Advisement Summary–Uploaded 4/12/16

1. Log into Banner Web
2. Click on “Faculty Services”
3. Click on “Student Menu”
4. Scroll down and click on “Advisee Listing”
5. Select Term, then “Submit”
6. Locate your student on the list, then “View” their transcript (Registration PINs can also be found on this same screen)
7. Transcript Level: “All Levels”
8. Transcript Type: “Student Copy”
9. Click on “Display Transcript”
10. File  Print
1. My Computer
2. K- Drive
3. Student Worksheets
5. Search (located at the top of the page)  Type in Student ID#
6. If more than one worksheet appears, open the one with the most current date
1. Go to
(Log in with your Dowling username/password)
2. You will see four (4) icons across the top.
3. Click on “My Files” to access the Home drive (which is actually your J-Drive)
4. Click on “Net Folders” to access the K-Drive
(There are a lot of files on the K-Drive, so it might take a while to open)
5. Once it opens you can search for a worksheet by entering the student’s ID# in the “Filter List” box on the right side of the screen.
6. Once the file appears:
A. Open the file
B. Make the appropriate updates
C. “Save”
1. Cross-check the worksheet to the student’s transcript, updating any changes from previous semesters.
2. During your advisement session, fill in the courses (and semester) for which the student will be registering.
3. All course substitutions must be approved, in writing, by the Academic Chair and the Dean.
4. Remember to check for pre-requisites before approving a course.
5. The registration form must be completely filled in and signed by the student before you sign it. Do NOT sign a blank registration form.
Updated 4/11/16
Double-dipping is the concept of utilizing CORE courses toward major, minor, and certificate requirements. In such instances, the CORE requirement credits must then be replaced with an equal number of elective credits. Many of our degree programs are more than 120 credits. This does not mean you can make credit adjustments due to double-dipping. Under no circumstances are any credits to be removed, deleted, or waived from a student’s degree program!! Students who enter as Freshmen are required to complete a minor degree. However, there are certain exceptions. Please review the catalog to see if your student’s degree program allows for the exemption of a minor. Students with two majors must formally register for both majors. This requires filling out a form in registrar’s office. Double-major students are required to have two advisors. Please encourage your students to meet with both advisors.
The Registrar’s Office will not register students for courses where they have failed to meet pre- or co-requisites without permission of the instructor. You can check if a course has pre-requisites by reading the Banner entry. This information should be in the updated course catalog, but it can also be accessed in the following way:
1. Go to
2. Click on Catalog Advanced Search
3. Select the current term
4. Select the appropriate subject
5. Check the course entry
1. Please make a note of courses students are interested in that are not offered. If we can record sufficient interest we will try to add them into future schedules.
2. Be familiar with how to fulfill core requirements (see Core handout)
3. If a student is listed as having “bulk” credits transferred in, and they have not been added to the worksheet, you will need to send (or accompany) that student to Admissions so the counselors can transfer in the credits.
4. Be familiar with certain advising options, covered in more detail in the Advising Handbook
a. Consequences of dropping a class after the semester begins (p.17-19)
b. Include/Exclude options (p.21)
c. Pass/No Credit options (p.16)
d. Academic Probation (p.22-23)
e. Academic Forgiveness (p.26) Tuesday 4/12: Open to seniors (90 credits and above) * Wednesday 4/13: Open to juniors (60 credits and above) Thursday 4/14: Open to sophomores (45 credits and above) Friday 4/15: Open to all
* First Day Registration also includes: Hausman, HEOP, SSS, Athletes, Academic Access, and Visiting Students updated 4/11/16

Career Day Report

Attendance increased from 150 to 193 students representing an increase of 29%. Vendors responses to a post-event survey indicated positive ratings of the environment, hospitality, and refreshments. Some concern was indicated regarding student turnout, but a strong majority of vendors indicated overall satisfaction with this career day event.

