It is impossible to go through life expecting to be perfect in everything. If you hold yourself to perfection all of the time, you are bound to have disappointments.

If you are a typical Honors Program student, you have done very well academically in high school or community college. You are accustomed to high grades, and you are willing to work hard for them. That's fine. Going for the "A" can be a personal goal, like going for the Olympic gold medal. And as you well know, the athlete who wins the silver or the bronze usually looks a little sad and disappointed. Being an athlete involves both physical training for victory and mental training for loss. No person can win every race.

When you move from high school to college, you undergo a major transition. The expectations of your faculty might be higher or simply different than the expectations of your high school teachers. And as a result, it will take you some time (probably a semester) to adjust to the new academic environment. It is always a shock for a student accustomed to A's in writing to find a C on a freshman composition paper. High school writing encourages creative, personal storytelling. College writing encourages logic and argument defended by research. The adjustment takes some time. Don't be disappointed in yourself and don't get hysterical.

If you earn less than you expect on a paper or exam, make an appointment to discuss the work with your professor and find out how to improve future work. The more you know about a professor's expectations, the easier it will be to meet them. Don't be afraid to use tutors or get extra help from students doing much better in the course. Find the right resources and use them.

Don't doubt yourself. You were admitted to the Honors Program because of your past achievements. You are an excellent student. Believe in yourself and be receptive to making the adjustments in your learning style required by college.

Don't be afraid of losing your scholarships. One exam, one quiz, one paper--even a few of each or one low grade in a course doesn't mean you will lose your funding or your place in the Honors Program. Every Persian carpet is woven with a deliberate flaw as a symbol of the imperfection of man. Call that exam or paper or class your carpet design flaw. Then forget about it and move on. The poor grade might even be an important clue to your future. If you wanted to go to medical school but got a C in Biology or Chemistry then perhaps training that involves a great deal of basic science is not for you. A music major doing poorly in music theory, an accounting major having trouble with math, an English major who hates to write--these are people who should revise their plans!

It is more common for an Honors Program student simply to have a bit of trouble in one class or with one professor. Often the low grade derives from a particular problem or set of problems that can be easily addressed. At the end of the semester, when Dr. Digby reviews transcripts and identifies students having problems, she asks them to come in for an appointment. Together they discuss the grades and make plans to help the student avoid future problems. If the GPA dropped below 3.2 (freshmen) or 3.4 (sophomore--senior) the student might be put on probation in the Honors Program. This probation is purely internal to the program. It is not on any master record. It will never come back to haunt the student. No scholarships are removed. The student is encouraged to use the following semester to recover grades. Since the review of GPA is done on a semester by semester basis, the student does not have to think about cumulative GPA during recovery. So long as he or she achieves the required 3.2 or 3.4 all is well. Knowing the facts should make you less anxious!

It is difficult to tell an Honors student not to be anxious or embarrassed about a low grade. Anxiety--in a positive way is a great motivator. That same "A" for Anxiety also stands for Achievement. Students worried about an exam study hard. Students afraid that the term paper is not good enough will revise it and make it better. As a result it is not altogether useful to eradicate your anxiety. Doing that is probably impossible anyway since Honors Students are generally Type A personalities. If anxiety is part of your psychological makeup, then what you really need to do is get it under control and harness the energy that it produces. While you may not always make an A, you will surely do some very fine work.

"Go directly to jail. Do not pass Go. Do not collect $200."

The consequences of cheating are just as straightforward as this Monopoly card. Because cheating is illegal, students who are caught cheating receive penalties from failure to expulsion from college. It is possible that a single act of desperation can end your college career and prevent you from entering the profession of your choice. The way to avoid such a tragedy is by knowing what behaviors constitute cheating and making sure that you stay clear of these activities.

The most common kind of cheating is copying answers from someone on an exam. The student who is cheating reads the answer on another student's paper and copies it onto his or her own. These cases are most often punished by failure in the course or removal from the university. This cheating is pure theft. In some cases, the student who had the right answer may also be brought up on charges of cheating, or at least of collaboration or conspiracy to share answers. Make it your first principle never to cheat or allow anyone to cheat from your work.

Another kind of cheating takes place when students use "crib" notes during an examination. Notes hidden under desks, in pockets, on the palms of hands are common variations. This is prevalent in the sciences and is as severely punished as the first example. Would you go to a brain surgeon who cheated his way through medical school?

Submitting a paper that came from a friend, fraternity, older sibling or the Internet. Submitting any work that is not your own is cheating. Even if you change a few words or modify the paper, if it is not entirely your work it is cheating. These days it is less common to borrow an old paper from a buddy than to buy a new paper from the Internet. Don't do either!!! There are many examples of two or more students in a class downloading the same paper from the net! As you know, the Internet is full of student papers on a tremendous range of topics. While you may (if your teacher permits), cite them, you may not hand them in as if they were yours! When faculty assign papers, they also surf the net to get an idea of what is "out there." Thus, faculty and students often log onto the same papers, and cheating of this kind is easy to spot. There are also a number of "paper-writing" services that advertise on line and in student newspapers. Having someone else write a paper for you, even if it is tailored to your course, is Cheating with a capital C. Don't even think about it!

Plagiarism is also cheating. If you read a book and want to borrow from it, use quotation marks to indicate the passages you borrow and a note to the work cited at the end. If you are paraphrasing ideas found in books or articles, you are also obligated to credit the author and mention him or her as the source of these ideas. Never try to pass off someone else's ideas or writing (even a borrowed phrase must be quoted) as your own. Give credit right in your text, following MLA form.

Some students enter college with a very clear idea about a major. A student who had a good experience in a high school Accounting course decided to train for that profession. A student who had been singing since the age of ten had many voice teachers encouraging her to major in Music and become a professional singer. Another student is an avid baseball fan and reader of newspaper sports columns; he wrote for his high school paper and dreams of writing for Newsday. One student's father and uncle are both dentists; she sees dentistry as a family tradition. While each of these students has a clear idea about the future, the majority of incoming freshmen have not yet decided on a career path, and so they enter college "Undeclared." For them, choosing a major may take two years. But that's just fine. During those two years "Undeclared" majors will have many opportunities to study in fields that might potentially become their majors.

Let's suppose you are one of these "Undeclared" students. How can you test your interests in order to decide on a major and prepare for a career? Here are some basic suggestions.

