, there are so many ways to take part in the local community.  Check www.statecollege.com to find out what's happening throughout the semester.

Do your summer plans include taking classes? If not, there are many reasons you could consider adding summer credits--you don't even have to stay in town!

• Gen ed courses that have watch lists during the fall and spring have availability in the summer. Courses such as CAS 100 (Effective Speech--GWS), ENGL 202 (Effective Writing--GWS), PHIL 012 (Symbolic Logic--GQ), and 400-level PL SC, which students often have to wait to take, are easier to schedule during the summer.
  
• Have you had trouble fitting in a lab science? ANTH 021 (Biological Anthropology--GN) is available during the summer, and it fulfills the lab requirement for Liberal Arts.
  
• Still need foreign language credits? You have the opportunity to complete one, two, or three levels of language in the summer. Because the educational objectives vary somewhat from traditional language courses, the language placement policy enforced during the fall and spring is not in place for these summer courses. That means that if your previous units place you in a higher level of a language than you are comfortable with, you would still receive credit if you take a lower-level language in the summer.
  
• Class sizes are small. As an example, CRIM/SOC 012 (Criminology--GS) could have 300 students during the spring and just 20 students during the summer.
  
• Courses are offered during different sessions and different formats, so you choose what works best with your schedule:
  
• Online, six-week courses: Courses are available in two different sessions--May 16 to June 24 and June 29 to August 10. Examples are AAA S 110 (Introduction to Contemporary Africa--GS, IL, Other Cultures), CMLIT 108 (Myths and Mythologies--GH, IL, Other Cultures), ECON 102 (Introductory Microeconomics Analysis and Policy--GS, Business and the Liberal Arts Minor), LER 100 (Employment Relations--GS, Business and the Liberal Arts Minor), and WMNST 003 (Introduction to Women, the Humanities, and the Arts--GH, US, IL).
  
• Online, summer-long courses: Courses are available from May 16 to August 10. Examples are ENGL 202 (Effective Writing--GWS), PHIL 103W (Introduction to Ethics--GH, Writing Across the Curriculum), PL SC 014 (International Relations--GS, IL), and PSYCH 100 (Introductory Psychology--GS). The educational objectives are the same for the summer-long courses as the six-week offerings--you are doing less work per week, though, since the lessons are spread across more weeks. 

(NOTE: For a complete listing of online offerings, search both the University Park and World Campus listings on the Schedule of Courses. You do not need residency at University Park for any portion of the online courses.)

• Resident instruction six-week courses:Courses are available on campus during two different sessions--May 16 - June 24 and June 29 - August 10. Examples are ANTH 045 (Cultural Anthropology--GS, US, IL, Other Cultures), CAS 100 (Effective Speech--GWS), CAS 450W (Group Communication Theory and Research--Writing Across the Curriculum), CRIM 100 (Introduction to Criminal Justice--GS), ENGL 050 (Introduction to Creative Writing--GA), HIST 010 (World History I--GH, IL, Other Cultures), LER 201 (Employment Relationship: Law and Policy--GS), PHIL 105 (Introduction to Philosophy of Law and Legal Ethics--GH), and PSYCH 100 (Introductory Psychology--GS).
  
• You can catch up on credits if you are behind, or you can get ahead so you have more flexibility in future scheduling. If you have late dropped credits or taken smaller semester loads and are looking at a heavier credit average for your remaining semesters, summer credits are a way to get back on track. Maybe you are completing a concurrent major or minor and want to take some of your minor credits or 400-level major credits in the summer to make things easier in your final semesters. Some students even plan for full-time enrollment in the summer in an effort to graduate a semester early.
  
• Students pay the current tuition rate for summer credits. You may use the tuition calculator on the Bursar's site to determine your costs based on the number of credits, and you would check with Student Aid to determine if you are eligible for financial aid during the summer.
  

You may register for summer courses through eLion. If you have questions about whether or not taking summer credits is a good idea for you, consult with your adviser.

For more information about Penn State Summer Courses, visit the outreach website.

Where has the time gone! Only two weeks remaining in the Fall semester! Congratulations to all of you for making it this far. How exciting for the graduating seniors! I am sure most of you graduating seniors are amazed at how fast time has gone by at Penn State! Below are a few tips to help you all end your semester on a good note:

Studying for the Finals: Have you started preparing for your final exams yet? Keep your minds alert by making sure that you get enough sleep and that you are eating well. It wouldn't hurt to create a study time table. Allocate enough time to each subject according to levels of difficulty. Be consistent and study a little each day to prepare. The university offers many resources to help you succeed, so be proactive and reach out for help if you are experiencing difficulties in preparing for your finals.

