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School of General Studies

The Evening and Weekend College
The Associate in Arts Degree
Educational Talent Search
Student Support Services Program (SSS)
Upward Bound (UB)
Upward Bound Math and Science
College Preparatory Testing, Placement, and Instruction
Course Descriptions


In the School of General Studies, we believe that we can significantly improve the academic success of students, both new and returning, by first identifying their academic needs, by providing accessible, high quality academic support programs, and then by promoting student participation in these programs.  We measure academic success along two dimensions, retention and progression.  In this connection we will help students acquire academic staying power.  Academic staying power is a student’s ability to maintain better than a 2.0 G.P.A. while meeting his/her financial and other personal obligations.  We will assist students in making the most expeditious progress toward graduation.

The School of General Studies, the academic home of students admitted into the University as undeclared majors, profile assessors, and exceptions, strives toward meeting the three major goals of the University: improved retention rates, progression rates, and graduation rates.

The School of General Studies, through its Center for Academic Advisement and Student Support, also assists students with making the most expeditious progress toward graduation through quality academic advisement and career exploration.

Because of the nature of the services offered in the School of General Studies, the School interfaces with all other colleges/schools at the University.  It has the responsibility of implementing the Freshman/Sophomore Year Experience Program, facilitating and monitoring the general education sequence; providing SASS Degree Audits for all students; administering the College Level Academic Skills Test (CLAST); and providing support services.

A growing component of the School of General Studies is the Evening and Weekend College, designed to meet the rapidly expanding educational needs of non-traditional students through expanding course offerings in the evenings and on weekends.

The School of General Studies also has the responsibility of certifying that students have satisfied the requirements of the College Preparatory Program and of certifying candidates for the Associate of Arts Degree.

The School of General Studies has implemented the Freshman/Sophomore Year Experience Program to assist students with making a smooth transition from high school to college and the  Academic Study Skills Center to strengthen students’ skills in selected academic areas.

The Evening and Weekend College
The Evening and Weekend College (EWC) is administered through the School of General Studies.  It provides excellent opportunities for working individuals to attend school in the evenings and on weekends in order to earn degrees, to obtain certificates, or to validate their professional credentials.  The EWC functions as a major retention tool for the University.  It provides opportunities for students to progress through their curricula while still working and taking care of other family and living responsibilities.  The EWC serves the educational needs of non-traditional as well as traditional students who cannot, for various reasons, take classes during the regular daytime hours.  The EWC serves as an acceleration vehicle for improving retention and increasing graduation rates.

The Associate in Arts Degree
The School of General Studies certifies the associate in arts degree to eligible applicants. “An associate in arts degree shall not be granted unless a student has successfully completed minimum requirements for the college-level communication and computation skills adopted by the State Board of Education and 60 academic semester hours or the equivalent within a degree program area, with 36 semester hours in general education courses in the areas of communication, mathematics, social sciences, humanities, and natural sciences, consistent with the general education requirements specified in the articulation agreement pursuant to s.240.115.”

Educational Talent Search
Educational Talent Search provides services designed to help participants enter postsecondary education. Middle and high school students and individuals that have dropped out of school are enrolled. Participants receive academic advisement, counseling, assistance with college entrance examinations, and the information and assistance with financial aid. Saturday sessions on campus during the school year offer tutoring in math, assistance with study skills development, career exploration, and computer applications.

Student Support Services Program (SSS)
The Student Support Services Program is designed to supply supportive academic and personal service to a limited number of eligible students in order to assist them in graduating from FAMU. Past participants in other TRIO Programs are encouraged to participate in this program which recognizes the importance of individual needs and goals. Tutoring, as well as career, academic and personal counseling, is available to all participants. Financial Aid and CLAST Workshops are provided to assist students with their needs. Also, the TRIO Computer Lab is available for TRIO students only.

The TRIO/Student Support Services Orientation Program will coincide with TOPS (Total Orientation Program for Students). During this time, the Student Support Services staff will meet incoming  freshmen and parents and explain the program’s goals. New students and parents will tour the facilities of the program. The students will have time to ask questions and be advised for fall classes. The students will also register for their classes after taking care of any registration holds. Before leaving campus, all participants should understand all services and expectations of the TRIO/Student Support Services Program. Mrs. Linda C. Williams is the Program Director and Ms. Sonya Knight is the Program Counselor.

Upward Bound (UB)
The Upward Bound Program is designed to prepare its participants for postsecondary education. Upward Bound also provides its participants with an opportunity to gain the academic, cultural and social skills necessary for success in today’s society. The participants range from nineth to twelfth grade students. Students are selected from high schools in the Big Bend Area. They attend courses in various academic areas such as communications, mathematics, reading, science and counseling.

