Advisor Directory

School of Architecture

Tamela Gallimore (Years 1 & 2) Cowgill Hall, Room 201 tamccoy@vt.edu Vernon Ferguson (Years 3, 4, & 5) Cowgill Hall, Room 201 vernf@vt.edu

School of Design

Michelle Flinchum 201 Cowgill Hall michellevf@vt.edu (michellevf@vt.edu)

School of Performing Arts

Deidra Hopkins Henderson Hall deidra61@vt.edu (deidra61@vt.edu)

School of Visual Arts

Susan Rosebrough slough@vt.edu

Explore the College of Architecture, Arts, and Design (EXPLORE AAD)

Rob Jacks Cowgill Hall, Room 202 rjacks@vt.edu

Undergraduate Advising

The 2019-2024 Virginia Tech Advising Strategic Plan can be accessed here.

Undergraduate Check Sheets are posted on the registrar's website, here.

Please contact regarding any questions:

Susanna Rinehart, Associate Dean for Academic and Faculty Affairs

Rob Jacks, Director of Academic Advising

231-6415 |

Grey Kieffer, Academic Affairs Coordinator

MISSION

Virginia Tech’s College of Architecture, Arts, and Design recognizes academic advising to be a critical component of the educational experience of its undergraduate students. Through individual, collaborative relationships with our team of knowledgeable and highly skilled Academic Advisors, students are best able to define and implement sound educational plans consistent with their personal values, academic goals, and career plans. While academic advising chiefly occurs as part of the advisor-advisee relationship, the wider network of AAD faculty and staff support the College's overall advising mission. We recognize our obligation to provide undergraduates with timely and accurate advising delivered through our academic departments and AAD Academic Affairs, and we welcome the opportunity to discuss our degree programs with any current or prospective Virginia Tech student who is considering a major in our College.

GOALS

The College of Architecture, Arts, and Design has established the following specific academic advising goals that align with our desire to provide the highest quality assistance to our students. AAD Academic Advisors are committed to our responsibility of:

  • Helping students clarify their life and career goals;
  • Working with students to develop their most suitable educational plan;
  • Guiding students in their selection of courses and educational experiences;
  • Accurately interpreting institutional policies and requirements;
  • Raising student awareness about educational resources such as internship and independent study opportunities, interdisciplinary study, and study abroad programs;
  • Regularly evaluating student progress toward established goals;
  • Encouraging students to complete degree requirements in a timely manner;
  • Supporting the development of decision-making skills;
  • Seeking out and using support services across campus.

PHILOSOPHY

Overall student success is the ultimate goal of every educational institution, and it is the role and responsibility of the Academic Advisor to promote student success and cultivate student development through individualized support, knowledge-sharing, empathy, and open-mindedness guided by appropriate and effective application of university policies, procedures, and curriculum. While students are ultimately responsible for designing their own future, the developmental diversity that exists among the population of traditional college-age students requires attentive monitoring by advising staff. Individualized attention encourages personal and academic success, informs students that they are important people to the university at large, and guides students as they move toward planning for their future, whether that includes starting a new job or pursuing an advanced degree. In his publication titled The Seven Vectors, 20 th century student development theorist Arthur W. Chickering establishes a framework from which university faculty and staff can shape their understanding about the developmental transitions that today’s college student experience. The journey through young adulthood is teeming with challenges that include self-identity, developing non-familial interpersonal relationships, time management, experimentation, and decision-making along with the intense learning inherent of post-secondary education that makes this passage all the more formidable. An attentive and effective Academic Advisor understands the many dynamics at play in a college student’s life and will determine the most appropriate manner by which to assist and support a diverse population of students who present a variety of issues and concerns. Owing to the demographic complexities of today’s student, Academic Advisors must have extensive knowledge of various advising strategies that are as diverse as the students they serve. The proliferation of special student populations today includes veterans, non-traditional age students, students with physical and mental disabilities or limitations, gender and sexual identity, international status, first generation, and socioeconomic status. These evolving characteristics have added complexity to the knowledge base required of today’s Advisor, yet the underlying Advisor responsibilities remain intact. My personal academic advising philosophy revolves around the following five key components, all of which favorably promote student success.