• If you were particularly strong in a particular subject in high school--English, or Mathematics, for example--continue taking that course in college to see where advanced study in that discipline might lead.
• If you always wanted to study a subject but did not have the opportunity to do so in high school, try it during your first year in college.
• Talk to your professors. They will be able to tell you more about what professional opportunities you might have with a major in Political Science, Psychology or Chemistry. A Chemistry major might teach, work in industry, do research, sell chemical products and equipment, do forensic investigations, or work for an environmental group. There are scores of opportunities for majors of every kind.
• Read the undergraduate bulletin. As you learn about departments and their course offerings, something may catch your eye as particularly interesting. Try it!
• Go to Merit Fellowship lectures and other lectures held on campus that may seem interesting. There you will meet speakers from all different professions. Their work might be an inspiration.
• Go through PEP (Professional Experience Placement) training and get a part time job in a setting that has potential interest for you. Working in a field might establish your commitment and help you focus on a major.
• Do volunteer work in a setting that interests you. As you learn more about the background of professionals in that area, you may find the right major for yourself.
• Talk to your friends. Learn more about their majors and their plans. They might have some very good ideas.
• Talk to your parents and to family members, uncles, aunts and cousins. They might be very happy in careers they have chosen and might give you some ideas for yourself.
• Know yourself and know your limitations. If you don't feel comfortable about making life and death decisions, you probably shouldn't consider medicine or law enforcement. If you get ill under stress, forget the idea of becoming a stock market broker. If you hate money (just a joke) business is not for you. Seriously, your strengths and weaknesses, your likes and dislikes should play an important role in choosing a major.
• Learn something about projected job markets. For example, there is a profound shortage of scientists in America. Therefore, if you have an aptitude or interest in a scientific field you can be sure that a job will be waiting when you graduate. We also know that America is projecting a serious shortage of teachers for all grades, K through college, over the next decade. That means you can prepare for teaching and be fairly certain to find a job. One recent study indicates that a law degree has become preferable to an MBA for people training in business management. If that is a direction you are considering, you can choose any major that interests you and prepares you for critical thinking and written expression. Philosophy, English, Political Science are some examples of majors suitable for Pre-Law.

Make a check list and begin to ask questions. Once you have some idea of the right direction for you, declare a major. It is always better to be walking in some direction than walking around in circles. Begin to head in the direction that seems right, and if it is not, be prepared to change your major. Many students change majors a few times before they actually find the path to their future. Even students who enter with a clear major in mind may change their minds when they experience another, more exciting possibility. Don't be afraid to experiment. Your career will be one of the most important components of your adult life. Take time to consider it carefully and enjoy the complicated process of getting there.

There are only twenty-four hours in a day. If you are a typical college student, you have more obligations and plans than you can fit in. You have classes, a job, studying, family responsibilities, friends, e-mail, a game, a music lesson, rehearsal, a relationship, shopping, a film you want to see, a paper due next week, AN EXAM TOMORROW MORNING! "Help," you scream, "what am I going to do?"

Think ahead, so that this is not a self-portrait. Learn how to manage each twenty-four hour day so that you are not in this position and don't have to panic.

Going to college is not simply a matter a taking 128 credits while putting the rest of your life on a shelf. You need to live and take care of other interests and responsibilities while you go to college, so you need to start by learning to manage your time. Breathe deeply and let's start.

Time Management is an art in itself. If you are a list-maker you already have some of the basic skills. A list-maker begins each day by itemizing everything that needs to get done. Some list-makers prioritize, organize a mini-calendar of the day's planned events, plotting a sequence of what has to be done and when. The old fashioned list-maker uses a pencil and paper and gains tremendous satisfaction from crossing off everything as it is accomplished. The computer age list-maker has an electronic organizer to record all of the day's planned activities. The idea is the same. Making a list makes you conscious of what needs to be done and helps you organize your time so that you can fit everything in.

Of course, at the end of the day, you may still find things you never succeeded in doing. List-makers put them on the next page, carry them along as items to remember for tomorrow. Remaining constantly aware of what you need to do will help you know how much you can actually get done. Get into the habit of making lists.

If you know you have a busy day, you will need to wake up early. This is a problem for many college students, who work or play late at night and have a hard time facing a.m. classes or jobs. Know your own habits and metabolism. If you have always been a night owl, don't schedule early classes or take a morning job. If know that your night owl habits are incompatible with your obligations (you must take an 8 am History section or get to work by 9), then you need to change your lifestyle so that you don't fail the course or lose the job.

This means that you have to prioritize. If you are a full-time college student, then you have every reason to regard going to college as your principle job. Therefore college is your number one priority. You may be getting scholarship money to support your education. Certainly you or your family are paying a good bit of money in order for you to get a degree. Without the degree you will not be able to get a job or go to graduate school, so completing college successfully must be your number one priority. In order to succeed, you need to study and earn good grades, so studying should become your number two priority.

Here are some tips to help you place yourself on a study schedule. Studying regularly and gradually is far better than cramming just before exams.

After you do your reading and homework, review your class notes and study a little for each course every day. That way your learning will be cumulative, and you will not have to stay up all night to study for exams when they come up.

When papers are assigned, begin research right away. A term paper, as its name suggests, implies a project that will take many weeks. Even a paper for which you are given a few weeks or a month requires extended research, writing and revision time.

Always dig in when a paper is assigned, and work steadily toward the deadline. Try to have a rough draft completed well in advance so that you can refine your writing before you hand in the finished copy. Create a schedule of work due, and try to make steady progress in completing the work.

When outside reading is assigned, begin reading right away, and add the book to your schedule of work in progress.

Yes, college is one kind of work, but, you also have to work at a job in order to help pay for college, and your boss wants you to work longer hours every month. You don't want to lose the job, but you have to negotiate. Since the job can only be priority number three at best, your boss needs to understand that you have to go to classes and study. You can help yourself by working only a few days a week. If you work Tuesday, Thursday and Saturday, you could arrange your classes Monday, Wednesday and Friday. Or you could limit work to mornings or evenings. Be sure to schedule fewer hours during mid-term and final periods, etc. Talk to your employer and try to work out a suitable balance. Most researchers agree that a full-time college student cannot work more than twenty hours per week without having difficulty maintaining respectable grades. Make twenty hours your limit during the school term.

What about family and friends?

During your first semester at college, family and friends need to understand the change in your lifestyle. You may not be free evenings or weekends in the same way that you used to be. That doesn't mean you need to become a hermit. Nor does it mean you care about your family and friends any less. By all means, enjoy dinner with your family and time out with your friends. Enjoy special occasions and holidays. If you have family chores or obligations, work them into your schedule. Just be conscious that you have a schedule and that college is your first priority.

Families and friends sometime have crises and need your help--a medical emergency, an emotional or financial problem. In a crisis you need to be there, and your schedule might have to be thrown out the window. With any luck at all, this is a temporary situation and you can catch up. But if a family or personal crisis begins to impact seriously on your attendance or performance in a class, you should seek help from an advisor. At school you can talk to Dr. Digby or your academic advisor. You might also want to make an appointment at the Student Health Center, where professional counselors familiar with student/family problems are ready to help you. Your professors would also be glad to speak with you; so would your academic advisor as well as the campus ministers. Don't try to handle a crisis alone. There is a great deal of support that can help you get back on track.

The same kind of help is available if you simply have a problem of your own.

The first year of college is very difficult, and if you are also living in the dorm and experiencing freedom for the first time, keeping your priorities straight can be hard.