The Penn State Learning Center: Having trouble understanding the material in the following subjects: MATH 110, ACCTG. 211, CHEM 201, STAT. 200 or a foreign language, as well as many others? Did you know that you can receive tutoring in many subjects or be a part of a guided study group free of charge through the Penn State learning center? It is not too late to seek help. You can go to their website to learn more about their hours, what they have to offer and how to contact them. You can also reach them by calling: 814-865-1841.

Graduating Seniors for Fall 2010: Most of you probably can't wait to join the real world! I would suggest running a current degree audit to see if all requirements have been met or showing that they are in progress. Meet with your adviser to discuss options available to you, if for example, you are experiencing academic difficulties with a class or classes, and you feel that you might not be able to successfully complete all your scheduled classes. You should have activated your intent to graduate during the activation period, but if you missed it, you can call the Liberal Arts Undergraduate Studies office at: 814-865-2545 or contact your academic adviser as soon as possible to have your name added to the graduation list. Congratulations you are almost there!

Returning Seniors: You should have your Spring 2011 classes scheduled by now. Run a current degree audit on eLion and check to make sure that all degree requirements are showing either as "OK" or "IP" (in progress). Meet with your academic adviser if you see any missing requirements as you might need to adjust your schedule. Make sure you make plans to complete any deferred or incomplete work. Meet with your academic adviser to discuss any incoming course work such as transfer credits, study abroad credits, or if you need course substitutions. Also be sure to activate your intent to graduate during the activation period (January 2-24, 2011).

Juniors: You should also have your Spring 2011 schedule in place. You should at this point, have a plan as to what your senior year will look like (e.g. remaining credits and how they will fit into your remaining semesters). You should also review your audit to make sure it is current and accurate.

Sophomores: Remember to declare your major through e-lion in the spring of 2011 through the Entrance to Major process (ETM). You should also have your Spring 2011 schedule in place by now. It is not too early to start thinking of a possible minor. If you are pursuing the Paterno Fellows program (PFP), remember to work closely with your academic adviser to ensure that you are completing the PFP requirements.

Freshmen: You should all have your schedules for Spring 2011 completed by now. If not, you need to meet with your academic adviser as soon as possible to discuss what courses you should take to continue making good progress towards your intended major. For those of you who needed, but were unable to schedule English 015 and the first year seminar for the fall of 2010, make sure that you schedule these classes in the Spring of 2011. If you are aspiring to becoming a Paterno Fellow (PFP), LA 101H should be your choice in place of English 015 or 30. If you are not sure, plan to check in with your academic adviser as soon as possible for guidance.

Finally, wishing you all the best and success in your exams! Remember to manage your time wisely and not to leave everything until the last minute. Happy Holidays! We will see you next year!

Last week Ben Whitesell wrote a great blog on choosing your major which I am sure you all put to great use. So once you have chosen your major, what comes next? You build upon that foundation. As an adviser, I encourage my students to think about their record of their time here at Penn State and to consider what you can do to make that record a reflection of yourself. If I were to look at your transcript, major, minor, clubs, letters to the editor, and all of your other activities, would I have a good picture of you? If I were looking to make a hiring choice and I based it on your record, would you be a good fit for a job you would love?

Minors are absolutely not required for graduation or graduate school admission. They are an opportunity to do a little extra by taking a significant number of courses, typically 6-8, including a few upper level courses in a field outside your major. In some cases the minor will directly support what you need to learn in your major. A great example of this is one of my economics majors choosing the math minor. In other cases minors will set students apart from the rest of the students in their major or will give students a chance to explore an outside interest. For example that same economics student may add a minor in philosophy because he truly enjoyed something he tried out while working on his general education requirements.

Courses you take to meet your major, general education or Bachelor of Arts requirements can all be used to satisfy a minor as well. You will find a list of minors offered by the university as well as the requirements for each minor on the University Bulletin website. Minors are listed on your transcript and you do receive a certificate with your diploma for each minor you complete. If you are interested in a minor, stop by to see your adviser to start the process of adding a minor by getting your application to a minor form signed.

I would like to invite our students who have declared minors to share their major/minor combinations and let the students who are currently working on these decisions know why you chose your particular combination. I'll go first - I started off with a French major and a psychology minor simply because those are the things I enjoyed studying.

One skill that is bound to give you an edge, no matter what path you pursue after Penn State, is the ability to speak a foreign language. It is difficult to overestimate the importance of foreign language skills in the 21st century, an era that has already been marked by increasing globalization, dramatic shifts in global power and demographic trends, and ever-evolving challenges in the political arena.

You may think to yourself that "so many people throughout the world speak English" so you don't need to learn a second language. Well, the former may be true (although many Americans overestimate the proportion of the world's population that speaks English); the latter likely is not. Whether you plan to pursue a career in business, government, non-profit, law, or academia, there is a good chance that your employer will work with clients, constituents, or partners from across the globe.