An effective Academic Advisor will:

  1. Provide students with current curriculum and university policy and procedure information as well as direction to campus resources that support academic success and facilitate academic and career planning.
  2. Ensure that students follow a path that will lead them toward successful completion of their degree program while exploring opportunities for personal and academic enrichment along the way, including internship, study-abroad, and extra-curricular activities that foster personal, professional, and academic development and promotes holistic well-being.
  3. Provide effective guidance and support to at-risk students including those who are undecided, first generation, international, and students in academic recovery from a low grade point average, probation, or suspension status, and guide at-risk students toward identifying their challenges while working closely with them toward resolution.
  4. Work cooperatively with all university entities to ensure consistent and sound support for the entire student population.
  5. Promote student retention and completion, the probability for which increases as students develop close connections within their academic community, and through the development of an sustainable plan for achieving academic and career goals.

Far more importantly, all students must be treated justly, always without prejudice. Each student arrives on campus bearing highly diverse life experiences. No two students are alike. Advisors will encounter students who have conquered monumental challenges as well as those who have enjoyed a comfortable, protected youth. Regardless of personal history, all students are comprised of unique characteristics and have reached different developmental stages of their lives, yet all require the support of an Academic Advisor throughout their college career. It is both a responsibility and a privilege of today’s Advisor to embrace students for their individuality and provide support in every manner possible while these young adults are crafting their own futures. Finally, it is extremely important to recognize that the most successful students are actively involved in their academic program, have developed close relationships with their faculty and peers, and have a solid academic plan developed in meetings with their Advisor. These key elements provide students with a sense of belonging and they are key to retention and program completion and, ultimately, student success. Each of the four schools in the College of Architecture, Arts, and Design provides academic advising support for students as they develop a plan for their Virginia Tech education. Through guiding students to engage with faculty and supporting their personal and intellectual development, academic advisors encourage students to explore the full breadth and depth of scholarly opportunities and to discover their own sense of belonging on our campus. Your choice of major already exposes you to the full intellectual richness of undergraduate study at Virginia Tech, supports you in your academic and intellectual pursuits, and instills within you a deep sense of identity and belonging among our community of scholars. This is your year of transition and exploration. To help you along the way, we have paired you with a professional academic advisor in your major department with whom we expect that you will maintain a strong connection all throughout your undergraduate years. Always keep in mind that networking with university faculty, staff, and your peers may lead to opportunities that build skills, experience, and character. Engage yourself in conversations as you advance through each day and week of the semester. It is never too early to begin networking because it is never too soon to begin planning for your future career. Throughout the sophomore year, students must continue to meet regularly with their academic advisor. Some students may discover that their academic interests have changed and they may no longer be interested in the same major or minor as when they were first year students. If you are faced with this type of uncertainty, it is imperative that you meet with your advisor to discuss your thoughts and feelings and work through how a change would affect your academic plan. We are here to guide and assist you as you consider making these important decisions. As you begin your sophomore year, we encourage you to closely evaluate your academic plan and ask yourself the following questions: Which courses have I enjoyed the most? What career am I starting to really think about and what areas of study will help pave the way toward my career goals? How many credit hours per semester is a reasonable course load for me? What degree requirements do I have left to complete? You should not expect to know the answers to these questions right away, but take time now to speak with your academic advisors and your professors and then carefully consider their responses. Remember to expand your campus network of faculty, staff, and peers as you develop plans for your future career. Networking has shown to be an effective job search strategy. As a junior it is imperative that you meet with your academic advisor to ensure that you are fulfilling your degree program requirements. You have a personal responsibility to check your degree audit periodically on your own and to present any questions you may have about degree program requirements to your advisor. Do this early on in the Fall semester and then again in Winter or early Spring. By the end of your junior year, you want to make sure that most or all of your university requirements have been completed and that you are on track for graduation. This is also an excellent time to visit Virginia Tech’s Career Services office to explore information on internships, graduate school, career opportunities, and to meet the staff who will guide you as you consider employment or continuing your education. Visit the Career Services website for more information. Remember to continue networking with university faculty, staff, and your peers as you develop plans for your future career. In your discussions, mention your plans for the next few years and listen closely to the comments being made. Valuable guidance is often revealed in casual conversations. The senior year and 5 th year are often the busiest but also the most exciting time as students complete their undergraduate education, write final papers, assemble culminating projects, and get a taste of the working world through internship programs. Many students are considering applying to graduate school or deciding where they will live as they enter the job market. Some important things for you to think about as a senior or 5 th year student:

