Advising Special Populations of Students
Non-Traditional (Older) Students
Each year, WPI has a limited population of transfer students who are over the age of 25. These students often have special requirements, concerns, and constraints on their time that separate them from the traditional students. They often need help developing a sense of community as well as help with specific concerns such as housing, day care, career planning, and social networking.
Because these students are older, they often bring a different level of maturity and depth of exposure to their education than the more traditional student. However, you should be aware that these students may often lack confidence in their ability as students and may need much encouragement. At the other extreme are some non-traditional students who have an unrealistic view of the challenges of WPI -- these students who are over confident regarding their abilities to handle both the rigors of WPI and full time employment or full time child care. Advisors must help these students develop a realistic program.
Transfer Students
WPI has established transfer articulation agreements with several colleges in the area.
Advising transfer students can present many challenges. Students may be either ahead or behind in course sequences compared to the WPI students in their class. Almost all are coming from semester programs and may have difficulties adjusting to the seven-week terms at WPI. They should be advised about strategies of how to schedule their work. In addition, they need to be planning their projects at the same time they are adjusting to a new college. These students will most likely have to plan the "big picture" of their academic program and may require more of your assistance.
Initial transfer credit evaluations are handled by the Admissions Office transfer coordinator.
Students in Academic Difficulty
Students with Warning or Probationary status are often those most in need of careful advising. Paradoxically, these are the students least likely to seek out their advisors or to follow through on the advice received. They can try the patience of the most experienced advisors. However, many advisors find that helping these students succeed can be the most rewarding advising experience.
Many students in academic difficulty lack specific skills such as time management, proper study habits, or self-discipline. They usually are reluctant to seek help and do not know what resources are available to assist them. However, if they are willing to make a commitment to change old habits and learn new skills, they can learn the strategies that are needed to be successful academically at WPI.
You can play a critical role by offering your assistance to these students. Additionally, the Academic Resource Center has developed the Coaching Program to assist students who need help with making changes in their lives. You are encouraged to refer students to this program.
When professional counseling is warranted, the Counseling and Student Development Center, "West Street House," can provide a range of services. In addition to psychological counseling and career assessment and development, the Counseling Center can provide academic support such as help with study skills, and motivation and work-pattern assessment. If a student's desire for assistance leaves you feeling uncomfortable or if you find yourself unsure of how to respond, your own uneasiness is an important indicator in making a decision to refer to the Counseling Center. They have prepared a guide for faculty members -- "Making Referrals to the Counseling and Student Development Center" -- which can assist advisors in knowing when and how to refer students. The Counseling and Student Development Center is located at 157 West Street.
Students With Disabilities
Section 504 of the Rehabilitation Act of 1973 states: "No otherwise qualified handicapped individual in the United States...shall solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." The Americans with Disabilities Act (ADA) extends some of the provisions of Section 504.
WPI has established a Student Disabilities Coordinator, located on the first floor of Daniels Hall. The DSO coordinates services and provides advocacy and support to students with documented physical, learning, and psychological disabilities.
A learning disability is a disorder that affects the manner in which individuals with normal or above average intelligence take in, retain, and express information. It is commonly recognized as a significant deficit in one or more of the following areas: oral expression, basic reading skills, reading comprehension, mathematical calculation or problem solving. Individuals with learning disabilities also may have difficulty with sustained attention, time management or social skills.
Many college students with learning disabilities are intelligent, talented, and capable. Typically, they have developed a variety of strategies for compensating for their learning disabilities. However, the degree of severity of the disability varies from individual to individual.
According to federal regulations, students with documented disabilities have the same legal entitlements as all other students at WPI. Section 504 of the Rehabilitation Act of 1973 and the Disabilities Act of 1990 prohibit discrimination on the basis of disability. Federal regulations mandate "reasonable accommodation" for students in the same way that they mandate curb cuts and rammed entrances to classroom buildings for physically disabled students.
In order to qualify for accommodations at WPI, a student must provide appropriate documentation as outlined by the Association of Higher Education and Disabilities (AHEAD). This documentation is then reviewed by WPI's Disability Services Consultant and accommodations are made based on that review. When accommodations are appropriate, the student then meets with the Student Disabilities Services Coordinator and is advised of the accommodations.
The student is given a "Request for Services Form" which indicates which accommodations or modifications have been determined to be appropriate, such as time extensions for exams or outside of classroom testing. The student is responsible for meeting with instructors to discuss how the accommodation provisions will be implemented. The purpose of the form is to notify the instructors that the disability has been verified. We expect the student to discuss with the instructors the specific accommodations needed, but the student is not required to disclose the nature of the disability with the individual instructor, as this information is considered confidential.
A copy of the WPI's faculty-endorsed policy regarding students with disabilities is included in the appendix of this handbook.
International Students
The diversity of WPI's student population makes it unique. All new students can experience feelings of loneliness and homesickness during the first days at WPI. But for international students the emotional discomfort that comes as a result of separation is exacerbated by the cultural adjustment. Language, food, social behavior, nonverbal communication, and academic expectations are but a few of the challenges which international students face as they make their adjustment to WPI.
The challenge in advising international students is to understand that they have common concerns both socially and academically, but at the same time, each international student has his or her own specific questions and concerns. WPI's international student advisor advises international students on a wide range of topics that include immigration matters, social and cultural differences, financial matters and personal concerns. The international student advisor (located in the International House) is also available to assist you as an academic advisor if you have questions or concerns pertaining to an international advisee of yours.
For more information regarding international students' special Sufficiency options and requirements contact the Humanities & Arts Department or see the Undergraduate Catalog.
Students of Color
In order to provide assistance to students of color, WPI initiated the Excellence in Mathematics, Science and Engineering Program (EMSEP) in 1993. Coordinated by the Office of Diversity and Women's Programs, the program includes personal development training for students as well as academic, personal and financial aid counseling and support services.
The personal development seminar is designed to expose students to the historical, social, institutional and personal impediments which traditionally impact the success of students of color at predominately white institutions. Part of the exposure includes encouraging students to recognize these impediments and providing them with mechanisms that enable them to overcome personal, social, and institutionalized obstacles. Part of the goal of the program and to help the students learn that the process of development requires a realistic personal assessment of one's skills, an appreciation of one's ultimate goals and the incremental steps necessary to reach these goals.
The academic, personal and financial aid counseling component is designed to provide a network of individuals who can provide counsel and advice to students throughout their academic career. Students are assigned faculty advisors who provide students with guidance and information regarding the requirements of their academic program and monitor student performance.
Maintained by webmaster@wpi.eduLast modified: May 31, 2007 10:00:52