Try this exercise: think of an American blue-chip employer (such as Pfizer, Omnicon, Procter & Gamble, Google, Bank of New York/Mellon, or MasterCard) and then try to guess what proportion of its revenues comes from outside the US. For the companies listed above, the proportions approach 50% or more. In fact, recent data suggests that for US companies as a whole the proportion of revenues that are derived internationally is about 30%, while for companies in the S&P 500, the proportion is along the lines of 45-50% (MSN Market Watch, 2007).*  These rates are expected to increase over the next several years. Certainly foreign language skills would be an asset for individuals seeking a position in the private sector after college, particularly as the global economy continues to evolve and other regions of the world assume greater economic and political influence.

Knowledge of a foreign language is also a great asset for those considering careers in government, the non-profit sector, law or law enforcement, and related fields. Currently, the fastest growing regions of the world are outside of North America, and are not predominantly English-speaking. Certainly some of the most pressing humanitarian and geopolitical challenges of our era are in non-English speaking areas of the world. In this regard, one might think particularly of the former Soviet republics (where Russian is widely spoken), the Middle East, Latin America, or Eastern Europe. Students interested in careers or research in these fields who possess a working knowledge of a foreign language will be able to take advantage of a wider range of opportunities to serve others, and will undoubtedly have access to a broader range of resources to draw upon in building their careers.

Even if your interests are more local, foreign language skills are still a plus given the increasingly multicultural nature of the modern workplace. Most young people in college today will one day work in an environment where they are required to interact with people from other cultural backgrounds or whose first language is not English. In the multicultural workplace employees who know another language and have developed an understanding and appreciation of foreign cultures that the study of a foreign language promotes are an asset.

Finally, if you plan further education after college, you may already know that many graduate programs require a certain level of fluency in one or two foreign languages. This is because important research is often published in professional journals and books in languages other than English. Language skills can also boost your application to law or business school, and make you more competitive for any grant or scholarship that you may wish to apply for. In addition to making you a better communicator, knowledge of a foreign language showcases your capacity to assimilate complex systems of information, as well as your flexibility and ability to "get outside your own head" and adapt to how other people think.

Penn State offers a variety of ways to integrate foreign languages into existing programs of study.  How might you get started? Penn State University Park offers courses in many languages ranging from the more familiar, such as German, to the less commonly taught, such as Hindi. For many of these languages, University Park also offers a range of summer courses (see for example, the many offerings in French, Italian, Spanish, German, Russian, Chinese, Japanese, Arabic, Hebrew, and new next summer, Turkish and Portuguese). Thus foreign language study can complement and fit readily into most educational plans. For many of the languages offered here you can earn a minor which will give you a formal credential to attest to your skills.

Descriptions of Penn State minors, including language minors, can be found on the Liberal Arts Undergraduate Studies website.  Language minors typically require 18 - 19 credits in language courses, with 6 - 7 credits at the 400 level.  However, introductory language courses (LANG 001, sometimes LANG 002 and 003) do not count towards all minors. It is always good to consult with the departmental adviser to make sure that you understand the requirements.

Good luck!  Bonne chance! Viel Glück!
 

If I had a dollar every time I heard, "What am I going to do with this degree?" I would be a rich woman!

You know the old saying...

The graduate with a science degree asks, "Why does it work?"

The graduate with an engineering degree asks, "How does it work?"

The graduate with an accounting degree asks, "How much will it cost?"

The graduate with a liberal arts degree asks, "Do you want fries with that?"

You must admit that some of you had to explain to your parents why you wanted to pursue a degree in the liberal arts. The genesis of such stereotypical perspectives regarding liberal arts majors can be partially attributed to the computer generation and the industrial revolutions that have dominated our country's short history. But as liberal arts students you know that such stereotypes are unfounded. In fact, a liberal arts degree is more valuable today than ever before. In response to this shifting economic dilemma, many corporations have become less hierarchical and require employees who have developed a wide array of knowledge, rather than ones who specialize in one specific area. Who better is equipped then you!  Liberal Arts students gain a unique education that enables them to think critically and to become ethical leaders and global citizens.
 
You don't just learn facts--liberal arts students apply what they learn, test theories, consider multiple perspectives, and put knowledge into action. As noted in the Wall Street Journal (Sept 13, 2010), The Pennsylvania State University was ranked number 1 in their survey regarding company recruiters. The article stated graduates of top public universities are often among the most prepared and well-rounded academically. Companies have found they fit well into their corporate cultures and over time have the best track record in their firms.