The dorm is noisy; there are distractions, parties--you name it, anything but quiet study time, and you can't fight it. But you have to! Unless you keep to your schedule, you will find yourself doing poorly and flunking out, just like the group that is creating all the distractions! People who are going downhill like others to slide down with them. Be strong and be smart. Find a quiet place to study away from the dorm. Don't tell others that you are going off to study. Just do it. Face the reality. You won't get that competitive Wall Street job with a transcript full of Incompletes. You won't get into medical school with a D in Organic Chemistry. The future depends on what you accomplish NOW! Forget the party. Get to know other students in your classes and dorms who also have set high academic goals for themselves, and influence each other positively. You might even discover that you have a lot in common and want to enjoy getting together in free time.

Build free time into your schedule. You have to eat, and you have to enjoy some down time. You have to fulfill some of your talents--like sports or music or acting or painting. Finally, you have to rest and you have to sleep. College students in general don't get enough sleep, and many come down with chronic illnesses as a result. Taking care of yourself should be priority number three, but since you have put your job there, then we will have to call it priority number four! Indeed, you might want to rearrange your priorities at this point. Good for you! Since getting through college is your number one priority, taking care of yourself might be number two. If you don't eat right, sleep enough and feel fulfilled, then you will be in no condition either to study or to work!

See, you have already learned the principles of Time Management. They begin with knowing yourself and understanding your goals in going to college. After all, this is your time, your set of priorities, your plan for success. Now, get a calendar or date book and put your plan down on paper. The more carefully you plan, the more efficiently you will budget your time.

Still, it may be that you are doing too much. Perhaps you can't take 18 credits, write for The Pioneer, run cross country and sing in the chorus on evenings when you are not waiting tables or ushering at Tillis Center. Yes, you may be doing too much. In that case, you will have to let go of something or many things. Again, prioritize! Decide what is most important and save the other activities for another semester. You have the rest of your life to learn and enjoy. Pace yourself.

Transfer students are most welcome in the Honors Program. They make up about a third of the total number of students in the program (550 or so).

It is easy to understand how a transfer student might seem a bit lost at first. Not only is this a new environment, but the professors and requirements are also entirely new. It is hard to know where to park, where to find a cozy spot to study, which professors have the best reputation and who might be able to answer a dozen other questions. Alone on a large campus, making friends is not so easy. Students who began as freshmen at Post have already built communities of friends, and those living on campus have built a life away from home. If this sounds like your situation, help is on the way!

Fortunately, the Honors Program Office, 201 Humanities Hall, houses an important support system. It is a cozy place to study, and it is full of people who are only too glad to answer questions. In the Honors Lounge, transfer students can get recommendations for courses and professors and can begin to meet similar students in their own majors. If you are a transfer student, plan to spend free time in the Honors Lounge and make the connections that will help you adjust to campus life. The Honors Program keeps academic records on all of the students who have been accepted into the program, so that it is easy for the director to sit down with you whenever you want help, review your plan of study and make suggestions that will help you complete your degree. It is important to know that you will graduate under the requirements specified in the undergraduate bulletin current in the year you were admitted. It is a good idea to have a copy of that bulletin as well as the Student Handbook.

Now, about your degree.  Most transfer students enter the Honors Program as a Two Year participant and some as a Three Year Participant. Typically, Two Year Participants have completed an Associate’s degree at a two year college with a GPA of at least a 3.4, while a Three Year Participant has transferred from a two or four year university with a 3.4 GPA after the freshman year. Transfer students entering with the Transfer Excellence Award or the Transfer Scholars Award must participate in the Honors Program as a condition of that scholarship. Other transfer students who meet the 3.4 G.P.A. requirement are welcome to join the Honors Program and apply for scholarship funding directly from the program.

Two Year Participants in the Honors Program are responsible for completing 12 credits in Honors over a period of two years. Three Year Participants are responsible for completing 18 credits over three years.

• 2 or 4 honors courses (Advanced Electives or Core) 6 or 12 credits
• Honors Tutorial (research on a topic in your major (3 credits)
• Honors Thesis (the written product of that research) 3 credits

Most transfer students enjoy the Advanced Electives more than the Core classes. These are special topics that are not intended to be linked to a major but are simply interesting. It is best for a Two Year Participant to start with one of these in your first term on campus.

During that first term you should make every effort to get to know faculty in your major department. That is the key to feeling a part of academic life on campus, especially since it is the real beginning of declaring a major and knowing where you are going. Go to department parties and lectures. Make time to talk with the departmental academic advisor and with the Chair of the department. This is important because you will need to start thinking about a research subject for your tutorial and thesis, and the key to a great thesis is having a great mentor. When you do your tutorial and thesis you will be under the supervision of a full time faculty member in your major department. You choose both the subject and the faculty member. So, use that first term to get to know your department.

If you are ready, you can take your tutorial in the second term. This is usually spring of the junior year. That will give you the summer to finish any extra reading or research that you want to do. Then you can write your thesis in fall of the senior year. It is ideal to have your thesis completed a full semester before you graduate. This takes the pressure off that last semester, which you can use to complete your other honors elective course.

Along with the Honors Program you are also a member of the Merit Fellowship, one of the most innovative components of the C.W. Post Honors Program. The Merit Fellowship program broadens a student’s horizons and exposes the student to new and different things and ways of thinking. Students choose to attend five enriching events per semester from a variety of options including theater productions, the Ethics Center Film Series, lectures, or events sponsored by the Hillwood Art Museum. During the fall semester students are expected to attend an all-day Honors Program conference, which is usually held the first week of November. Conference topics have included War and Peace, Energy, What is Right? and Research – Who Does it and Why? All schedules for the semester or the conference day are distributed in the Honors Program Office. A message on the listserv will tell you when the schedules will be available for you to pick up. Drop by the Honors Office or monitor any listserv messages from the Office to be aware of any changes to the schedule. To receive credit for Merit attendance, students must sign an attendance sheet at the end of each lecture or presentation. Don’t forget to sign your name legibly to the sheet before leaving the room.

The most popular Merit Fellowship option for students is Community Service. Students volunteer a minimum of 20 hours per semester at a school, hospital, or organization. When the community service has been completed submit a letter from your supervisor at the organization verifying that the hours are complete. You will also need to submit a two – three page paper explaining what you did and what you got out of the experience.

Questions About Grades

What grades do I need to stay in the Honors Program?
Freshmen need a 3.2 GPA and all other students need a 3.4 GPA to stay in the Honors Program.  This is reviewed on a semester by semester basis by the director. A student who drops below this average must come in to see the director and may be placed on probation in the program. A student on probation must achieve the required GPA for the next semester’s work in order to stay in Honors. Although a student needs a 3.2 freshman year and a 3.4 thereafter, the requirement may be higher to maintain your awards. Please see the next question.

What grades do I need to keep my scholarship?
Every scholarship has a different requirement. Most comply with Honors GPA requirements listed above, but the University Scholar’s Award and the Transfer Excellence Award require a 3.5 GPA.

Can I withdraw from an Honors class?
Yes, if you do it within the specified calendar date (add/drop period) and have enough credits to remain full time. After the specified calendar date, which is usually a week past the start of the semester, students are not permitted to drop a course, honors or otherwise. If dropping a course is absolutely necessary, speak to Dr. Digby and obtain her signature on the drop card. Academic Counseling and the Records Department have been instructed to not process any cards for honors students that do not have Dr. Digby’s signature. 