Students’ Reactions to Most Recent Open House

A post-event survey using a scale from 1=poor to 5=excellent indicated the following prospective student’ responses:

Overall experience=4.7

Value of information provided=4.3

Opportunities to interact with faculty=4.5

Helpfulness of faculty=4/8

Courtesy of faculty and staff=4.8

Opportunities to interact with students=4.4

Quality of faculty workshops=4.5

Blood Drive Report

Denise Ingenito recently informed the Office of Assessment that our recent Blood Drive collected 58 pints of blood that could save as many as 174 lives! The event was jointly sponsored by the Health and Wellness Center and the Athletic Department.

Mental Health Awareness Event

An unprecedented number of students and faculty attended this event. There were 115 students and 13 faculty/staff in attendance.

Open House 11/14

The open house was attended by over 70 prospective students and their parents. An overflow crowd participated in the event that was held in the Ballroom and Hunt Room and at other locations around the College. Another well attended and well planned event. Congratulations to the Enrollment Services/Admissions staff and to Jonathan White, Assistant V.P. for Enrollment Services!

Summary of 2014-2015 Responses to Student Satisfaction Survey

77% of freshmen respondents felt that they were receiving an excellent education at Dowling.

88% of freshmen respondents felt welcome at Dowling.

81% of freshmen indicated that Dowling faculty made them interested in learning.

73% of freshmen felt that Dowling faculty cared about them.

69% of freshmen felt that there should be more opportunities to participate in intramural athletics.

Assessing Deans Research–FYI

Heck et al 2003 Assessing Dean Effectiveness



Report on Measuring Interdisciplinarity–Sorry the tables didn’t come out so well, but because there is so much current interest in the topic, I thought it was still worth sharing this report with you.

Measuring Interdisciplinarity

Provost’s Attendance Policy for Dowling Faculty

To All Adjunct and Full-Time Professors,

Based on a recent Title IV federal review (i.e., a review of our financial aid processes and procedures), the Dept. of Education has determined that we need to immediately improve our attendance policies. As such, I now require that all adjunct and full-time professors take attendance for the entire year. Moreover, I will ask that you make that attendance record available to your Dean at the end of the semester. I am investigating the possibility of using an electronic system that will automatically send the attendance information to the registrar, but until that time, please keep careful attendance records.

Not only does this help us comply with the federally imposed mandate, but it is also best-practices to keep track of our attendance. In the same vein, the college is implementing a new policy about reporting to the Deans about absences. Our hope is to catch students before they have drifted too far away.


  • All faculty must take attendance the full year
  • All faculty must make that attendance record available to the Deans at the end of the semester
  • For M/W; T/R classes –> If 3 missed classes in a row -OR- 5 total, then report to Dean in email with student name, ID, class name and number, and dates missed
  • For classes meeting once per week –> If 2 missed classes in a row -OR- 3 total, then report to Dean
  • For online classes –> If student has not participated for 2 weeks, then report to Dean

Thank you for your continued effort to make Dowling the best college it can be.

Adjunct Handbook August 2015  ADDED 9/11/15

Professional Development Survey of Dowling Faculty

Over the past couple of weeks, I reached out to faculty, both full-time and adjuncts, and requested that they let me know what type(s) of PD they would like as the College moves forward. I was pleased that 25 individuals responded to the request and provided me with a list of PD priorities. I’ve collated the responses and the results appear below with the percentage indicating the proportion of respondents listing a particular form of professional development. Many individuals listed more than one PD area.

Excel Training=24%

Blackboard Training=20%

Power Point Training=20%

EdTPA Training=12%

Worksheet Training=12%

Training in working with learning disabled students=8%

I want to than each of you for responding and I’ll be sharing these results with the President and Provost.

REPORT: Assessing Underserved Students’ Engagement in High-Impact Practices.”



National Survey of Student Engagement Data Summaries



Common Data Set Information

Common Data Set 2012-2013

Common Data Set 2013-2014

Additional Student Information

Dowling Graduate Employment Data

Other Pertinent Information



Annual Report 2013-2014 Final Library

COLLEGE SUMMITS REPORT–Summaries of reports on Latino and Diversity Summits held at Dowling College.

Mexican Students’ Visit–Summary Report
Long Island Youth Summit–An Overview

Nine Principles of Good Practice for Assessing Student Learning

Assessment and Learning A Review