That being said you need to take the appropriate steps NOW so that at the end of your academic journey you have asked the right questions that will help point yourself in the right direction. Here are some to think about...

Where do you look for information about different careers?  Career Services! They have entire programs focusing on how to write a resume; interview techniques; suggestions about majors and internships; and drop in counseling.
 
Where do you look for information about different careers, companies, and jobs?  Did you know that Career Services has a fall and spring career fair? Career Services has a page dedicated to finding a job and how to develop the necessary skills to clarify your career goals; identify your job target; and plan and organize your job search.  

How can I prepare myself to compete for entry level jobs?  It is never too early to do internships. I encourage you to try to obtain an internship every summer. The majority of them are unpaid, however you need to focus on what you will gain during the internship - networking, references, knowledge of the area you wish to work in (non-profit, business, government, local). Use your available time wisely and make an effort to increase your exposure to career fields of interest through job shadowing, internships, volunteer positions, or work experiences during academic and summer breaks. Consult the Liberal Arts Undergraduate Studies Internship website to start your search.
 
Does performance matter? It helps! Look at your academic coursework to ensure that you are maximizing the array of academic and career options available to you at Penn State. The quality of your involvement within an organization is more valuable than the number of organizations in which you are involved. Seek opportunities for leadership within an organization (i.e. become an officer or take on a position that demands responsibility), find something you care enough about to make a difference, look for opportunities to volunteer in the community.

How do you network? Start now by meeting and building a relationship with your academic adviser to learn about majors, academic options, course content, and requirements. This is just the start of learning how to network. Also, it is very important to establish a relationship with faculty to learn about academic programs and related opportunities to build skills in and outside of the classroom. Remember your faculty members are passionate about the same things you are passionate about! I challenge you to get to know at least one of your faculty members every semester.  

So embrace your decision for selecting Liberal Arts because you are the future leaders, creators, and developers of our future!  I know you are destined for great things.

Many of you may be reaching the middle of the semester and wondering what you should do next. You may have your sights set on next semester and are not sure how to plan. You may also have questions about some of the things that happen at this time during the fall, such as "Why am I getting these reports from my professor? What do they mean?" Below are some things that you can expect or should do midway through the semester:

1.  Mid-Semester Reports - If you receive a mid-semester report, follow the instructions the instructor sent and meet with the faculty member for additional assistance. They can provide significant guidance at a critical point in the semester. This is also an excellent opportunity to review your most recent exam and make sure you understand the material. Also schedule a meeting with your adviser to discuss utilizing additional PSU resources

2.  To Drop or Not to Drop? Is it OK to drop down to only 12 credits? At this point, as long as you have late drop credits, you can late drop a course. However, is this in your best interest? In many cases, it is not a good idea to drop a course. This is especially true if you will have fewer than 12 credits, which could possibly affect your financial aid and health insurance. If you are considering a late drop and have questions, please consult with your adviser.

3. Study, study, study. If you are struggling in your classes, reflect on how you are studying. Are you studying with your music on or in a busy restaurant where there are a lot of people? Or, are you studying in the library, where you can concentrate on what you are trying to learn? Are you utilizing all of the services the University provides, such as the services provided through Penn State Learning?

4. Utilize the GPA predictor on eLion. Use the grades you currently have. This should give you a good baseline as to what your GPA will be at the end of the semester.

5. Brainstorm possible internships. This is a good time to start investigating possible internships for next semester. Many internship opportunities are posted on the LAUS Announcements Blog and your adviser can make appropriate referrals about internship opportunities that are specific to your academic department.

6. Thinking about studying abroad? You should start looking into study abroad opportunities on the Education Abroad Website. The Deadline for applying for next fall abroad experiences is January 20, 2011 and the deadline for a summer abroad experience is February 1, 2011.

7. Time to meet with your adviser! Most students meet with their adviser at least once a semester to discuss course selection for the upcoming term and also discuss long-term planning and career goals. Please keep in mind that your adviser's calendar may fill quickly, so schedule an appointment several weeks in advance of your scheduling date.

8. And lastly, it is a time to stay healthy. You are rapidly approaching the end of the semester. You need to make sure you eat right, sleep well and take appropriate measures to stop the spreading of germs. You need to stay healthy to be ready for the end of the semester 'crunch'. Take advantage of the services offered by University Health Services!

The wall by my desk is decorated with an aerial photograph of a meandering river located near the border between Peru and Brazil. I haven't been there - I just found it in a magazine and like to look at it. The surrounding green forest contrasts strikingly with the water, which is the color of coffee with cream, a glossy stripe of light brown cutting through the trees.

Wait... coffee-colored water?  Eew. Would I want to stick my feet in that?  And I bet there are tons of mosquitoes.