Upward Bound Math and Science
The Upward Math and Science Program is designed to prepare and enroll its participants in postsecondary education. It also provides its students with academic, cultural and social development. The students chosen to participate are from Jackson, Franklin and Madison Countiess. Each student must demonstrate an aptitude and/or interest in entering college degree programs in mathematics and/or science related disciplines. Each summer, the Institute focuses on strengthening the students’ interests and abilities in mathematics and science. The program provides academic courses in algebra, pre-calculus, communications, biology, chemistry, computers, counseling, cultural and recreational electives.

CLAS (College Level Academic Skills)

Effective July 1, 2009, the CLAST (College Level Academic Skills Test) will no longer be administered.

During the 2009 legislative session, the Legislature repealed section 1008.29, Florida Statutes, relating to the College Level Academic Skills Test (CLAST). The Legislature amended section 1007.25 (12), Florida Statues. As amended, the statute now requires students to achieve a score that meets or exceeds a minimum score on a nationally standardized examination, as established by the State Board of Education. Alternatively, student must achieve a cumulative grade point average of 2.5 or above, on a 4.0 scale, in postsecondary-level coursework in conjunction with the Board of Governors, in order to be conferred an Associate in Arts and Baccalaureate Degrees.

In order to demonstrate continuing concern for institutional accountability and effectiveness, as well as performance standards for student learning outcomes, students must satisfy proficiency in Math and English, utilizing the following CLAS requirements for receipt of an AA degree and progression into the upper division of a baccalaureate program.
  1. Students with a 2.5 GPA in two courses for a minimum of six (6) semester hours of credit from: ENC 1101, and ENC 1102, or other equivalent college level English courses may meet the CLAS requirements for demonstrating proficiency in essay, English language skills and reading.
  2. Students with a 2.5 GPA in college-level mathematics courses (excluding MAT 1033) may meet proficiency requirements in mathematics. The mathematics courses that may be used to meet the requirement are as follows:
Option 1:
  • MACX105 College Algebra or any other MAC course with the last three digits  higher than 105.
  • MGFX106 Liberal Arts Mathematics I
  • MGFX107 Liberal Arts Mathematics II
  • MGFX202 Finite Mathematics or any other MGF courses with the last three digits being higher than any Gordon Rule Statistics course.
Option 2: 
  • MGFX106 Liberal Arts Mathematics I
  • MGFX107 Liberal Arts Mathematics II
  • MGFX113 Topics in College Mathematics I
  • MGFX114 Topics in College Mathematics II
  • MGFX118 Mathematics CLAST Review
Option 3:
  • MGFX106 Liberal Arts Mathematics I
  •  MGFX113 Topics in College Mathematics I
  • MACX105 College Algebra
*Credit by Exam: Course credit for a combination of any two Advanced Placement, International Baccalaureate, Advanced International Certificate Education, or College level Examination Program (CLEP) examinations within the English and/or college algebra or higher mathematics/statistics areas that equate with a 2.5 GPA in two courses for a minimum of six (6) credits.

In order to exempt by scores on the ACT or the SAT, students must earn the following:

       3.    ACT: Scores on ACT with minimum scores in each section may meet the CLAS requirements.
  • Reading:  ACT score of 22 or higher on the enhanced ACT or a score of 20 or higher on the original ACT.
  • English Language Skills/Essay: ACT score of 21 or higher on the enhanced ACT or a score of 20 or higher on the original score scale.
  • Mathematics: ACT score of 21 or higher on the enhanced or original ACT.
      4.    SAT: Scores on SAT with minimum scores in each section may meet the CLAS requirements.
  • Verbal/Critical Reading:  SAT score of 500 or higher
  • Mathematics:                   SAT score of 500 or higher
WAIVERS
    Students who are unable to meet the CLAS requirements as listed above may satisfy the requirements by completing one of the following:

*CPT: Scores on ACCUPLACER® with minimum scores in each section may meet the CLAS requirements:
  • Reading:                                 Accuplacer/CPT score of 93 or higher
  • English Language Skills:      Accuplacer/CPT score of 105 or higher 
  • Mathematics:                         Accuplacer/CPT score of 91 or higher
  • Essay:                                    Accuplacer/CPT score of 105 or higher
  • NOTE:  Students may take the Accuplacer College Placement Test by contacting the School of General Studies.
*Apply for and receive a waiver.  If a waiver is approved, the student’s transcript shall include a statement that the student did not meet the requirements of this subsection and that a waiver was granted.  The student must have achieved a 2.0 grade point average in the coursework within the designated area(s) for which the waiver is sought.  There shall be no mention of a disability should the student receiving a waiver be a student with a disability. The committee reviewing the request shall review the student’s academic records and such other information as appropriate.