  • Check your degree audit to see which graduation requirements remain to be completed then the next time registration rolls around, choose your courses carefully. Remember to balance the course load for each of your remaining semesters to allow time to complete all your assignments.
  • Think about what you want to do after graduation. Do you want to look for a job or apply directly to graduate or professional school? Maybe you would like to take some time off and travel or do volunteer work. Whatever you decide, a significant part of your time this year will be spent preparing for life after college. Take this into consideration as you select the final courses of your degree program.
  • This is an excellent time to visit Virginia Tech’s Career Services office to explore information on internships, graduate school, career opportunities, and to meet the staff who will guide you as you consider employment or continuing your education. Visit the Career Services website for more information.

Many transfer students arrive at Virginia Tech well prepared for what lies ahead. Because you have already experienced college life, you already understand the importance of meeting with your advisor, study strategies, communicating with professors, time management, and effective planning. Of course, you are not expected to know everything when you first arrive, but the one thing you must know and always remember is that your academic advisor is readily available to guide and assist you in your transition. The skills that you developed at your previous institution combined with your commitment to accessing the excellent services and resources available on the Virginia Tech campus are certain to make your transition smooth and enjoyable. Get to know your academic advisor and meet with him or her frequently…at least once per semester. Our academic advisors are trained professionals who will guide you as you make decisions about your academic and career plan. Equally as important, they can assist you with understanding university policies, interpreting your degree audit, and transferring credits. The University Registrar’s Transfer Guide contains valuable information for transfer students. Always keep in mind that networking with university faculty, staff, and your peers may lead to opportunities that build skills, experience, and character. Engage yourself in conversations as you advance through each day and week of the semester. It is never too early to begin networking because it is never too soon to begin planning for your future career. Academic advisors for student-athletes are housed in 329 Lane Stadium. Student Athlete Academic Support Services (SAASS) supports student-athletes in balancing their academic and athletic demands. SAASS provides comprehensive academic support services such as tutoring, studying assistance, computing technology, and academic and individual skill development programs. A SAASS professional is assigned to each athletic team and takes the lead in coordinating the academic support efforts for each team member. SAASS integrates its services with those of the University community. Each Academic Coordinator assists student athletes in making appointments with appropriate offices such as their major academic advisors, the Registrar, Office of Scholarships and Financial Aid, Dean’s Offices, Career Services, Cook Counseling Center, Cranwell International Center, and the Center for Academic Enrichment and Excellence. The Virginia Tech community expects each student-athlete to achieve his or her academic and athletic potential, and the mission of SAASS is to help each student-athlete meet this expectation. (*Retrieved from http://www.saass.vt.edu/, August 2015.)*

International Students

International students offer an aspect of diversity that contributes to the enrichment of our University. The main support for international students on complex federal and state regulations concerning immigration, travel, and employment regulations is Cranwell International Center. Cranwell is located on West Clay Street and overlooks the tennis court on Washington Street. Before international students make any changes in their academic standing, courses in which they are enrolled or changes of major, minor or options they should discuss the implications of those changes with Cranwell International Center to be sure they are not jeopardizing their immigration status in the United States. Strategies for Effective Communication with International Students

  • Set individual at ease; try to make personal contact.
  • Determine who the person is and where they are coming from, i.e. how they see the situation.
  • In interactions, try to determine common goals.
  • Give an overview of the system, and explain how that system operates.
  • Determine an individual’s position in that system, and try to find where he/she wants to go.
  • Be aware of the importance of friendly questioning. Try not to ask questions that only require a yes/no answer. Instead, ask questions that require the individual to try to communicate and let the person find their own words.
  • Try to find out their status and what their actual goals are.
  • Explain the scope of your abilities and powers, if relevant.
  • Direct them on the next step.
  • If what they want is an impossibility, explain and clarify why.
  • Closure is important. If you do not expect to see them again, end with a note of finality.