Like a muddy but beautiful river, the idea of studying abroad can stir up contrasting emotions such as excitement and anxiety. Don't let the scary or confusing parts of the process outweigh the positive aspects!

Begin exploring your options at the Education Abroad Fair -

Tuesday, October 5 from noon to 5:00 p.m. in the HUB.

The Education Abroad Fair is your opportunity to

• meet with study abroad advisers for specific regions of the world,
• visit the College of the Liberal Arts table to find out how credits from abroad can fit into your academic plan,
• attend brief presentations on a variety of study abroad-related topics.  Click here to see the schedule of presentations.
  

Can't attend the Education Abroad Fair? No worries!

The Liberal Arts College's website gives you access to all the information you need to start planning for a summer, semester, or year abroad:

• Step 1: Research Programs

• Step 2: Meet with Advisers

    (Also, click here to see how study abroad can fit into your major.)

• Step 3: Think about How to Finance Your Trip

!! DEADLINES  !! DEADLINES  !!  DEADLINES !!

Don't wait until the last few weeks before a deadline to work on your application. It may take several weeks to compile all the information you will need to submit.

• To study abroad in FALL 2011 (or Academic Year 2011-2012), the application deadline is JANUARY 20, 2011
• To study abroad in SUMMER 2011, the application deadline for most programs is FEBRUARY 1, 2011. (Some programs have a mid-February or early-March deadline.)
• To study abroad in SPRING 2012, the application deadline is APRIL 1, 2011. Some programs re-open later in the summer, with an extended deadline of Sept. 15, but you will not have access to the entire range of programs/countries if you miss the April 1 deadline!
  

RECOMMENDATIONS

You will need at least one general recommendation (from a faculty member or academic adviser), and for some programs you also need an evaluation from a language instructor. Before listing someone as your recommender, ask for his/her permission. Next, list the person's name and email address in the relevant section on your application. S/he will receive an email explaining how to open the online recommendation form.

 "OMG, I can't be away from home for that long..."

If you are nervous about spending time outside of the U.S., talk to your peers, instructors, and advisers who have studied abroad and ask to hear about their experiences. Read the blogs at  PSU GeoBlog and on The Education Abroad Experience, written by students who are abroad this term. They don't gloss over the difficult aspects of studying abroad, but hopefully their enthusiasm will make a bigger impression on you and give you the nudge you need to go ahead and apply for a program!

If you studied abroad already (during high school or while at Penn State) and have some advice to share, we would love to hear from you!

Hope to see you at the Education Abroad Fair!

You decide to take WMNST 001, AAA S 110, LER 100, CAMS 012 or something along those lines--just to meet a General Education requirement. You discover that, as Gen Eds go, this course really isn't too bad. When the first exam comes along, you're pleasantly surprised to have done so well--and you continue to succeed in the course. Your scheduling date for the following semester comes up (quicker than you thought it would, of course), and you decide, based on your first positive experience, to take another course in this discipline to satisfy another Gen Ed requirement. This course appeals to you, too, and again, your test scores confirm that you "get" the material. You wonder about taking a 3rd course in this subject and you discover that you might be able to knock out another Gen Ed with this course using the standard 3-6-9 substitution (about which you'll learn in another advising blog post) or that you can use it to satisfy a Bachelor of Arts requirement for your major.

It might be in this 3rd Women's Studies; African and African American Studies; Labor Studies and Employment Relations; or Classics and Ancient Mediterranean Studies course when an idea starts to flicker. Could you minor in this area? Would the courses you've taken so far to satisfy Gen Ed requirements still "count" toward a minor? Could you even complete a 2nd major in this discipline that you never even heard of before you came to Penn State? In your next advising meeting, you learn that the answer to all of these questions is yes. And your interest begins to grow...

At some point, you might talk yourself out of this new idea. You wrestle with the question that nearly every Liberal Arts student faces at some point: What would you actually do with a major or minor in this discipline? What value would it add?

My answer to that is that only good things can come from aptitude, interest, and enthusiasm when they influence your academic choices, which in turn, affect your post-graduation plans.

So, what are some of these "good things," specifically?

• Students who are energized about their courses tend to perform well and their transcripts illustrate that success in a concrete way.
• Students who are curious about what they are learning are frequently motivated to establish connections with faculty members, and they become "known" in the academic community--an important professional development task for all Penn State undergraduates.
• Students who are enthused about a discipline tend to investigate related experiential opportunities--internships, research projects, education abroad, extracurricular activities, for example--and incorporate them into their educational plans.
• Students who pursue a unique interest are often asked about it in interview situations (Why did you decide to minor in Latina/Latino Studies or major in Labor and Employment Relations?) Because of their positive experiences, these students are able to talk about them enthusiastically--students can discuss what they bring to the table as potential employees with their specialized knowledge. They can elaborate on what they now understand, appreciate, and can apply in professional settings as a result of their studies.

