FAQ's

Advising Roles
Scheduling
Plan of Study
Double Dipping
Course Listings
Language/Culture Track
BA Language Requirement
School/Division/Distribution Requirement
Off-Campus Requirement
Other

Advising Roles

What is the role of an Academic Advisor?

Advising is a cooperative process between advisor and student resulting in a professional relationship that serves to guide the student in the preparation for his/her chosen field. This process includes:

• discussion and development of the plan of study (an on-going, developmental process)
• long-term and short-term scheduling discussions
• information and guidance in career options and graduate school opportunities
• academic counseling and support
• discussions of student progress and development
• discussions about "real world" issues outside the classroom

Advisors can also serve as a source of information and referral for students, particularly when students are in need of academic support (i.e.: Learning Enhancement Center, Writing Center, tutors); physical health services or counseling; financial aid questions and services; or career counseling services. Many advisors also play a role in writing letters of recommendation for advisees for graduate school, job opportunities, or other purposes, though letter writing is certainly not the exclusive domain of the advisor.

What is my (the student) role in relation to advising?

• Assume responsibility for my progress and education
• Know the university, college, and major requirements of my chosen field
• Take the time for thoughtful reflection and self-assessment
• Develop a plan of study with the aid of my advisor
• Prepare for class scheduling sessions by creating a tentative schedule before
  scheduling day
• Present specific questions to my advisor (i.e. not, "What should I take?" but
  rather, "What opportunities best serve my professional goal of (insert goal
  here)?”
• Broaden my understanding of the professional world through career research,
  attending campus events (guest artists), conferences, etc.

Scheduling

What do I do before I go to see my advisor about scheduling classes each semester?

• Consult the schedule of classes online for the upcoming semester that is generally available 3-4 days before advising day. Schedule is available at registration information.
• Review what classes you will need to take for the next semester by consulting the audit sheet for your major. With your goals in mind, first note which sequential courses are needed and then what elective options you will have.
• Prepare a schedule worksheet including second option choices.
• Meet with your advisor at the arranged time. Some advisors post a sign up sheet, others notify you electronically.
• E-mail your advisor if you have specific questions prior to your meeting.
• Together you and your advisor will discuss your tentative schedule in light of your plan of study. Bring any other questions you have to discuss. Most of the meeting should be about how you are shaping your education in relation to your goals rather than just what class fits into a 2:00 pm time slot.

What do I do if I don't get into classes for which I pre-registered?

First, look for another section of the course that might still be open. If none exist, e-mail or go to the professor of the class you wanted to take and ask if you can be signed in. If the answer is no, then go back to the list of courses and find another class that meets your criteria within your plan of study. Discuss your new option with your advisor.

Plan of Study

What is the Plan of Study?

The Plan of Study reflects both the intentional nature of the Millikin Program of Student Learning (MPSL) and the variability of individual student needs. The plan is developed through partnerships between students and their advisors and is organized around the learning goals of the institution and the personal and professional goals of the student.

The Plan of Study is a flexible, evolving document that seeks to continually assess a student's strengths, weaknesses, and interests as the basis for setting goals along a career path.

The Plan of Study is the basis for curricular, co-curricular, and extra-curricular decision making. The Plan weaves together all parts of the program focusing on investigating the three core questions: Who am I? How do I know? and What should I do?

Double Dipping

What's a double-dip?

A double dip is when the Registrar allows a single course to count for more than one degree requirement. In other words, one course counts in two places. For example, the Language /Culture Option of the University Studies allows for one class required by the major to be counted in Tracks A, B, or C. The audit sheet for your degree program will inform you of any other legal double-dips.

Course Listings

What is the significance of the course number (100-400)?

Generally, courses listed with a 100 number are less rigorous than those with a 200, 300, or 400. Also, the numbers often have some correlation with your year in school, freshman-senior–not always. Course numbers are also commonly used to show a recommended sequence in which they should be taken.

Why are some courses cross-listed with two different course prefixes and numbers?

All courses that fulfill requirements for the sequential component of the University Studies will be numbered with an IN prefix.
For Example: IN150, IN 151, IN250 US Studies, IN 350 Global Studies

If you take "European Dramatic Literature" as a Global Studies class, use the IN 350 prefix. If you want it to count toward, say, a theater minor, use the TH prefix. It is the same course! The student must be sure to register with the appropriate prefix.

What is the difference between Independent Study and Directed Study?

A “Directed Study” is an opportunity by which one to five students meet individually or collectively with a professor in order to take a credit course not currently being offered in the regular curriculum. It is understood (1) that the student will cover material comparable to that included in a regularly scheduled offering of the course, and (2) that the option will only be exercised as a scheduling necessity or convenience when adequate reasons for so doing have been presented.

An “Independent Study” is a specially designed in-depth project in which from one to five students meet with a professor to study a body of material that is not synonymous with that comprising any one of the regular curricular course offerings. The departments that offer the student this opportunity list independent study under a designation ending in 90.

Language/Culture Track

What are some examples of courses that count toward the Semiotic Track requirement?

Symbolic languages such as mathematics, linguistics, and computer programming meet this track’s requirements. Remember, one class from the major can be double-dipped here–i.e. music theory. (9 credits)

What are some examples of courses that count toward the Cultures and Societies Track requirement?

Courses selected to fulfill this requirement are to be linked by a common thread. This “common thread” can be just about anything, but usually it falls into one of two categories:

A specific geographical area: For example, if that area were Japan, you might take Intro to East Asia, Non-Western Art History, and Global Haiku.