Can I take an Incomplete in a course and stay in Honors?
Students in the Honors Program are not permitted to take INC grades, except for the Tutorial or Thesis, where additional research time may be necessary.

Can I take a class Pass/Fail?
No.

What grades do I need to get in my Tutorial and Thesis for them to be accepted as Honors work?
B, B+, or A. Nothing lower is accepted.

Who determines the grade of my thesis?
Your advisor in consultation with your reader.

Who has the final say about grades?
The faculty member teaching the course.

Phone: 516-299-2840

The Honors Director and the Program Assistant are in the office Monday through Friday. You may always drop in to make an appointment with Dr. Digby. If she is free when you stop in, you can by-pass making an appointment. Tracey can frequently answer your questions or provide immediate help.

There are four bulletin boards for posted messages. The ones outside the office door and just inside list the Merit Fellowship schedule and changes. Sign-up sheets for ticketed events are also located on the board just inside the office. Study abroad and internship opportunities are posted along with campus events, classes, and lectures that might interest you. Sometimes job opportunities are listed.

You may use the bulletin board in the lounge to leave your friends messages.

Merit Fellowship events packets are on the table inside the front office. On that table you will also find descriptions of core and advanced honors electives and pages of tips that will help you survive the Honors Program, as well as C. W. Post.

Several years ago we implemented an Honors program listserv which turned out to be extremely successful. Please see the Honors Program Assistant to subscribe as soon as possible so that you do not miss out on schedule changes, class information, or upcoming events that may be of interest to you. Within a day or two of subscribing to the listserv you will receive a message through your e-mail account telling you that you have been successfully subscribed. Please follow the instructions to activate your account. If you fail to receive this message or you wait too long to activate the account, see Tracey in the Office. She will subscribe you to the listserv again or send your information to the Information Technology Department and they will subscribe you.

You should also plan to communicate with your teachers, advisors, and friends by e-mail. This is the most efficient way of reaching people fast. Every student is assigned a C.W. Post e-mail address and computing account. To get your individual account, see the Secretary in the Academic Computing Department, which is located on the first floor of the library. If you should need to reach Dr. Digby, her address is jdigby@liu.edu Tracey may be reached at tchristy@liu.edu If you would like to e-mail a Professor but do not have the e-mail address, you should go to the C.W. Post website and click on the directories option on the first page. The e-mail addresses of most faculty and staff can be found there.

All of your faculty have scheduled office hours, which may change from semester to semester. They also have mailboxes in their department offices. If you have any questions or problems in class, make an appointment to speak with the professor.

Emily Post was the American guru of politeness, who taught people everything from table manners to appropriate dress. As American society became less formal, standards of behavior along with dress codes became more relaxed. Although learning etiquette is now more difficult than it was in the days of Emily Post, you need to acquire certain codes of behavior and dress in order to do well in university and then business or professional life.

Let's begin with Campus Etiquette.

Be sure to arrive on time for all your classes. It is impolite to be late, so on the rare occasion that you are late for class, be sure to apologize to the professor on the way in and seat yourself with as little interruption as possible.

Stay for the duration of the class. Walking in and out of the room (to make a phone call or use the bathroom) disrupts the class. Avoid any such disruptive behavior.

If you have a cell phone, turn it off before your class starts.

Do not sit with your friends and talk or send notes back and forth during class. Disruptions are extremely rude and cast you in a very poor light.

If you know that you must be absent from a class, it is a good idea to notify the faculty member in advance and ask for the assignment. Professors are conscious of who is there and who is not. Extend the courtesy of letting your professor know you will be out. If the emergency arises suddenly, you should leave a voice mail message on the professor's extension or in the department office.

When you make an appointment-with a professor or advisor-be on time. If you need to cancel that appointment, do so by telephone in advance of the hour and with an apology.

Before you enter a professor's office, knock gently and ask whether you may come in. It is not always easy to judge whether someone is busy or not. Ask. Sometimes a person is engaged in a train of thought that needs to be completed before he or she is free. Never walk into a professor's office without first simply asking whether you may come in, or whether this is a good time to talk for awhile. Most professors will be glad to see you and help you, especially if you respect their private office space. The same rules may be applied to secretaries, advisors, business offices, Deans offices, etc. It's always a good idea to announce yourself and ask whether you may come in.

You may have made that appointment because you are having trouble in the class or because you need an extension on an assignment/paper/exam. Rules of etiquette can help you gain the time or extension that you need.

Ask for an extension politely and in advance of the due date. Some professors will not allow any late submissions at all. You have the best chance of getting an extension if you ask for one in advance and explain why you need it.

This rule also applies to taking exams. You should always be prepared to take an exam on the scheduled date. Many professors do not offer make-up exams. "I missed it because . . . " will not always find a sympathetic ear. So, if you are not prepared for an exam or will not be able to take it on the scheduled date (you might be away with a team, for example), you will need to negotiate an alternative with your professor in advance of the due date.

This may sound obvious, but know your professors by name. Students often drift into a departmental office and ask for "the bald teacher," or "the lady with the glasses." Indeed, students sometimes get through an entire semester without knowing the names of their professors. This is never the sign of a great student. If you see yourself in this mirror, you need to work on becoming more engaged in your own education.

When you address your professor, use his or her title. Dr._____ indicates that the professor has a Ph.D. degree. Professor is a general term that may be used for any member of the faculty (including Drs.), so it is always safe to call a teacher

Professor ___. Mr. , Mrs. or Ms. Are also polite expressions, but they apply more to business than teaching, so you might want to use these terms to address staff. Now, here is an exception. Many faculty in the Arts work with students on a mutual first name basis. If your profess says you may call him Frank, then do so. Before you consider addressing a faculty member by his or her first name, be sure that is the etiquette established by the professor. Title are also important in many businesses, and therefore when you go for interviews you should also be extremely conscious of how people introduce themselves to you and how they expect to be addressed.

Here are some more suggestions for polite behavior that will be useful on campus as well as in business. We can call this category General Etiquette.

Use a firm handshake. When you meet someone for the first time or when you conclude a meeting, it is customary to shake hands. Don't be a weak fish!

Dress appropriately. Campus life is extremely informal and generally so is student dress. You might notice, however, that the business faculty tends to formality in order to prepare students for the working world. If you want to be noticed in that environment as a student to be recommended, you might want to present a neat and business-like appearance. Use your judgment. Context is the key! If, for example, you are getting an award, then dress for the ceremony. It is always polite to ask about appropriate dress in advance of an occasion. Whenever you are not sure, ask. Dress for business when you go for an interview. This rule applies to Pre-Medical Committee interviews as well as business, internship, graduate school, etc.

Send thank you notes to people who have given you assistance. This is a dying art, and sending the note will be appreciated. The receiver will remember your kindness.