My list of good things could go on and on...but the important message is this: Your interest in a major or minor you've discovered is significant, so resist the temptation to dismiss it. Stand firm when anyone, including yourself, questions your decision to incorporate a less common discipline into your academic plan. Doing so can enrich your experience at Penn State, guide your next steps in meaningful ways, and shape who you are both professionally and personally.

So, as you sit in your general education courses, pay attention--not just to the lectures, the power-point presentations, and the readings. Pay attention to what resonates with you--and see where this discovery takes you.

If you are currently pursuing a lesser-known Liberal Arts major--or a "discovery major" in adviser lingo--we'd love to hear about your experiences so far.

So, the regular period to drop or add a course from your schedule has expired and now you're realizing that a course just isn't for you. You may wonder what your options are and how they may affect you. First, you do have an option and it is called a "late drop". 

When you enroll at Penn State you receive 16 "late drop" credits over your tenure as a student. It is important you use those credits wisely because once they are gone you cannot receive more. The period to use them began September 2 and will be over November 12th. 
 
Second, this option can affect you so as you consider whether using late drop credits is right for you, let me propose some thoughts.  

1.  What is your reason for considering the drop?  

If it's because you are having a difficult time with the course material, determine (using a degree audit in eLion) if this course is required for your major. If so, dropping may not be a good option, because you'll be required to take this course again and the material will be the same. However, if you will be receiving a failing grade or will be receiving a lower grade than you want or need to meet a requirement, you may decide to late drop the class.

If the reason is that you have a heavy course load and this one class is particularly difficult but you foresee an upcoming semester where you can pair it with some less rigorous options, late dropping may be for you.

Many other reasons exist that may cause you to consider late dropping, such as: financial difficulty, personal/home obligations that are time-consuming and require you to have a lower credit load, realizing the course is not a requirement for you and this semester is more demanding than initially foreseen, etc. Any of these reasons should be weighed in light of the pros and cons discussed in this post and in consultation with an academic adviser.  

2.  How many "late-drop" credits do you have remaining?

If you are nearing the end of your 16 credits, look to the future.  How many semesters do you have left?  Could you use those remaining credits at another more critical point?

3.  Will late dropping this course reduce your credit load below 12 credits?

If so you will no longer be a full-time student and this may impact your financial aid and/or your health insurance coverage.  In this case, do not late-drop the course until speaking with the Office of Student Aid (814-865-6301) and checking with your health insurance carrier.

4. Is this course a prerequisite for future courses you need or desire to take?

If so, late-dropping this course could jeopardize your progress toward graduation and may not be right for you.

Now, I'm sure you're asking "how exactly do I late-drop a course?". Late dropping a course, once you've consulted with your adviser, is actually a very simple process. Log into your eLion account and use the Late Course Drop application prior to the November 12th deadline. Or, you can complete a Registration Drop/Add Form so that the drop can be processed by an adviser, the department offering the course, or the Registrar's Office. Please keep in mind that you will be charged a $6 processing fee for every course you late drop.

If you read over this post and thought, "I guess late dropping is not right for me. What do I do now?" Consider talking to your professor for feedback and recommendations on how you can improve in the class. Consider attending a tutoring session with Penn State Learning and visit your adviser to discuss options. I also strongly encourage you to visit your adviser if you still need to clarify whether using late drop credits is best for you.    

The semester is just beginning and the end of the semester is far from most of our minds, however, if you plan to graduate in December, please take note of a few words of wisdom from some former students.  What follows is a top 10 list of the most important issues graduating seniors need to think about NOW.

1.  Activate your intent to graduate for fall 2010 via eLion by September 6, 2010.  It is your responsibility to notify the university that you are graduating.  With all the opportunities to complete second (or third) majors, minors, internships, education abroad, etc., it is impossible to identify students who plan to graduate based on the number of credits earned or the number of semesters completed.

2.  Meet with your advisor before the end of the drop/add period.  Be sure to meet with your advisor now to make sure you have scheduled all the necessary courses to fulfill your degree requirements by the end of the semester.  You might think you have everything covered but....it doesn't hurt to have your advisor confirm it.

3.  Check your PSU email account frequently.  University policy requires students to use and maintain their university email account as it is the official means of communication at Penn State. Please understand that, if you forward your email to another account, your mail may be susceptible to your other account's spam filter and does not guarantee that you will receive your email.

4.  Make sure your name is correctly reflected on your records.  Your formal name, as it appears in eLion, is what will be printed on your diploma.  If a name change is required, please submit a name change form (and the required proofs of identification) to the Registrar's Office prior to November 19, 2010. 

