Academic Services Center

Academic Services Center
(603) 899-4107

A variety of services are available and free to all Franklin Pierce students. The Academic Services Center, located on the first floor of the library, is staffed by a team of professionals dedicated to assisting all students with their academic successes.

The following course selection packet will be mailed to all new incoming students after they have made their $200 Admissions commitment deposit:

Download and print to get a head start!

For new students, the Center provides placement determinations for writing and mathematics courses and developmental courses for those needing additional instruction.

Math/Writing Skills Developmental Program for Freshmen
Academic Support for Freshmen

For continuing students, the Center provides ongoing student-led small group tutoring for a variety of classes, individual assistance with reading and comprehension and mathematics, and regular workshops on issues such as time and stress management, test-taking strategies, academic planning, reading loads and research papers.

Tutoring is available. Meet the tutors.

The Academic Services Center also assists students who qualify for academic accommodations with a range of services, from providing alternative setting for tests and note-takers to professional individual tutoring and advocacy skills instruction.

All students are encouraged to stop by or call and make appointments for help to determine which services could be most helpful.

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Differences Between High School and College Advising

Current FP
Students Share Their Thoughts on the Differences Between High School & College

Math/Writing Skills Developmental Program

The Academic Services Department runs a developmental program geared to providing instruction to incoming freshmen who demonstrate pre-collegiate abilities in math or writing. The student’s Math SAT score and SAT Essay score will determine whether or not they will be required to take a one-semester skills review course in math and/or writing before proceeding with the standard course sequences. Our skills courses are similar to those run at many other colleges. Skills courses do not count for degree credit, and thus represent an increase in the total credits required for graduation. Course evaluations indicate that the overwhelming majority of students who participate in the skills courses find them to be beneficial.

Basic proficiency with fractions, decimals, percents and pre-algebra is related to whether the student is likely to be successful in Integrated Science and Foundations of Math, or if the student would be best served by first taking the Math Skills class. The Writing Skills course provides a review of sentence, paragraph, and essay constructions, with particular emphasis on common writing errors.

There is often initial resistance to the skills courses from students who do not want to spend time on courses that do not count for graduation. The College has taken the position that when we knowingly accept students with gaps in math or writing skills, we have an obligation to assist with elevating those skills toward college standards. For most students in the skills courses, that initial resistance gives way to an appreciation by the end of the semester.

Based on your SAT essay score or AP credit, you will take Writing Skills, College Writing I or College Writing II your first semester.
· Students with an SAT Essay score of 6 or below must take GS002 Writing Skills. Writing Skills is a developmental writing class which prepares students to take College Writing I. Credits earned in this class do not count towards the 120 credits needed for graduation.

· Students with an SAT Essay score of 7 or above and no English Language AP credits will take IC105 College Writing I.

· Students with an SAT Essay score of 7 or above who took the AP English Language test and scored a 3 or higher will take IC106 College Writing II. (If you have an SAT Essay score of 7 or above and took AP English Literature and scored a 3 or above, you should take IC105 College Writing I and will be waived from IC106 College Writing II).

Based on your Math SAT score, you will take either a Science OR Math class first semester.
· Students with a Math SAT score below 400 must take Math Skills in the fall. Math Skills is a developmental math class which prepares students to take their core Math class the following spring semester. Credits earned in this class do not count towards the 120 credits needed for graduation. This class alone does not fulfill the core math requirement.

· Students with a Math SAT score of 400-440 should take their core math class in the first semester, and should take their science sequence in the sophomore year.

· Students with a Math SAT score of 450 or higher should take Science their first year.

Biology, Chemistry, Physics and Geology are open to all students – both those who intend to major in a scientific discipline and those who do not. However, students must have a minimum Math SAT of 500 or complete a semester of college math prior to taking one of these science sequences.

Academic Support for Freshmen

Academic Advising
The coordinator of Academic Advising (603-899-4105) oversees course scheduling for all incoming freshmen. Any special concerns may be noted on the academic preference form that will be included in the packet of registration materials. Students will meet their academic advisors during orientation.

Faculty Office Hours
All Franklin Pierce professors have office time set aside each week for providing individual assistance to their students. Specific information for each course is provided in the course syllabus distributed during the first week of classes. Academic Services, located on the first floor of the library, can assist with faculty contact information.

Peer Tutoring
For a number of freshman and sophomore level classes we provide a program of day or evening group tutoring sessions led by successful upper-class students. The groups meet once or twice weekly for 2-hour help sessions. For more information, contact Academic Services (603-899-4107 or AcademicServices2@franklinpierce.edu).

Reading Assistance
Students desiring assistance with management of reading loads, or wishing to improve reading speed or comprehension, may request a meeting with our Language Skills Specialist, 603-899-4046. Working together, the student and the specialist will develop a plan for improved reading performance.

Developmental Courses
Based on academic records and test scores, freshmen may be enrolled in one or two developmental courses during their first semester. The two courses, Math Skills and Writing Skills, are designed to assist students in reaching college level proficiency with math and writing. The developmental courses are considered preparatory, they do not count for degree credit, and they do not count toward the 120 credits needed for graduation. Questions about these courses should be directed to 603-899-4139.

Workshops
Throughout the semester, workshops open to all students are offered once or twice per week through Academic Services (603-899-4107 or AcademicServices2@franklinpierce.edu). Subjects include Time Management, Study Strategies, and Stress Management.