Identifying and Referring Distressed Students

The college years can be very stressful for many. In the contemporary climate of competition and pressure, some students adequately cope with these stresses, but others find that stress becomes unmanageable and interferes with learning. In some cases, these students may even disrupt the learning of others. Your Role Many students initially seek assistance from faculty or staff members. Please know that faculty are encouraged to submit a VT EARS report for academic concerns through HokieSpa (Early Academic Referral System) and for other concerns (personal well-being) to the Dean of Students Office (Dean of Students Referral). These can be accessed Hokiespa -\> Faculty Access by any faculty or staff. Below are guidelines for identifying students in distress.

  • Excessive procrastination and very poorly prepared work, especially if inconsistent with previous work.
  • Infrequent class attendance with little or no work completed.
  • Dependency (e.g., the student who hangs around or makes excessive appointments during office hours).
  • Listlessness, lack of energy, or frequently falling asleep in class.
  • Marked changes in personal hygiene.
  • Impaired speech and disjointed thoughts.
  • Repeated requests for special consideration (e.g. deadline extensions).
  • Threats to others.
  • Expressed suicidal thoughts (e.g., referring to suicide as a current option).
  • Excessive weight gain or loss.
  • Behavior that regularly interferes with effective management of class.
  • Frequent high levels of irritability, unruly, abrasive, or aggressive behavior.
  • Unable to make decisions despite your repeated efforts to clarify or encourage.
  • Bizarre behavior which is obviously inappropriate for the situation (e.g., talking to something/someone that is not present).
  • Students who appear overly nervous, tense, or tearful.

Guidelines for Interaction:

  • Talk to the student in private.
  • Express concern. Be as specific as possible in stating your observations and reasons for concern.
  • Listen carefully to everything the student says.
  • Repeat the essence of what the student has told you so your attempts to understand are communicated.
  • Avoid criticizing or sounding judgmental.
  • Consider the Thomas E. Cook Counseling Center (CCC) as a resource and discuss referral with the student.
  • If the student resists referral and you remain uncomfortable with the situation, contact the CCC to discuss your concern.

Students with Disabilities

The Services for Students with Disabilities office exists to assist the university with its mission of creating an inclusive and welcoming community for all students. The SSD office works to ensure that students with disabilities receive equal access to education and opportunities at Virginia Tech. If a student you are advising discloses to you that he/she has a disability, ask the student if he/she has contacted the SSD office. It is the student’s responsibility to provide documentation to the SSD office in order to obtain an accommodations letter from the SSD office. Although every disability is unique and requires specific accommodations and services, listed below are some general strategies for advising students with disabilities or for students you feel may have an undiagnosed disability.

  • If a student you are advising discloses that he/she has a disability, you may want to ask the student to tell you how the disability affects him/her academically. This information will assist you in advising the student on the number of credit hours to take each semester, how to balance his/her schedule, and how to plan a schedule.
  • While you may not counsel a student with a disability out of a particular major, you can discuss the requirements of a major and how the disability may affect the student’s success in the major.
  • If a student you are advising has disclosed a disability, you will want to ask the student if they have contacted the SSD office in order to discuss academic accommodations and other services.
  • If a student with a disability tries to give you the documentation for the disability, ask the student to take the documents to the SSD office. Please do not keep a copy of the documentation.
  • If a student you are advising is having academic difficulties and he/she has not disclosed a disability, you may want to suggest they come to the SSD office for an intake to see if an undiagnosed disability may be present and professional testing may need to be recommended.
  • If a student requests a course substitution for foreign language, ask the student to come to the SSD office with the request. There is a process in place that the student will need to complete.