5.  Update your local and home addresses via eLION.  The University sends out important information (like, for instance, your diploma) which means that a correct address is crucial.  If you plan to attend the ceremony, graduation instructions and your nomenclature (name) card will be sent to your local address in November.

6.  Finalize the transfer of any credits from other institutions.  If attended another institution and plan to transfer those credits to Penn State to fulfill degree requirements (but haven't yet done so), you should take care of this immediately. Any credits that transfer in as "general" (i.e. without a number) must be approved for degree requirements as substitutions.  See your advisor, as soon as possible, if you have questions about this process.  

7.  Order your cap and gown.  Be sure to order your cap and gown from the PSU Bookstore on campus as soon as possible.  Note: The material and color of the graduation gowns changed beginning for spring 2010 and there is a noticeable color shift. You might want to keep that in mind if you plan to wear a gown purchased prior to spring 2010.   Graduates receiving commissions in the armed forces may wear their military dress uniform instead. Ornamentation from honor societies or nationalities is not approved. 
 
8.  Order your graduation announcements.  If you (or your parents) plan to announce to your impending graduation to family and friends, you should make these arrangements with the PSU Bookstore or the printer of your choice. 

9.  File an alternative commencement site request if you plan to attend a commencement ceremony at another campus.   If you plan to graduate at a location other than University Park, you must file an "alternative commencement site" request prior to the end of the 11th week of classes.  Click here for more information.

10. Enjoy your final semester! 

Welcome Back! We are so happy to have you back on campus and are excited for the 2010-2011 academic year to start. We hope you are just as excited for the new opportunities that await you this year. Advisers are here to help you with your transition, whether that transition is from high school to college, another university to Penn State, another campus to University Park or just making that transition back into school from a great summer break. We hope to see you at least once during the fall semester to discuss your spring semester classes, but also hope you will come see us if you have any other questions or to let us know how the semester is going! During the first ten days of classes advisers will hold walk-in hours if you have concerns about your current schedule, would like to discuss dropping or adding a course, or have an issue that can't wait. After the first ten days of classes you will be able to schedule an appointment with your adviser. If you aren't sure who your assigned adviser is, you can look it up on eLion under Adviser Information, which will also give you our email address so that you can contact us. The Scheduling System, as well as department websites, also have good information on advisers, hours and ways to contact your adviser.
 
SCHEDULING APPOINTMENTS:

You can schedule appointments and see our calendars by visiting the Liberal Arts Appointment Scheduling System.

• Click on "Appointments"
• Register
  

Your user name and password do not need to be the same as your Penn State Account. Remember to write down both, and keep them in a safe place for the next time you want to schedule an appointment.

APPOINTMENTS VERSUS WALK-INS:

Appointments are meant for issues that you know will take longer than 10 or 15 minutes. Examples of topics that could be covered in an appointment include:

• Change of major or concurrent major paperwork
• Long-range planning 
• Study abroad plans 
• Major/career exploration 
• Class schedules for the upcoming semester 
• Other topics that you want to discuss in detail and would like a designated time to do so
  

A few important points:

• Appointments are made in 1/2 hour blocks.
• If you are assigned a specific adviser, you must schedule an appointment with that adviser.
  

TO EMAIL, OR NOT TO EMAIL:

There has been a significant increase in e-mail interactions with students over the last few years. Below are a few guidelines to follow when you write an e-mail to one of us, and decide when you should:

• Include your name, a greeting (ex. Hi Shery), and your ID number.
• Please do not use text message lingo, we can't understand your emails if they include partial words. This is something you should get used to, our future employers will expect the same. 
• We are happy to answer quick questions via email. We will not, however, replace an advising meeting with e-mail correspondence. For example, discussing possible courses for the next semester is something that you should do in person, not through the computer. If we feel that something is too difficult to explain over the computer, or a reply would be too extensive, we'll ask you to come in and speak to us personally. 
• Please limit your e-mails. If you have several questions, e-mail them all at once. Avoid sending multiple e-mails on the same day.
  

We'll do our best to answer your questions as quickly as possible, but we might not be able to answer them on the same day. We also do not answer e-mails during vacations, holidays, and on weekends.

Have a great first week of classes, we would love to hear about your summer and we look forward to working with you throughout the year!

Last week we celebrated the work and dedication of the College of the Liberal Arts staff at the CLA 2010 Staff Awards Reception. A few Liberal Arts Undergraduate Studies staff members were recognized in particular for their various achievements.



Karen Sones, CLJ and SOC Lead Adviser was presented with the Liberal Arts Staff Employee Recognition (LASER) Award. The LASER Award is the highest award a staff member in the College of the Liberal Arts can receive. See our original blog post about Karen's award for more details. 