A specific topical focus: For example, a student who chooses Gender Studies might take the following: Gendered Communication, Sociology of Gender, and a seminar on the works of Virginia Woolf. Other possible categories include: world leaders, literature, philosophy, poetry, political systems, religion, economics, just to name a few.

The determination as to whether a course fulfills the C&ST requirement is between you and your advisor. Issues of course compliance should be referred to the department chair for approval if you or your advisor have any doubt.

Also, at least one course must be at the 200 level or above. No more than one of these courses may be "double-dipped" from a student's major requirements.

What are the requirements for the Language Track?

Language Track: (0-8 credits)

Students placed at the 103, 114, or 223 levels must take two classes.
Students placed at the 300 level or above must take one class.

BA Language Requirements

What are the BA language requirements?

Students must demonstrate proficiency to three college semesters of a single modern language (0-12 credits). Students may demonstrate proficiency by successful completion of a modern language course numbered 223 or above, or by passing a proficiency exam administered by the Department of Modern Languages. Note: Students placed at the 300 level must either complete the course or take the proficiency exam.

How is placement achieved?

Placement at a specific level of foreign language is determined by the Foreign Language department. If a student is starting a new language, the 103 level is the starting point. Students in the vocal performance degree must take two semesters of the same language if scheduling permits.

How Does the BA Language Requirement match the Language track?

If a student successfully passes language courses numbered 103 and 114 then only the Language Track has been completed. The student must also successfully complete the course numbered 223 to fulfill the BA language requirement.

If a student successfully passes language courses numbered 114 and 223, then both the BA requirement and the language track requirement has been completed.

If a student is placed at the 223 level and passes that course then, the BA requirement has been completed. However, one more course at the 300 level must be taken to complete the Language Track.

In other words, students placed at the 103, 114, or 223 levels must take two courses. Those placed at the 300 level or above must take one course. The requirement for this track may also be met by successful completion of a proficiency exam, by study abroad with non-English instruction, or by being a native speaker of a non-English language.

Students seeking a B.A. degree must also complete an Intermediate Level Language course to meet the B.A. degree requirement. Completing Beginning Language (103) and Continuing Language (114) will meet this Track requirement but students must also complete Intermediate Language (223) to meet the B.A. requirement. Students placed above the Intermediate Level can meet the B.A. and Track requirement by taking one course above 223.

(For the B.A. in Arts and Sciences)

(For the MPSL Track A Second Language)

PLEASE NOTE: Satisfying The Language Track A by taking 103 and 114 does not satisfy the B.A. requirement which requires a third semester. The B.A. would require the student to take SP223 also. If a B.A. student is placed at the 223 level and completes that one course, s/he will meet the B.A. Language requirement but would need to take one more language course above 223 to meet Track A.

School/Division/Distribution Requirement

What is the School/Division Distribution Requirement?

The S/DDR is designed to offer each school or division the ability to privilege the inclusion of specific requisite content or skills in cognate areas for a total of 6 hours. Translation: the S/DDR represents an element of flexibility with regard to the U-Studies component of your education. Here, each school (Tabor, music, etc.) is given the authority to determine how six credits of U-Studies courses will be distributed to its students. At present, music majors are required to take one class that is not offered by the College of Fine Arts (non-CFA) and one that is–but not required by your major

How do I decide what to take for the S/DDR?

The way that the S/DDR serves your Plan of Study is similar to an elective. It can provide a means for exploring outside your major (non-CFA) or for acquiring a perspective or set of skills useful to your career goals. Examples include: web page design, accounting, philosophy, and communication classes. Courses within the CFA, but outside your major, can serve to broaden your scope of understanding relative to your major. Examples include: art history, photography, theater, dance, and literature.

Off-Campus Requirement

What is the Off-Campus Learning requirement?

The requirement could be better understood as "experiential" learning or learning by doing. It is designed to give students the opportunity to link theory and practice and to provide learning in another community or environment beyond the Millikin classroom. Students could fulfill this requirement with a single course or a set of courses.

As defined in the Bulletin:
" An experiential component designed to have students link theory and practice and to provide learning in another community or environment beyond the Millikin classroom. Offerings that have such an experiential component as a central element would fulfill this off-campus credit."

How are off-campus contact hours converted to academic credits?

Every credit of off-campus learning requires 40 contact hours outside of Millikin's classrooms.

How do I arrange my off-campus experience?

Students should arrange projects with their advisors. A written plan is to be submitted outlining the parameters of the project. If the off-campus activity is not supervised by a Millikin professor, then you will need to submit an evaluation form filled out and signed by your on-site supervisor.

If a student completes this activity during the January immersion session or during the summer, a charge for credit will be incurred, but at a reduced rate. If the activity is an internship, credit will be issued by enrolling in Music Industry Internship (MC 470/471. If the activity is something other than a Millikin course offering, credit will be issued by enrolling in Independent Study (MU 490/491)

How might the off-campus requirement serve my Plan of Study goals?

The opportunity to engage in an experiential learning activity outside the physical boundaries of the University is a significant event in your personal and professional development. Your first decision will be whether you want to fulfill the entire three-credit requirement with one activity, or embrace multiple activities that add up to three credits. Next you will want to determine when the activity or activities will take place– spring, summer, fall, or winter break and in what year. Finally, you should consider what you hope to gain from the experience. Common themes include: exploring a new area of interest, immersion in another language/culture, acquiring and/or implementing professional skills, networking, and service to others. Often times, the activity that is chosen embraces two or more themes.

Can I be paid for my internship?

yes

Other

Is everyone required to complete a minimum of 39 hrs of 300+ level classes?

yes

MU school of music