ABSENCES Students are expected to attend class and faculty should indicate their attendance policy on their course syllabus. In the event that a student cannot attend class, especially on a day in which an exam, quiz, or assignment is scheduled, there are ways to present the instructor with a verified absence. Personal Illness Students should visit Schiffert Health Center and a note for an excused absence will be forwarded to the AAD Dean's Office and then sent directly to the student's instructors. Death/Illness in Family In the event of a family death or illness students should seek out the Dean of Students Office. They will verify the situation and an excused absence notice will be forwarded to the AAD Dean's Office and then sent directly to the student's instructors. Other Absences Students may miss classes for a number of personal reasons (athlete competitions, professional conferences or competitions, etc.) Athletics Advising coordinates absences for athletics while the student should work with the Dean of Students Office or the AAD Office of the Dean to verify absences for professional conferences and competitions. It is up to the instructor to decide how to allow a student to make-up exams, quizzes, and allow late assignments to be submitted. ACADEMIC ELIGIBILITY Students are required to maintain a minimum, cumulative, overall GPA of 2.0 to continue enrollment at Virginia Tech. Academic Probation Students who do not maintain the required GPA are first placed on Academic Probation for one semester. During academic probation, the student is allowed to enroll at classes at Virginia Tech. If the student elects to take classes elsewhere during a period of Academic Probation, the courses can transfer back to Tech provided appropriate policies and procedures are followed and met. While on probation, students will be required to meet with their academic advisor and develop a plan for success and submit it to the AAD Dean's Office. Academic Suspension If a student’s GPA remains below a 2.0 after a semester of Academic Probation, the student is then placed on Academic Suspension. During Academic Suspension, the student is not allowed to enroll in classes at Virginia Tech. Any classes taken elsewhere during this time cannot be transferred back to Tech. The first time a student is placed on Academic Suspension, the student is prohibited from enrolling at VT for one semester. The second time, two semesters, and the third time, the student is not allowed to return to VT. This policy is outlined in the Undergraduate Catalog, here. Students who are placed on suspension must work with the Director of Academic Advising, Rob Jacks (rjacks@vt.edu), and the AAD Office of the Dean in order for the hold to be lifted from their account. Some departments/schools will place an additional hold on the student’s account until the student meets with his/her advisor to ensure that the student realizes the consequences of the probation or suspension and to inform the student of appropriate resources to help them with academics. ACADEMIC RELIEF Students may request Academic Relief on the basis of three different situations: documentation of a significant psychiatric or psychological problem, documentation of a significant medical problem, or documentation of a significant learning disability or attention deficit disorder. The three offices that review requests for academic relief are Cook Counseling Center, Schiffert Health Center, and the Services for Students with Disabilities office respectively. Each has very specific guidelines for the process of requesting academic relief each of which is provided in the Appendices of this handbook. Please read the guidelines very carefully when assisting a student with his/her request. ADD/DROP Dates for adding and dropping courses are given on the timetable of classes and on Hokie Spa. Students can add classes up until the 5th day of classes in a semester (3rd day in summer and 1st day in winter). Dropping a class without penalty is available until the end of the sixth week into the semester (end of second week in summer and 1st day in winter). If the student drops courses before the deadline to drop without penalty, the class does NOT show on the student's transcripts. There is no record that student was ever enrolled in that class section. Students may add and drop classes on Hokie Spa. Once the add or drop deadlines have passed, the student must seek out the dean's office for a late force add or late drop request. In the case of needing to drop a class after the sixth week, students should use a course withdrawal (sometimes referred to as a "w") of which they earn 3 for their entire time at Virginia Tech. APPLYING FOR A DEGREE All students must apply for a degree before they can graduate. This is done on Hokie Spa. Students who anticipate their date of graduation changing may go back and change their graduation date. Students are typically prompted by their academic advisor when it's time to apply for their degree. AUDIT A COURSE Course Audits are allowed in the College of Architecture & Urban Studies, but may evaluated on a case by case basis. When auditing a course, it will still show up on the student's transcript but the student will not earn any credit nor a grade for the course. When students add a course they may change it to audit from the grade menu. CHANGE OF MAJOR/MINOR/CONCENTRATION Change of Primary Major Students wishing to change their primary major must do so through Hokie Spa during the designated change of major periods. These time periods are advertised by the university and our advisors and typically occur after Fall final exams, and through the beginning of January, after May exams, and through early June, and again in August. Information on the online change of primary major system can be found on the Student Academic Advising website, here. Secondary major, minor, and concentration changes (add/drop) are processed on a rolling basis via a form located on the AAD Forms website. The form must be signed by the academic advisor of the major/minor/concentration before being submitted to the AAD Office of the Dean through DocuSign. CREDIT OVERLOAD AAD students who wish to take more than 19 credits in one semester (9 during summer), must complete a Credit Overload Request Form. The student's advisor must sign this form before being submitted to the AAD Office of the Dean. More information about this form/process may be found on the document itself. COURSE REQUEST Course Request is a time when students can request sections of courses via the online request system in Hokie Spa. It is important that students realize that they are requesting courses and this doesn't guarantee they will obtain a seat in a particular section of a course or the course at all. If students do not get courses they want they may adjust their schedule during the designated drop/add time. COURSE SUBSTITUTIONS Beginning in May of 2021, all course substitutions must be approved by the AAD Academic Dean's Office. This includes substitutions for pathways, major requirements, electives, degree core, and for minors. Course substitutions are rare, and are not to be encouraged or suggested as an option for most student situations. The Course Substitution Form can be found here. COURSE WITHDRAWAL The course withdrawal policy is designed for students who are struggling with a course in which they find themselves ill-prepared or for other extenuating circumstances unable to finish. Policy 196 allows currently enrolled students to designate a course status of "Course Withdrawn". The Course Withdrawal Form is typically due on the last day of classes and students may withdraw from up to 3 courses their entire time at Virginia Tech. DEAN’S LIST Students who earn a 3.4 GPA on 12 or more hours attempted (A-F) achieve Dean’s List. Pass/fail hours do not count toward Dean’s List eligibility and summer sessions are not included in Dean’s List eligibility. DEGREE AUDIT REPORT SYSTEM DARS is a tool that is used by the student, advisor, and registrar's office to determine if and how much of a student's degree requirements are complete. DARS may be run and evaluated in Hokie Spa. FERPA The Family Educational Rights and Privacy Act of 1974 is intended to grant all students certain rights regarding their educational records. Essentially no person employed at the University is allowed to give a student’s academic information to anyone unless the student has given them permission to do so. The FERPA disclosure is now located on Hokie Spa ➔ FERPA. The student provides the names of persons to whom faculty/staff can disclose academic information AND the person who is allowed that information must provide a “code” that the student has entered on the online form. FINAL EXAMS If a student learns that he/she has three final exams in one 24 hour period, that student can request to have one of the exam times changed. They should identify one of the instructors and obtain their signature on a change of exam time form before submitting it to the AAD