By the time you reach college, you are responsible for your own academic life. The best way to arm yourself for that responsibility is with information. Here is what you need:

• a C. W. Post undergraduate bulletin

• a C. W. Post Student Handbook

• an Honors Program pamphlet and all of the information sheets available from the Honors Program and Merit Fellowship office

• your admissions letter and all scholarship letters

• a calendar used exclusively to note important college dates such as exams, Merit Fellowship meetings, paper deadlines, due dates of all kinds, appointments with faculty members, other students, academic advisors

• planned study time

Get the idea! Students frequently come into the Honors Program with pleas that begin "I didn't know . . .(fill in the blank!)

Here are some Merit Fellowship versions: "I didn't know . . .

• that I had to go to five Merit Fellowship meetings. Yes, you do.

• that the Merit Fellowship meeting was changed. Yes, it might be. Stop by the office to check the bulletin board every week.

Now some Honors Program versions: "I didn't know . . .

• that there is a deadline for Tutorial and Thesis registration. Yes, it is posted on the door.

• that I was supposed to meet with my tutorial/thesis advisor every week. Yes, you are. Tutorial and Thesis are independent study courses that require weekly meetings and discussion.

• that I'm not supposed to take an INC in an Honors course. You are only permitted to take INC grades in Tutorial and Thesis, and only when your mentor agrees that more time and work will improve your research or paper.

• that there is a due date for Tutorial and Thesis submission. Yes, it is on the form itself.

• that I had to go to a Tutorial/Thesis Colloquium. Yes, you do. One each term that you are engaged in this work. All students are welcome to come to as many as they like in order to learn more about the process.

And now for some general versions:

• that I had to take (fill in the course). Know your requirements.

• that X (fill in the blank) was going to be on the exam. Be sure that you understand exactly what is going to be covered on every exam you take.

• that FAF forms have to be submitted every year for scholarship renewals. Yes they do, and there is a deadline. Check with financial aid.

Know exactly what you have to do, and do it!

If you have ever had this feeling, you are in good company. Feeling confined, limited, or simply under too much pressure is common both in college and--sorry folks--in Life! There are many situations that trigger the survival instinct to bolt and run, to escape from the problem. Sometimes escape is a good idea; at other times it is better to face the problem or alter the conditions that are making you feel as if you want to get out of here.

Whatever the solution, it can only be found by knowing what you mean by HERE. Is it a class, a dorm room, your house, a team, a club, a group, a relationship, C. W. Post, Long Island, America? You see, "I've got to get out of here" is a relative statement that depends on where here is! Let's examine particular situations.

I've got to get out of this class!

Perhaps you have enrolled in a class that is not working out for you. It might be too easy or too difficult. It might be something other than what you had imagined. The professor might be incomprehensible or dull. Whatever the situation, you feel a strong urge to get out of there. Do it! There is a Drop/Add period in the first week of classes that permits you to get out of a class that is not working for you. Don't waste time. Get out at the beginning. If you feel as if you want to hang on, that it might improve, or you might catch on, or it's required and you have no other choice, start to get help at once. Commit yourself to completing the class and go to every session. If you have decided not to take the escape route, then you have to be there, read the books, take the exams and write the papers! Finished. Either escape or stay! Tutoring, group study, or meeting with your professor for extra help might, in fact, alleviate your stress, and in the best possible scenario you might do well and/or enjoy the course in the end.

I've got to get out of this dorm room!

Feeling uncomfortable in a college living situation is a common experience. It is usually the result of two students with opposite habits or values being thrown together as living partners. One parties all night; the other wants to study. One drinks; the other doesn't. One is sloppy or filthy; the other is neat and clean. One is polite; the other is rude. There are thousands of permutations. Residence Life and Housing asks students to go through a period of adjustment before deciding that it is totally impossible to live together as roommates. During that period, you should try to work things out and if you need to, get some help from your RA in discussing the problems that you have together. If there is no improvement, then you should plan to change rooms during the period allotted for change. It is important to know the schedule because you have a slim window of opportunity. Protect yourself by knowing the rules, trying to adjust, and if that fails, making your escape at the appointed time! Follow the procedure and don't wait until it is too late.

Sometimes roommates are not the problem. Space is! The dorms are small and crowded places, and it is easy to go stir crazy from being locked up in them for too long. Especially if your family does not live close by, or you do not want to get into the habit of going home for the weekend--after all, you are living away at college--find other escapes! Go to New York! The city is only 25 miles away, and there are endless opportunities for inexpensive fun. New York has thousands of cheap restaurants (get a copy of Zagat or check the Internet). Go to a museum, a film, a show. Standing room at the opera is under $20. Make a date with friends to get out and enjoy the city. People from all over the world are thrilled to be in New York. You should be too.

Speaking of concerts and theatre, there is plenty of that on campus too. Get out of the dorm and see something at the Tillis Center at student prices. Go to a play at the Little Theatre, or a recital given by music students. If the dorm is giving you a case of claustrophobia, get out and do something. Take a walk and look at the horses. Shoot hoops, play tennis, run.

Entertaining yourself is not the only alternative. Doing volunteer work might give you an altogether different perspective. There are many people whose lives are much more limited than your own. Giving them time might give you something very important in return--a sense of accomplishment and a new perspective. Other people of all kinds can offer you new perspectives. Visit with some of the international students on campus. Learn about their cuisine and help them get to know Long Island and the New York area. Building a circle of different kinds of friends will extend the boundaries of your own life and help you escape from the kind of containment that you might feel. Stretch!

I've got to get out of my house!

If you are a student who lives at home, you might feel a very different need to escape. You might be sick of babysitting for younger siblings, listening to family issues when you want to be doing your homework or going out with friends. You might resent the fact that your friends at school have much more freedom to make their own choices, while you are stuck there, under the rule of your parents.

If you are living at home because of financial reality, take a deep breath and think about the future. Maybe you could plan to save enough money from a summer job to live on campus for one year. Then, if you work hard and put your name in, you might become a Resident Assistant and earn free housing for the following year. It's a plan! Another plan is to go abroad for a semester or year. If this seems too expensive, then ask Dr. Digby about Long Island University opportunities such as the Friends World Program with semesters in England, Costa Rica, Japan, India, and Jerusalem; the Seamester, aboard a sailing ship, or the National Collegiate Honors Council semesters coming up at the United Nations (2001) and Korea (Spring 2002).

I've got to get out of this team/club/relationship!

Each one of these situations is about a commitment that has become oppressive. They are all very similar, and they all require the similar steps of detachment. First you need to understand why you want to get away. They take up too much time; they involve you in people who are not right for you; you have changed and you are no longer interested; other things interest you more; you are not doing as well in this commitment as you had anticipated. Understand the reason, and then tell the truth--first to yourself, then to the other person or people who are involved. It is better to cut with a team/club/relationship that is not working out than to stay with it and resent the time, energy and unhappiness that is the result of staying.

If a cut will mean a cut in scholarship, discuss it with Financial Aid or with your Academic Advisor, or with Dr. Digby, who will attempt to help you replace the loss.

If a cut is with a boyfriend/girlfriend or simply a friend--be as kind as you can, but be firm, and try to adjust your next semester's schedule so that you are not in the same classes or dormitory. People change and so will you. Don't feel guilty about an escape when it helps you mature and define yourself.