The Writing Center
The writing lab is open 78 hours per week to provide assistance in all aspects of writing to any student at Franklin Pierce College. Questions about the writing assistance program should be directed to the coordinator at 603-899-4295.

ESOL College Transition Program
This program is designed for students whose native language is not English, and who might benefit from additional language and/or cultural instruction. Transition students take a combination of English as a Second Language classes along with regular college coursework. (603-899-4397)

Support for Students with Learning Differences
The attached guidelines explain the necessary documentation and the range of available services. Please contact 603-899-4044 for more information.

Academic Accommodations Eligibility/ Testing

Franklin Pierce University
offers services to assist eligible students who need additional academic support or accommodation. During an initial consultation with the Coordinator of Academic Accommodations, a student’s eligibility for services is determined. We require the following in order to assess a student’s eligibility.

We must receive the entire test documents:
- Psycho-educational assessment, and/or
- Individualized IQ test (ex. Wechsler Adult Intelligence Scale), and/or an
- Achievement test (ex. Woodcock-Johnson)
These tests must have been taken during the last three years.
These tests should contain a summary of results and recommendations. This summary usually consists of a psychological or neuro-psychological evaluation and is written by a licensed psychologist, neurologist or learning disabilities specialist. This documentation contains information about the student’s academic potential as well as the student’s current academic performance (i.e.: level of reading, writing, math, etc) and recommendations for specific academic accommodations.

Please note that a student’s high school Individualized Education Plan (IEP), although very helpful information in the documentation process, is not sufficient for determining eligibility for services in college. Eligibility is based on current test documents that display results and recommendations for specific accommodations.

Franklin Pierce is generally able to offer eligible students such accommodations as extended time on tests, note takers, or permission to use devices (e.g., tape recorders or calculators) during in-class time.

PLEASE NOTE: DOCUMENTATION MUST BE SUBMITTED NO LATER THAN JUNE 15.

If you have any further questions about documentation, eligibility, or services for students with learning differences, please feel free to the Coordinator of Academic Accommodations at (603) 899-4044.

Differences Between High School and College
High School Guidance Counselor Students may see a few times a year, if at all. Serve as counselors for student personal, academic and career concerns. Students may not be required to visit, or may visit only when in trouble. Have access to student’s academic progress at any point during the semester.	FP Freshman Academic Advisor Students see 2-3 times a week in their IC101 class. Work with students to identify resources to further explore personal, career and academic concerns. Aside from classroom contact, students must see advisors to pre-register for classes. Also, students tend to visit when they need assistance finding answers on campus. Receive copies of early and midterm alerts that students receive, otherwise knowledge about current academic progress comes from conversations with students.
Differences Between High School and College for Students with Documented Learning Differences
High School School district is responsible for identifying a student’s disability School district develops I.E.P. to define educational services School district ensures that services are provided according to I.E.P. Teachers are contacted by Special Ed. staff Having a diagnosis (e.g. learning disability, ADHD) is often sufficient for accommodations Parents and/or guardians are often considered the primary advocates	College Student is responsible for self-identifying Students are responsible for meeting with the Coordinator of Accommodations to determine appropriate services. Students then contact faculty about using appropriate accommodations. No I.E.P. exists to define educational services Students must have Psychoeducational assessment, Individualized IQ test, and Achievement Test done within the last three years in order to be eligible for accommodations Students must be able to communicate their needs and request services. While parents can certainly voice their concerns about a student, the accommodation request must come from the student.
It is important to note that the ADA is a civil rights act, and does not necessarily entitle an individual to accommodations. Accommodations are designed to ensure equal access and a “level playing field.” They do not guarantee academic success. A specific example of this in the postsecondary environment would be giving extra test-taking time to a student with a learning disability to make sure that he/she has sufficient time to read an exam. In contrast, accommodations would not be provided to ensure that a student is allowed to retake an exam until he/she gets a certain grade. Adapted from: University of Virginia and University of New Hampshire.

Current FP
Students Share Their Thoughts on the Differences Between High School & College

“I think the biggest difference is the amount of freedom you have...you aren’t going to have your parents making you do your homework...you have to do it on your own. It’s important also to find a good advisor that can help you. I have a checklist for all of the classes I should take/have taken that I got from my advisor. It’s important for students to stay on top of all the core classes.”
- Christina, freshman

“They should get involved with many different clubs and organizations when they get here so they can meet new people.”
- Liz, junior

“My piece of advice that I tell all potential freshmen when giving tours for Admissions, is to, of course, get involved. They should find activities that interest them and participate at first at a minimal level so that the work and adjustment to college isn’t too much. Then, as they get adjusted to college life, they can take on more responsibilities within organizations and become a critical member in the FP
community.
- Frank, sophomore

“Let yourself grow. Don’t be afraid to get out of your dorm room and do things that you have never done before.”
-Carolyn, senior

“I would say that a high school guidance counselor could really be anyone, because most students do not get to choose their guidance counselor - they are just assigned. An academic advisor is someone that you get to choose once you decide on a major, and it would be beneficial to the student to choose someone who has similar interests as yourself, whether it be personality or in the academic field. This is someone that you should get along with very well because you will have to work closely with them, especially once you’re an upperclassman.”
-Jenn, junior

“I have gained independence to a certain extent and learned that college academic advisors share and offer more knowledge in regards to courses and anything that should be properly done to pursue a career in the intended major. They help you find what you want out of your time here and offer many pieces of advice that are helpful. As this happens, a student grows and matures more and enjoys their classes more as well. “
-Josh, freshman