Office of the Dean. Exam changes are not granted for personal vacation. Faculty must give their exams on the date allotted for their course, however, they may schedule make-up exams at their discretion. It is strict university policy that NO exams, assignments, make-up exams, quizzes, department activities, etc. be administered on reading day. FORCE-ADDS Force-Adds in the College of Architecture & Urban Studies are handled by individual schools/departments through the first five days of classes. After the first five days, students may no longer force add a course and departments can no longer adjust student schedules. Should the student be seeking a force-add after the deadline has passed, they may seek a late force add form request through the AAD Office of the Dean. FULL TIME STATUS A student is considered full-time when he/she is enrolled in a minimum of 12 credit hours in the fall/spring semesters and 6 credit hours in each summer term. While the University does not require a student to be full-time, other offices/programs do such as Financial Aid, NCAA, and Housing. Other ramifications of being part-time status may include not qualifying for insurance coverage under the parents’ insurance (e.g., auto, health, etc). Students who are not enrolled full-time may have a delayed graduation date. Any student who wishes to enroll part-time should discuss all consequences with his/her advisor. GRADE CHANGE/ENTRY Grade Entry Grade entry is available through HokieSpa for faculty. They may upload spreadsheets from Canvas or manually enter grades for students on their rosters during the designated grade entry period. This is heavily advertised by the college and schools/departments for the weeks leading up to, during, and through the final exam date. Grade Changes Grade changes include changes from grades faculty failed to report on time. Midterm Grades Faculty are required to submit midterm grades of "satisfactory" or "unsatisfactory" for all first semester students in the fall semester. Failing to do so risks reporting and has advising ramifications for students, their advisors, and the dean's office. Changes of Grade Mode A/F to P/F may be done until the last day to drop without penalty. P/F to A/F can only be done until specific dates. See the change of grade mode form for more information. HOLDS If a student has a HOLD placed on his/her account, the reason for the hold can be found on the student’s account on Hokie Spa. Only the person/office that has placed a HOLD on a student’s account can remove the HOLD. Therefore, to have the hold removed, the student must resolve the issue with the particular office that placed the hold in the first place. A HOLD precludes the student from course request and add/dropping courses. Reasons for a HOLD on an account include, but are not limited to outstanding library fees, parking fines, infirmary fees, honor code violations, and lack of health history form on file with Schiffert Health Services. Departments and the Dean's Office can also place holds on a student’s account for various reasons, like Orientation. HONOR CODE The Honor Code is upheld in all classes in AAD. The link here explains the honor code and VT's Honor System. INCOMPLETE GRADES Incomplete Grades are entered at the instructor's discretion. An Incomplete grade can be assigned for a student who is unable to finish all necessary coursework due to legitimate circumstances, such as illness, death in the family, etc. When a student is assigned an Incomplete, he/she has the next full semester to complete the coursework. If an Incomplete is earned in the fall semester, the student must complete coursework by the end of the spring semester. If an Incomplete is earned in the spring semester, the student must complete coursework by the end of the fall semester. If an Incomplete is earned in either summer terms, the student must complete coursework by the end of the fall semester. Once the student does complete coursework in the necessary time frame, the Instructor must complete a Grade Change form. Assigning an Incomplete and allowing a student the next term to complete any coursework is the prerogative of the Instructor. If the student still has not completed the necessary coursework after the next full semester, the Incomplete automatically reverts to a Failing grade. INDEPENDENT STUDY/UNDERGRADUATE RESEARCH Independent Study (X974) and Undergraduate Research (X994) courses are work experiences approved by the AAD Office of the Dean to augment traditional classroom activities. The student must obtain an Independent Study/Undergraduate Research form and their faculty mentor who is overseeing the study should fill out the form and attach a necessary syllabi with objectives, learning outcomes/products, and frequency of faculty/student interactions. Grades A-F or P/F may be administered for Independent Studies and Undergraduate Research. Per university guidelines, independent studies and undergraduate research should complement gaps in curriculum or allow a student to delve deeper into an area of study not reflected in the curriculum. They should not duplicate courses already taught. Students may take no more than 12 credits of Independent Study/Undergraduate Research their entire time at Virginia Tech. More information can be found on the form. INTERNSHIPS Internships are coordinated by schools/departments in AAD and the Office of the Dean is not involved with adding them to a student's schedule unless the add/drop period has closed. Per university and VA state policy, students who earn credit for internships should not be compensated at the same time. PASS/FAIL GRADE OPTIONS Only courses that are NOT degree requirements can be taken pass/fail. Also, only students who have completed 30 credit hours or have a cumulative GPA of 2.0 or above may take a course pass/fail. This policy does not apply to courses that are offered only with a pass/fail option. Pass/fail grade option can be completed by the student on Hokie Spa until the last day to add classes. For grade mode changes done after the last day to add, please see the section on Grade Mode Changes and Deadlines. No more than 10% of VT credits can be taken Pass/Fail. This is an important consideration for transfer students who typically have less than 120 credits taken at VT. PATHWAYS PLANNER The Pathways Planner is an electronic planning tool that allows students to map out future coursework in a major. This system is found in Hokie Spa and can be accessed by students and their advisors. PREREQUISITES It is up to each department/school to reinforce prerequisites. Departments/Schools can request that the Registrar’s office also reinforce prerequisites with the online course registration/add-drop. PURGES A student's schedule may be purged (removed from the system) for non-payment of fees. Purging of a schedule does not eliminate the student's financial obligation of tuition and fees to the University. When purged, students must fill out a purge reinstatement form and settle their bill by the established deadline. READMISSION Students who leave VT in good academic standing (GPA \>2.0) are able to course request via Hokie Spa at any time provided the student does not have holds on his/her account. Students who are returning to Virginia Tech with a GPA \<2.0 need to be informed that they should meet with Rob Jacks in the AAD Office of the Dean to discuss their plans to return. Students of whom the Associate Dean’s office is aware that they are able to return from suspension will be sent a letter informing them of course request dates and a recommendation that the student meet with the Advisor in their department/school. Students who have graduated from VT and wish to return to complete a second degree can enroll in classes via Hokie Spa, but when they do so, they are enrolling as a student in the department from which they completed their degree. Once enrolled in courses, they must complete appropriate paperwork and processes to change their major to the second degree they wish to complete. They must be aware of any restrictions of the second major as this may impede their ability to change their major to the second major. REPEATED COURSES If a student has earned a grade of “C” or better in a course, the course can NOT be repeated for an improved grade. The second assigned grade of “A-D” automatically changes to a “Pass” when the Degree Audit Report system detects a repeated course with a grade of “C” or better. If a student has earned a grade of “C-” or less, the student can retake the course for an improved letter grade. Both grades are factored into the student’s cumulative GPA, however the credits for the repeated class will not be included in the credit hours required for graduation. Students who fail a course at Virginia Tech and want to retake that course at another college or university need to discuss this with their advisor and confirm with them that this is a viable option for retaking a course. Points that the advisor needs to consider in advising the student include:

  • If the course being repeated is included in the student’s in-major GPA does the student need to repeat it here in order to improve the in-major GPA?
  • What are the department’s requirements for repeating failed courses? Does the department require that the course only be taken or retaken on this campus?
  • Is the repeating of this course on campus needed in order to improve the student’s overall GPA? If the student takes it elsewhere only transfer credit will be awarded to the student; the grade does not transfer.

After discussing these issues with the advisor and the advisor agrees the student can repeat the course at another school, the student also needs to complete the “Authorization to Take Courses Elsewhere” process. RESIGNATION/WITHDRAWAL FROM THE UNIVERSITY Withdrawal is withdrawing from all courses through the first day of classes. Resignation is withdrawing form all courses after the first day of classes. Both require the Resignation/Withdrawal form found on the registrar's website: https://registrar.vt.edu/content/dam/registrar_vt_edu/documents/Updates/forms/Student-Withdrawal-Resignation-Form.pdf STUDENT RECORDS Student Files are kept online through Banner. Only a student's academic advisor and the AAD Office of the Dean may upload to or access a student's file. SUSPENSION When a student is suspended from the University for academic or disciplinary reasons, the student is not allowed to enroll at courses at VT. At the same time, the student may not transfer any courses taken elsewhere during the period of suspension back to VT. TRANSFER CREDIT Taking Courses Elsewhere (VA Community College or Elsewhere in the US) Courses taken elsewhere can transfer for Virginia Tech credits provided the student has completed three things:

  1. The student must determine if the course is equivalent to the Virginia Tech course. This can be done by looking up the course on the Transfer Equivalency Database. If the course does not transfer equivalently to any VT course, it may be able to come in as a free elective. Occasionally the department representative may allow a course that does not come in as a specific VT course to be substituted for a required course. The department must then process a substitution form.
  1. The student must complete an Authorization to Take Courses Elsewhere Form. This form should be signed first by the appropriate advisor in the student’s department. Then the form is brought to the dean's office where it is then forwarded to the registrar's office.
  2. The student must earn a minimum of a “C” in the course taken elsewhere for the credits to transfer, AND the student must arrange for the other University/College to send the transcripts to the Registrar’s office at VT.

It is important for the student to realize that when a course is taken elsewhere the credits transfer but the grades do not. A student can determine if a course has been awarded transfer credit within Hokie Spa ➔ Grade Menu ➔ Transfer and Other Additional Credit. A student who is on Academic Probation can receive credit for courses taken elsewhere. A student on Academic Suspension may not receive credit for course work taken at another college or university during any period in which the student has been placed on suspension by VT for academic or disciplinary reasons. Taking Courses Elsewhere (Outside of the United States) A similar process is in effect for students wishing to take courses elsewhere, except that the global education must sign off on this form and there are a few extra stipulations (see the form itself for these details). Students should have their transcripts sent to the Global Education Office after they have studied abroad. Authorization to Take Courses Abroad

Undergraduate Major & Program Links

Undergraduate Minors

  • Art History
  • Cinema
  • Design + Technology + Creative
  • Expression
  • Industrial Design
  • Landscape Architecture
  • Music
  • Music - Jazz Studies
  • Music - Technology
  • Theatre Arts
  • Technology, Humans, & Environment
  • Visual Arts & Society (a pathway minor)

Student Resources

AAD Academics webpage, Forms and Resources Links to specific forms:

Additional Student Resources