I've got to get out of Honors!

Feeling stressed because you are afraid of your grades? Worried about your Tutorial or Thesis? This is normal. You can alleviate much or your worry by talking to Dr. Digby and getting some help in making realistic plans to find the right mentor and accomplish the work. If your scholarship (US, AEA, TEA, Post Outstanding Essay Contest) requires that you participate in Honors, you will lose your major scholarship as well as any Honors Program/Merit Fellowship scholarship if you do not show signs of completing the program. In most cases, students overcome their anxiety and complete the program with fine results. Don't just run away, seek advice early and earn the Honors diploma that you know you can achieve.

I've got to get out of C. W. Post!

Let's be fair. Not every student chooses the college or program that is the right match. Students do leave Post for some very good reasons. It may not have the program or major that the student finally chooses. It may be too close to home and the student wants to go further afield. It may be too expensive. You may be having personal problems that are getting in the way of your grades. Whatever the reason, leaving is a serious choice and needs to be undertaken with care.

If the problem is a temporary one--such as money problems, health problems, family problems and the like--what you really need is an official Leave of Absence. This will allow you to return at a later date, most often with the scholarships that you had earned on entrance to Post. You can get a Leave of Absence from the Dean of your college. Be sure to have a duplicate of that letter sent to the Honors Program and placed in your file. It is always best to discuss your plan with Dr. Digby before taking any action. There may, indeed, be other solutions to your problem.

If you really want to transfer, then you should. But first, visit the college or university in which you intend to enroll. Be certain that enough of your work at Post will be accepted to make transfer worthwhile. Since college students do move around, there is no stigma attached to transferring, and you are welcome to ask your professors or the Honors Director for a letter of recommendation. But remember, when you enter a new school, you need to begin all over with the process of building friendships and learning the ropes. If you are already at the end of your sophomore year, it might be advisable to complete the degree at Post and use other methods of offsetting your complaints or disappointments.

Again, you can easily get away from Post for a semester or a year by going to the Brooklyn Campus, by taking a study abroad option, by using the PEP program to get an internship, by working for a year and taking time off.

I've got to get out of Long Island--NY--America!

It's the old story. Join the Navy and see the world. It's a noble ambition and college students have many more opportunities than simply joining the Navy. There are hundreds of Study Abroad Programs. Long Island University has an entire division, The Friends World Program that sends students to campuses around the world. Because it is Long Island University, all your scholarships stay in place, and you can also earn up to 6 credits of Honors Advanced Electives in a 16 credit semester. Campuses are in England, Costa Rica, Japan, India, Jerusalem. Ask Dr. Digby for details.

The Honors Program has sponsored trips in the past to Kenya and France and is planning a winter break trip to East Africa. Many other brochures about study abroad for the summer and for academic semesters come into the Honors Office. Ask about them and about plans that you would like to construct for a plan of your own. Every fall the National Collegiate Honors Council has an annual meeting in a variety of cities.  Students who wish to participate in the conference can be sent by the Honors Program with most expenses paid.

Or just travel! You have friends. Start with small plans for a weekend or spring break, and then build up to a major summer trip around America or abroad. Travel will change your perspective on life, and it may even help you find a major or a career. If you are taking a foreign language, ask your professor to suggest some suitable trips. If you are engaged in international studies, business, scientific research, ask about summer internships in a different institution, city or country. They exist, and you should try to find them.

So, no matter which here you mean, don't just run away. The answer to your problem might also be here, and in the end you might be happier staying. Many people might be able to give you sound advice. Try them all. Here's a list to get you started:

• Honors Program Director
• Your Academic Advisor
• A faculty member you trust
• Your College 101 teacher or peer counselor
• A counselor in the Student Health Service. They have long experience with student problems and may understand your situation very well.
• Your RA in the dorm
• Your parents or spouse
• A campus chaplain or your own spiritual advisor or therapist
• Your friends

Adult students with families make up a significant percentage of the current American college populations. People who put off their higher education in order to raise a family or start a career have recently discovered that a college degree is important to their future. If you are in this category, which is often called "non-traditional student," you will find that you are not alone. In many classes you will discover people like yourselves, completing an undergraduate degree in order to pursue a lifelong dream or change professions.

Of course it is stressful to be a full-time wife or husband and possibly a parent as well as being a full-time student. Many adult students try to juggle even more than those obligations, and hold full-time or nearly full-time jobs while going to college. As a result, The Honors Program and Merit Fellowship might seem like the final straw! But don't despair. Two of the most recent valedictorians were adult Honors students. One was a wife and other of two who went on to medical school, and the other was also a mother who waited thirty years to complete her college degree. Many other examples of successful adult students who have completed the Honors Program should give you courage.

Indeed, you can probably consider The Honors Program and Merit Fellowship a paid job. After all, you are receiving scholarship money to attend C. W. Post, and this probably includes scholarships from Honors and Merit. You are right to believe that you have earned your place in the programs, and that your academic achievement is, in part at least, paying your way through college.

Many adults who are returning to school after a long break are concerned about how they will handle a full-time program (along with family or business obligations) and whether they can do the work and keep up the 3.4 GPA. Of course you can! Your experience in the world has given you an edge, whether you know it or not. Most adult students are excellent contributors to class discussion. Your perceptions and self-expression have a maturity that faculty look forward to. Don't worry. Just do your best, and you will be a fine student. If you have not done written work for a long time, you might want to run your rough drafts past someone in The Writing Center (across the hall from the Honors Program) until you feel more confident.

Honors emphasizes the application of practical experience and reasoning to an understanding of issues and ideas. You will probably enjoy the seminars even more than the students who are closer to high school and less experienced in the world. They will enjoy what you contribute to the discussion.

What if you have family problems or necessities that cause you to miss classes? All students miss some classes for personal reasons. Just be sure that you call your professors to explain your absence and get the reading or homework assignment. There may be a time when you might have to bring a toddler or child to school with you. That's fine too. Professors are generally understanding about having little visitors, and there are plenty of students who enjoy short term baby-sitting in the Honors Lounge. We will be glad to help.

Family schedules and obligations may give you narrow windows of available hours in which to take classes. Work with your academic advisor to come up with a master plan. You might want to block your classes into an all Tues/Thurs schedule or all Mon/Wed. Perhaps mornings only would work for you. You know best. Among your obligations to the Honors Program, the Tutorial and Thesis will be the easiest components to schedule since they are independent study courses requiring you to meet your advisor only once a week, during "hours arranged." If you take your Tutorial in spring of the junior year, you can use the following summer to get a jump on the Thesis. With respect to Honors Core and Advanced Elective courses, try as much as possible to select courses that match your interests as well as your schedule. Being in the program should be fun!

As a member of the Honors Program, you are also a member of the Merit Fellowship, and you are required to attend five events per semester. At the beginning of each semester you should pick up the schedule from the Honors Program Office. If you find that you cannot work five events into your tight schedule, you might consider using evening events to which you may bring your family as guests. If this does not work, consider doing the volunteer service track working for a charity or organization in your neighborhood. If you are still having problems fitting in your Merit obligations, talk to Dr. Digby, who will help you find alternative events that you can do individually or with your family.