      a.  Any student who is a recognized student with a documented specific learning disability (SLD) by the student disability office may apply for a waiver through the appropriate dean to a committee appointed by the president or  
           chief academic officer for special consideration. 
      b.  Any other student, including those students with other documented disabilities, may apply for a waiver through a process determined by the university.  The committee hearing these requests shall be chaired by the Provost or  
           his or her designee and include four president appointed members including a university test administrator and one faculty member from the English Department, Mathematics Department, and English or Mathematics
           Department areas. Waivers for students with disabilities other than SLD may be considered only after the students have been provided appropriate test and classroom accommodations.
      c.  Students who have passed any of the CLAST subtests prior to July 1, 2009, will be deemed to have met the requirements of this subsection in those designated areas.  Students transferring to a university whose transcripts
           reflect that they have met, or have received a waiver of, any of the requirements in this subsection will be deemed to have satisfied the requirements in those designated areas.
      d.  The waiver committee may choose to provide additional alternative means for demonstrating proficiency in reading, writing, and mathematics.

For additional information regarding CLAS, please contact Mrs. Michelle Jones, ITA @ (850) 599-3259 or visit the office located in GEC- 201- A, CLAS Office.


The College Preparatory Program is a state mandated pre-collegiate program that is designed to improve eligible students’ skills in English, reading, and/or mathematics. Students who score below a specified score on the English, reading, and/or mathematics subtests of the ACT/EACT or the SAT/SATI are placed in the College Preparatory Program (C-PREP) upon their acceptance into the University. Placement is according to Rule 6A-10.0315 FAC. Selected sections of that rule are provided below.

6A - 10.0315 College Preparatory Testing, Placement, and Instruction

(1) For admission after October 1, 1991, for enrollment for the academic terms beginning January 1992 through July 31, 1995, first-time-in-college applicants for admission to community colleges and universities who apply to
     enter degree programs shall be tested for reading, writing, and mathematics proficiency prior to the completion of registration, using one (1) or more of the tests listed in this subsection, and shall enroll in college preparatory  
     communication and computation instruction if the test scores are lower than those listed below.

Florida Statutes 239.301 (3)(c) and 240.117, require degree seeking FTIC students to complete college-prep coursework by the time they have accumulated 12 hours of lower-division college credit coursework.
    (a)   ACT Assessment, American College Testing Program.
           Composite        14
           English              15
           Mathematics     13

    (b)   Enhanced ACT, American College Testing Program.
           Reading            16
           English              16
           Mathematics     16

    (c)   SAT, The College Board.
           Verbal               340
           TSWE               31
           Mathematics    400

    (d)   SATI, The College Board administrations between March 1, 1994, and March 31, 1995
           Verbal               340*
           Mathematics     400

Administrations after March 31, 1995
          Verbal                420*
          Mathematics      440

*Students with scores below the cut score on the verbal sub-test of the SAT I shall be considered to have fallen below the cut score in both reading and writing for placement and reporting purposes.

    (e)   MAPS, The College Board.
           Reading Comprehension           13
           TSWE                                         31
           Elementary Algebra                    209

    (f)   New MAPS, The College Board.
          Reading Comprehension             109
          Conventions of Written English    311
          Elementary Algebra                      613

    (g)  CPT, Computerized Placement Tests, The College Board.
          Reading Comprehension              72
          Sentence Skills                             78
          Elementary Algebra                      51

    (h)  ASSEST, American College Testing Program.
          Reading Skills                               22
          Language Usage                          43
          Elementary Algebra                      12

    (i)   New ASSEST, American College Testing Program
          Reading Skills                               37
          Writing Skills                                 37
          Elementary Algebra                      37

(2)    For admissions beginning August 1, 1995, first-time-in-college applicants for admission to community colleges and universities who apply to enter degree programs shall be tested for reading, writing, and mathematics proficiency prior to the completion of registration, using the Florida College Entry-Level Placement Test.  Students earning scores less than those listed below shall enroll in college preparatory communication and computation instruction:
               
                                                            Standard Score
        (a)    Reading Comprehension    72
        (b)    Sentence Skills                   78
        (c)    Elementary Algebra            51

(3)    For admission beginning with the academic term in the Fall 1996, first-time-in-college applicants for admission to community colleges and universities who apply to enter degree programs shall be tested for reading, writing, and mathematics proficiency prior to the completion of registration, using Florida College Entry-Level Placement Test. Students earning scores less than those listed below shall enroll in college preparatory communication and computation instruction:
               