Next, Tracey Melnick, ENGL Lead Adviser was recognized for her thirty years of service to the College of the Liberal Arts. 

Lastly, several LAUS employees were presented with Staff Enrichment Awards in recognition of their continuing education. Heidi Shoemaker, daughter of LAUS staff member Holly Dickey, was awarded the Children of Staff Scholarship Award. Heidi is currently a freshman Nursing major at Penn State Altoona. Jillian Balay of LAUS received a Staff Scholarship Award to support her as she works towards her MA in Art History at University Park.

Congratulations again to all of our LAUS staff.  We appreciate everything you do!

Visit the College of the Liberal Arts web site for a complete list of the 2010 CLA staff award winners.

As an adviser, I routinely talk to students about their classes---ones that they feel good about and others that are not going so well. Invariably, I ask, "Who is your professor?" and many students struggle with this question. They say things, like, "I can't think of her name...she's tall and she has curly black hair...."

Sometimes when a student and I are navigating our way through a difficult academic process, I will ask the student, "Okay, what's the name of the person you dealt with in that office in case we need to follow up?" Nine times out of ten, the answer is: "I have no idea."

There are three pieces of advice I like to give to my students:

1. Always know the name of the person to whom you're speaking---staff assistants in academic departments, employees in the Registrar's Office, financial aid counselors in the Office of Student Aid, etc.

2. Be sure you know the names of all of your professors every semester. Their names appear on their syllabi, and they are listed on the Schedule of Courses. Ask questions in class and stay in touch with instructors you especially liked.  After the class is over, tell these faculty members what you appreciated about their courses and keep them updated about your current progress and developing interests.

3. Resist the temptation to be anonymous.  At a large institution, it's very easy to remain unknown and choosing that path is academically and professionally detrimental.  Make sure that faculty and staff know who you are. Routinely introduce yourself and repeat your name in every interaction.

The majority of Penn State students take important steps to enhance their professional development by participating in service activities, taking on leadership roles in student organizations, completing internships---all of which are tremendously valuable endeavors. But one critical aspect of their professional development that students routinely overlook is the significance of professional relationships here at Penn State.

When people apply for jobs, their potential employers want to know something about the work that these applicants did previously. They want to know how they handle stress or set-backs, about their work ethic, their communication skills, and what roles they take on in collaborative efforts (read: group projects).

Similarly, whether students plan to enter the workforce or apply to law school or graduate school or join the Peace Corps, those institutions and agencies will want to know what the applicants bring to the table. In other words, they want to know who these recent graduates are -- not just information about their grade point averages and a laundry list of their extracurricular activities -- but a real sense of them as potential employees and colleagues.

In terms of your own professional development, begin to think about Penn State as not only the place where you earned your degree, but also as the institution -- made up of faculty and staff -- that future employers will consult with to assess your candidacy for a job, graduate school admission, and so on.

At a large school like Penn State, students have to work a little harder on the relationship aspect of their professional development. I know this because I am a Penn State graduate myself. But I also know that students are fully capable of taking on this challenge to expand their professional networks.

So, again, very simply: know whom you're talking to, learn your professors' names, and invest energy in becoming known for the person you are.

The Liberal Arts Office of Undergraduate Studies (LAUS) would like to congratulate one of our staff members, Karen Sones, Lead Adviser in Crime, Law, and Justice and Sociology, on receiving the Liberal Arts Staff Employee Recognition (LASER) Award. The LASER Award is the highest award a staff member in the College of the Liberal Arts can receive. Recipients of the award have demonstrated superior performance in their position, have exceeded expectations, and have significantly impacted the College for the better.

Karen has been with the College of the Liberal Arts for thirteen of her almost twenty three years as an employee at Penn State. She began in the Liberal Arts as an adviser in the Crime, Law, and Justice and Sociology Departments. She is currently the Lead Adviser in the same department. Karen's main responsibilities include advising students; supervising advisers in her work unit; and serving as project lead for College initiatives as well as University sponsored programs for the College, such as FTCAP and Accepted Student Offer Sessions. Additionally, Karen supports the department by overseeing a student newsletter and serving as a member of the Justice Association Advisory board, SOC Undergraduate Committee, and CLJ Undergraduate Committee.

In addition to her job related duties, Karen has extended her service to the University community at large. For the last ten years she has devoted her time to the Fast Start Mentor Program as well as taking an active role in adult learner advocacy by serving as a member of the Hendrick Best Practices Subcommittee for the Commission for Adult Learners. In other student support roles, Karen is a member of the LGBT Support Network and is a mentor for foreign exchange students.

Congratulations on this prestigious award, Karen!

See the Liberal Arts Staff Awards web site for a complete list of 2009-2010 recipients.