Since the Honors Program and Merit Fellowship is the premier academic program on campus, most adult students take great pride in graduating with Honors. Often the thesis is a stepping-stone to an excellent job or graduate school admission. It can be the most memorable achievement of your undergraduate career. Enjoy!

Professors have many different styles of teaching and examining students. After all, they are individuals--just as students are. How do you, as a student, begin to grasp the individual expectations of every professor whose class you take?

Your starting point is close observation. Look at the person who is standing before the class. Imagine him or her in action. Does he take out a set of notes, place them on the podium and read? Does she ask questions and use the answers to get students involved in a discussion? Does he use study questions in the text book to check on student preparation? Does she go over the homework? Does he throw out an idea intended to provoke students? Does she digress? Does he talk about his children? Does she ask students to make seminar presentations? What seems to count most in class?

Once you start to observe the pattern of the class, you will begin to make intelligent guesses about what your professor expects on exams and papers. If your teacher is a lecturer and sticks to lecture notes or the organization of the text book, then exams will probably be based on lecture notes, text or a combination. You can expect information to be the priority, and so your answers should present information as completely as possible. In classes where your professor's point of view seems to be extremely important, youcan guess that taking an opposing stand might cost you points! If, on the other hand, class discussion is the basis of your professor's course, then you can expect student ideas to be of great interest to that teacher. That teacher might give highest points to students who explore their own perspectives, even if they are very different from the professor's. Such a professor will probably give essay exams and want to have your ideas and reflections play a major role in your writing. In other words, professors who are formal and structured generally want formal and structured work from their students. Professors who seem spontaneous or creative generally encourage spontaneity or creativity in student work.

Once you have begun to see your professors as people, you should also find it easier to talk to them. Ask your professors what they expect. Most teachers are glad to discuss examination or paper format and what is required to do well. Some may even let you see examples of past examinations. Ask. With respect to papers, you might even ask whether you can show the professor a rough draft of the introduction in order to know whether you are on the right track. The more help you can get directly from your professors, the more you will understand what he or she wants.

Most professors have taught at Post for at least a few years. That means other students have already taken courses with them and can tell you something about their expectations. The Honors Program is a useful grapevine. Ask students in the Honors Lounge for their own experiences in taking that courses with your professors. Here's a secret. There's a book in the lounge written by students. For years they have been entering personal reflections on classes and faculty. Read the book!

Studying needs to be written in bold letters because it is your most important job as a college student, and it takes the most time. Don't let anyone talk you out of it. No matter how clever or smart you are, learning in college requires two things: going to all your classes without fail and studying.

Maybe you didn't study much in High School--or at least you think you didn't! But High School has studying built right into its format. Classes meet every day, and part of the lesson plan includes a review of the material covered the day before. That's studying! Teachers assign material in short segments. You remember those chapters with questions at the end--homework questions! Doing the homework is part of studying. The questions teach students how to condense and rephrase the material they have read. Both of these techniques are part of studying. Teachers put notes on the board, usually clues to the important ideas they will be covering on the next quiz or test. Note taking is an important part of studying too! The quizzes are also study tools. They prepare students for the tests.

So, while you think you didn't have to study in High School, you were actually learning basic study methods that you will need in college, when classes don't meet every day and teachers don't package material in small chunks and don't always put notes on the board or give quizzes. In college, you will need to formulate your own process of learning and studying the material presented in class. Here are some of the methods you already know:

• Read the material assigned. Since your books belong to you, consider taking notes right in the margin and underlining key ideas. You can also put question marks in the margin. If there is something you don't understand, ask the teacher to explain it in class. Never skip a class because you didn't read the material or don't understand it. Go to class and ask questions!
• Take notes in every class. Even if the teacher repeats the material you have read, take notes! Repetition and summary are excellent study methods, so the more you repeat the ideas in your own words, the better you will remember them. Even if the class is involved in a discussion, take notes. Sometimes your fellow students come up with excellent approaches and interpretations, and you may want to apply them later on. Note taking is a habit. The better you get at it, the easier it is to listen and even take part in discussion while you are taking notes.
• Go over the notes in your book and your class notes a few times a week. The more you read them, the more you will be able to see them in your mind and make use of them in essays or exams. Repetition is the essence of studying.
• Do all of the homework assigned. Homework is a tool for restructuring material learned. It is a tool you will need in order to do well on exams.
• Try studying with friends. Study groups are sometimes effective, especially when all of the members of the group are strong students. Every person remembers material in a slightly different way, so studying as a group may bring many more ideas to light or throw many different slants on the same material. Studying together boosts spirit and confidence. Take a break, get a bite to eat, blow off a little steam, and then get back to work! Studying.
• Try to find out the structure of the exam. Will it be short answers, short essays, long essays, problems, in-class, take home, etc. There are many variables. How you study depends in part on how you will be tested. The goals of studying are recall and recombination of material learned. Once you know the format of the examination, you will know more precisely how to study for it. Should you learn details? Should you focus on ideas?
• Make up questions and practice taking an exam. It can't hurt. Part of studying involves learning to think and write in a pressured situation, when you have limited time and need to pack as much information or as many ideas into it as possible. Good writers have an edge on exams because the flow of ideas comes easily to them. So, practice writing out what you know. Many students use the old technique of reducing textbook chapters to a precis on index cards. The more you can condense material the more you can control and remember what you have learned. Index cards, like other notes, are excellent review materials.
• Study in a quiet place where you can get the work done without interruption. If your house or dorm is noisy, find a different place to study, like the Honors Lounge or the Library. You must find your own place and regular study hours. Even the dorm is quiet if you wake up early!
• Finally, Studying is an active process. It doesn't just happen. You have to make time for it and DO IT.

Here's a little quiz: Discuss five of the study techniques that are most compatible with your own learning style.

All Honors Program students are welcome at the Honors Lounge, which is located adjacent to the Honors Program Office at 201 Humanities. The lounge can function as a meeting place, a study room, a lunch room, an art gallery or somewhere to just rest and catch your breath. Think of it as your home away from home.

The lounge is available for your use weekdays from 9:00am to 5:00pm. If you need to use the Lounge after that time or if you have additional uses for the Lounge, please notify someone in the office to work out the details. We are always happy to assist you in any way. Your friends - whether they are in honors or not - are most welcome to join you in the Lounge.

A Meeting Place

Are you new to Campus? Looking to meet other people who are also new to the surroundings or those who already know their way around Campus? Then the Honors Lounge is the place to meet them. Many of your fellow Honors students visit the Lounge during the day. Students who are between classes or have a cancelled class gather in the Lounge to pass time. Those students who have been here for a year or more and have established friendships meet in the Lounge to see their friends and catch up on the news.

It is a good idea to stop into the Lounge from time to time to get updated on any changes or additions to Merit Fellowship meetings. You may also find that some of the Merit Fellowship meetings are scheduled to meet in the Lounge.