                                                              Standard Score
        (a)    Reading Comprehension     83
        (b)    Sentence Skills                    83
        (c)    Elementary Algebra             72

(6)    For admissions prior to the fall 2000 academic term, students who present scores on either the College Board's SAT-I or the American College Testing Program's Enhanced ACT test that meet or exceed the scores shown below may be exempted from taking the Florida College Entry-Level Placement Test at the option of the president of the community college or university:
                                                            Standard Score
        SAT-I, The College Board
        Verbal                                         420
        Mathematics                               440

        Enhanced ACT, American Testing Program
        Reading                                      16
        English                                        16
        Mathematics                               16

(7)    For admissions beginning with the fall 2000 academic term, students who present scores on either the College Board's SAT-I or the American College Testing Program's Enhanced ACT test that meet or exceed the scores shown below may be exempted from taking the Florida College Entry-Level Placement Test at the option of the president of the community college or university:

                                                           Standard Score
    SAT-I, The College Board
    Verbal/Critical Reading                  440
    Mathematics                                  440

    Enhanced ACT, American Testing Program
    Reading                                         18
    English                                           17
    Mathematics                                  19

(13)   Nothing provided in Rule 6A-10.0315 (1), FAC., shall be construed to prevent the enrollment of a student in college preparatory instruction if the community college or university determines that such enrollment would enhance the student's opportunity for future academic success.  The determination of enrollment would be made after counseling with the student and the analysis and consideration of other assessment techniques and measurements, which may include transcripts, grade evaluations, diagnostic, placement or psychological instruments, or other proven indicators or predictors of academic performance.

Students who are initially placed in college preparatory instruction and subsequent performance indicates the students have been misplaced may be moved into college level courses if they meet the requirements of Paragraph (19) (b) of this rule.

(14)   Students whose first language is not English may be placed in college preparatory instruction prior to the testing required herein, if such instruction is otherwise demonstrated as being necessary. Such students shall not be exempted from the testing required herein.

(15)   Test modifications and exemptions in Rule 6A-10.0311 (5), FAC., shall apply in the case of applicants with records of physiological disorders.

(16)   Institution affected by this rule shall accept test scores on any one of the test identified in Rule 6A-10.0315 (1), FAC. Individual student scores shall be valid for two (2) years.

(17)   During their first term, full-time students who are registered for at least twelve (12) credits, shall begin competency-based instruction based on the placement test results. Part-time students shall enroll prior to completing twelve (12) credits.

(18)   Students shall not enroll in more than three (3) attempts in each course to complete college preparatory instruction. Students who withdraw from a course under major extenuating circumstances may be granted an exception. Such exceptions require approval under guidelines established by the boards of trustees or the board of Regents. Students enrolled in English as a second language may be exempted from this limitation based on a plan submitted by the institution and approved by the Board of Regents or the State Board of Community Colleges for their respective institutions.

(19)  Uniform standards for completion of competency-based college preparatory instruction shall correspond to those listed herein for placement credit instruction.  Once competency has been certified, other public community colleges and universities shall accept the certification upon student transfer.  Competence shall be certified upon:
        (a)    Successful completion of courses in which the competencies specified in Rule 6A- 10.033 (1) (c) 1., FAC., are taught, and
        (b)    Passing a criterion-referenced assessment, which tests the competencies, specified in Rule 6A-10. 033 (1) (c) 1., FAC.

(20)  Students enrolled in college preparatory instruction shall be permitted to take courses concurrently in other curriculum areas for which they are qualified.  Pursuant to Section 240.117 (4), Florida Statutes, students who test into college preparatory instruction must successfully complete the required college preparatory studies by the time they have accumulated twelve hours of college credit coursework or they must maintain continuous enrollment in college preparatory coursework each semester until the requirements are completed while performing satisfactorily in degree earning coursework.
       (a)    College preparatory students may not enroll in the following categories of college credit courses while completing their college preparatory coursework:
       (1)    College preparatory students who are deficient in mathematics may not enroll in any mathematics courses that meet the requirements of 6A-10.030, FAC., or other courses that require mathematics skills that are beyond the skill level of the student.
       (2)    College preparatory students who are deficient in English and/or reading skills may not enroll in English or humanities courses that meet the requirements of Rule 6A- 10.033 FAC., or other courses that require communication skills that are beyond the skill level of the student.
       (3)    College preparatory students who are deficient in all three (3) areas may enroll in college-level courses such as orientation courses, college success courses, or other courses that are not dependent on college-level computation and communication skills.

The School of General Studies is responsible for monitoring and tracking students’ enrollment and completion of the requirements of C-PREP. It is also responsible for submitting Annual College Preparatory Reports to the Florida Board of Education.

If a student is retested prior to coming to FAMU earning a higher ACT or SAT score, documentation must be provided to the Office of Admissions and C-PREP coordinator to update the student's status.

The C-PREP process impacts each academic unit as it is a University-wide program.  C-PREP students are primarily a part of each school and college. As students are tested, qualifying for C-PREP remediation, they must be enrolled in and pass the appropriate C-PREP courses listed below:

    ENC    0001    College Preparatory English
    REA    0001    College Preparatory Reading
    MAT    0024    College Preparatory Mathematics

A plan of action has been developed for each student participating in the C-PREP Program.
  1. Upon admission to the University, the Office for University Admission or the C-PREP coordinator places all potential C-PREP students who do not meet the minimum SAT/SATI and ACT/EACT requirements on C-PREP REGISTRATION (CP) HOLD.
  2. Upon arrival to the University, prior to registration, a student is administered the Florida College Entry-Level Placement Test in those areas in which the minimum scores are not met. The test is under the supervision of the University Testing Center. The student is required to enroll in C-PREP courses in the remediation area(s) failed. The student exempts C-PREP if he/she passes all tests.
  3. After the student has been tested and it is determined that remediation is needed in the area(s) of English, reading and/or mathematics, the C-PREP HOLD is "CLEARED".  The C-PREP Coordinator clears the HOLD and the student is permitted to register for the required C-PREP classes. Academic advisors assist students with registering for other courses in line with the C-PREP rules.
  4. The C-PREP Instructor works with the student one-on-one, helping him/her to develop the necessary skills to prepare for college level courses and the exit exam.  The instructor evaluates the progress of the student and submits a passing/failing grade at the end of the semester. Students must pass both the course and the exit exam. Students failing a course must re-enroll in that course the next semester of enrollment.
  5. The C-PREP Coordinator monitors the total C-PREP population, interfaces with key areas involved in the C-PREP process, recommends the implementation of holds for students failing C-PREP courses and authorizes the Registrar's Office to Permanently Clear those students satisfying all C-PREP requirements.

Students who have satisfied the C-PREP requirements at other Florida institutions must request that institution to provide appropriate documentation to the Office of Admissions and the C-PREP office.

NOTE: Students who do not test out of the C-Prep Program must enroll in the appropriate C-Prep course. Passing college-level courses in the student’s area of weakness will not satisfy the C-Prep requirement.

Course Descriptions

    
ENC 1000 Introduction to Communication Skills (0) Provides students with lessons on communication skills that  are essential for correct speaking and writing, i.e., mechanics, grammar, sentence structure, and paragraph development. Correlates with freshman English.

ENC 0001 College Preparatory English
(3) A precollegiate course that focuses on mechanics of standard English and paragraph development to prepare students to pass the C-Prep exit test and the paragraph writing test. Students who meet C-Prep criteria are mandated to take this course.

MAT 0024 College Preparatory Mathematics
(3) A precollegiate course that prepares students for college level mathematics and focuses on properties of real number, numbers systems, rational numbers, linear equations and inequalities, properties of exponents and radicals, functions and graphs, word problems.

REA 0001 College Preparatory Reading
(3) Introduces and reinforces literal, inferential, and critical reading skills needed to become a proficient reader of college level textbooks and other related reading materials.

REA 1105 Reading Improvement
(3) Provides a systematic approach to reading with emphasis on skills relative to vocabulary and comprehension improvement and on the efficient reading of college textbooks. Extensive evaluation and correction of reading difficulties are stressed.

REA 1505 Vocabulary Improvement
(3) Emphasizes vocabulary improvement through the use of contextual clues and word structure as practical methods for unlocking meanings of unfamiliar words. Literal and implied meanings of words are examined to facilitate word choice and appropriate usage.

REA 1605 Study Skill Improvement
(3) Focuses on effective study skills and systematic reading approaches designed to maximize the study and retention of materials presented in college level reading texts.

SLS 1101 College Orientation
(2) Designed to assist students with adjustment to college and understanding the role and responsibility of a student in a university setting through career, academic, social, and personal counseling/advisement.

SLS 1201 Cultural Awareness
  (0) A course designed to provide relevant data regarding identity and self-concept of American Blacks and other minorities.

SLS 1321 Education and Career Planning
(0) A course designed to assist enrollees in identifying careers and majors.

SLS 1501 College Survival
(1) An orientation to procedures that provide retention-oriented skills and tips to students to assist them in coping with college environment.

SLS 1531 Orientation for Returning Students
(0) Designed to identify needs related to academic progress and plans to assist students in meeting academic progression requirements.