A Study Room

The Honors Lounge can be a quiet room. Many students gather in the Lounge to study alone or in groups. Several computers, which have been installed with the last software, are located in the Lounge for your use.

A Lunch Room

A microwave oven, refrigerator, and toaster are provided for your use in the Lounge. Students will often leave their lunches in the refrigerator on their way to class and will return at lunchtime to eat. Please remember to clean up after yourselves. Would you like to run a luncheon, birthday party, or holiday celebration? We are pleased to have students organize such events in the Lounge. Just ask Tracey or Dr. Digby.

Art Gallery

Art students may use the Lounge to display their artwork. If an art exhibition is the end-product of your thesis requirement, it can be done in the Lounge. If you just want to show off your work and provide your fellow students with enjoyment, this is the place for you. You may even have an opening night reception in the Lounge. All artwork may be displayed in the Lounge for one month.

Clubs and Activities

If you are organizing a club or having a meeting that involves other students or faculty, the Lounge is open for your use. It's a comfortable place for informal discussions. Please check with Tracey to be sure the date that you wish to use the Lounge is open.

A colloquium is an assembly for discussion. In fact you must attend two of them. In our Honors Program, student are required to participate in two colloquia (yes, folks, that's the plural); one during the Tutorial semester, and one during the Thesis semester. Students engaged in Tutorial and Thesis are also requested to invite their advisors. Students in the first and second year of the Honors Program are also welcome to attend colloquia as visitors.

The lively discussions on current honors research is always interesting, and the meetings often answer particular questions about process and problems.

There are three to four colloquia offered per term. They take place in the Honors Lounge and are split between TTH and MW schedules. Some are in the lunch hour, others later in the afternoon. Generally 10-50 people make up the colloquium group. While large meetings may take a few hours, most colloquia run about one and a half. Be prepared to stay for the duration of the meeting once you commit to a time. (Sign up sheets are on the Honors Bulletin Board.) Having people walk out in the middle of a presentation is very disconcerting to presenters and audience alike. Since you expect people to listen to your discussion, you should be ready to listen to all the others in the group and participate or ask questions. You would be surprised how many problems find solutions during a colloquium. It is a place for networking.

The colloquium, despite its Latin name, is not a formal session. It is an opportunity to discuss and share with other people an overview of the research you have undertaken for your Tutorial and Thesis. In essence it is an oral progress report and process report combined. In the progress section you should talk about the topic and the conclusions you are reaching as a result of your research. In the process section you should talk about your methodology, including your method of working with your advisor. If you have had any problems --as in finding material on your subject, or meeting with your advisor on a weekly basis, or getting responses to a questionnaire, or duplicating results in a laboratory-- you should bring them into the discussion. If you have any questions, these should also be raised.

The length of your presentation should be 5-10 minutes. Some students bring note cards or illustrations to help the audience understand their work. No written paper is required. You should plan to discuss rather than read. Your advisor may discuss your work with you.

If you choose a colloquium date that is early in the semester, you might not have much of your work completed. Students who want direction or specific help generally choose early dates. If you choose a later date, you will be able to say something about your conclusions, and your presentation may give you a sense of completion or closure on the project. This is another reason we have colloquia. Independent study can be a very lonely process. Once you become an expert on the topic you have chosen, it can be exhilarating to share your work with other people. Finishing a Thesis is euphoric. It should give you a great sense of accomplishment, and it is fun to share that feeling. At the same time, you'll be surprised how many students feel slightly depressed when the

Thesis is over. They have worked on it for so long that it becomes a part of everyday life, and finishing creates a big hole. The colloquium is the place to express all of the feelings that you have had in working on your Tutorial and Thesis. Then you can let go!!!!

Students at the C. W. Post Campus are extremely fortunate to have the assistance of a staff of professional academic advisors. They are available in Kumble Hall every school day throughout the year, and they are happy to give every student personal attention. From the sophomore through the senior year, students are assigned to advisors according to major. Their names and extensions are in the course registration booklets each semester, as are the names and extensions of advisors who specialize in "undeclared" students.

The key to working well with your academic advisor is your own preparation. The phrase, "working with" implies a collaborative experience. That means you have to do your share of the work. You can have an excellent, productive meeting so long as you

• Know the Honors Program requirements
• Know the requirements for your major, including prerequisites for advanced courses
• Know what you need to take or would like to take in the way of electives
• Know your work schedule or other obligations that you need to consider in order to choose class sections (days and hours)
• Know (where applicable) how many credits have been transferred from another school
• Know your projected date of graduation

The Honors Program requirements are spelled out on another sheet. They are also in the bulletin, which should be your major reference book in planning a schedule. You will find all of the departmental major course sequences and degree requirements in that book.

Your major department may also have a detailed flyer or a web page about its various programs and faculty members. You should build a small collection of all the materials that will help you answer scheduling questions throughout your academic career.

It is most important that you be active during the meeting with your advisor. Advisors are responsible for many students. You are responsible for yourself alone. Therefore, help the advisor by knowing what courses you need to complete in order to graduate. Sometimes, an advisor does make a mistake. That's only natural. If you have any doubts about a course that has been suggested to you, question your advisor about it. Then double check in the catalogue, with your department or, if it relates to Honors, Dr. Digby.

The advisor will help you make up a master plan of study. When you are satisfied with it and fully understand the projected programming, make several copies of it so that you can refer to the document in meetings with your faculty mentor (tutorial/thesis) or the Honors Director. Academic advisors are usually familiar with the faculty in the departments they work with. If you have questions about a particular professor or want to know more about the various professors in order to make a choice, ask.

The academic advisor can be a useful resource in other ways. He or she might be able to help you choose a major or find an internship that will allow you to test your commitment to a possible career. Don't be shy. During your meeting put on the table all of the questions that you have, even the broad ones about your future.

Schedule your appointment early in the registration period. If you wait too long, the courses or sections that you wish to take might already be closed. At every meeting verify your progress in the completion of degree requirements, major (and if applicable, minor) requirements and Honors Program requirements. Make sure that you have fulfilled all competency exams (library and computer skills).

Make sure that you have no blocks. Students are blocked from registration when they have outstanding debts, including library and parking fines.

You may be a very different person from your academic advisor. Consider this scenario: You might, for example, be looking to take a new foreign language. Your advisor knows you have completed the foreign language requirement, so she doesn't suggest any language courses. Speak up. Say, "I want to take French. Please find a way to get it into my schedule." There is, by the way, be a new diploma citation for students who choose to take an elective foreign language. Here is another example. Some students do not look forward to the laboratory science requirement. You enjoyed Physics in high school and you would like to take further study in this discipline. Ask for Physics. (If you want a particular science that is not being offered as an Honors course, Chemistry for example, you are welcome to take a regular, departmental science course.) The main point is that you know what interests you. What others call "difficult," you might call "fun." So speak up on your own behalf.

Finally, you are the one responsible for fulfilling all the requirements of your degree.

"My advisor told me . . ." does not get you off the hook when the records office totals up your credits for graduation. Know what you have to do, and then work with your advisor to accomplish it.