School of Arts & Sciences Advising

OUR ADVISING COMMITMENTS

We believe that students are at their intellectual best studying disciplines that reflect their genuine interests and curiosities.

We believe that most students can and will graduate on time in 4 years of study with their personal commitment to success and impactful advising.

We believe that building connections from undergraduate study to the larger world of work and advanced study is an essential component of advising.

ON A LIBERAL ARTS EDUCATION

In the words of Dr. Margaret Watkins, Dean of School of Arts and Sciences and Professor of Philosophy:

SAS houses the fine arts, humanities, social sciences, and natural sciences. All of us are dedicated to our disciplines but also to the cultivation of the mind and heart that is the deep work of genuine education. The liberty to explore across and between areas of study is at the heart of a liberal arts education, and we look forward to helping your student on that path of exploration, guided by a love of truth.

It is becoming increasingly clear that human problems require interdisciplinary solutions: a public health challenge, e.g., needs scientists to explain the physical nature of the challenge, a humanist to help us understand the historical precedents and the moral factors of the situation, a social scientist to analyze the analogous patterns and large-scale impacts, and an artist to help us communicate solutions and call us to action.

We hear over and over again that hiring managers tire of candidates who seem like carbon-copies of one another. Cultivating interest and expertise in multiple areas opens up possibilities for different ways of thinking about problems and real topics of conversation, the importance of which is underestimated!

MEET DEAN DENISE ANNE GODIN

With over 30 years of experience promoting academic and career success in college students, Dean Godin’s overarching helping philosophy is to simply meet students wherever they are in their undergraduate development. She believes that all students deserve an empathetic, trustworthy advisor who insists on accountability and who also inspires them to realize their greatest potential.

“I’m truly grateful for the time and dedication you’ve committed to the successful completion of my degree.” -SAS Student

“I will always remember your kindness and empathy…you put into motion so many things to help ensure John’s success.” –SAS Parent

FACULTY ADVISORS IMPACT STUDENT SUCCESS

As professors they are mindful of the full educational experience of the student and are in the best position to offer insight into successful learning strategies.
Faculty are well-respected members of the campus community; thus, students often have a deeper sense of connectedness when working with a faculty advisor.
Faculty advisors understand how to facilitate the connection between undergraduate education and advanced study as well as future career goals.

I’m convinced that the difference for faculty between being a teacher and merely being someone who communicates information is what happens outside of formal classroom time. And undergraduate advising is the single most important link between the classroom and all those other opportunities to be with our students: office hours, meals in Ray, campus events, lectures, receptions, and more. To be present to students in this deeper way, first as teachers, then as mentors, and finally as friends, is at the heart of true education, and it depends crucially on academic advising.

Dr. Raymond Hain, Philosophy and Humanities

Advising students at PC is a vital part of the transformational educational experience we aim to provide students because it’s a chance for a 1-1 mentoring relationship between student and faculty. I’ve been able to get to know my students, help them cultivate their passions, develop their learning, and find courses and engagement in real-world experiences to help make them become creators of their educational journeys. The one aspect of advising we don’t talk as much about is the reverse-mentoring that also happens; as we build reciprocal relationships with students, they not only learn from us, but we are able to grow and develop as educators and learners ourselves.

Dr. Nicholas Longo, Global Studies

The beauty of the advising process is that you can watch students grow and develop over four years, both intellectually and emotionally, and you are able to form a bond with an advisee that is even stronger than the student-teacher bond. Many years later, I am still in contact with some of my advisees, encouraging them to go to grad school, receiving book recommendations from them!, following up on their mental health as well as their career paths. The somewhat intimate environment of advising—being one on one, talking about academics, but also about their life and their future—really lets me get to know a student. Advising, really, is mentorship. I’ve had so many advisees come talk to me about their emergent quarter-life crises! They feel comfortable sharing their struggles with me because I know them and I know their coursework and I know their goals. I doubt the impact of advising, good advising, on a student can be overstated.

Dr. Cristina Rodriguez, American Studies

In order for professors to teach students well, they have to observe deadlines and standards and grades. But the marvelous thing about the advising relationship is that it frees professors and students from that necessary discipline of the classroom. It allows somebody older to help somebody younger think through crucial stuff on the largest level: what kind of life do I want to have after college? What concrete steps, here at the college, can I take to move toward such a life? Is it OK for me to explore? Is it OK that I don’t know exactly what I want to do? How long do I have to decide? Questions like this, so crucial to the college experience, lie at the heart of good advising and, more generally, of the liberal arts college.

Dr. Eric Bennett, English

I think some of my most positive advising experiences involved convincing students that they should take classes in subjects they liked or were interested in. Sometimes this involved switching out of a major that they were unenthusiastically pursuing, and sometimes it just meant taking a course or two even if they didn’t plan to earn a major or minor in the subject. Our students are sometimes so focused on credentials that they hesitate to take any course that doesn’t ultimately earn them a major, minor, or certificate. They don’t realize that the bachelor’s degree is the most important credential, and they have so much flexibility in how they earn it.

Dr. Lynette Boos, Mathematics

Meeting one-on-one with students throughout the semester to discuss their interests, coursework, vocations, and dreams is core to why I love to teach at a liberal arts college. It allows me to learn about students—their interests, motivations, commitments, and goals—and for students to have a faculty member to brainstorm with as they make small and big decisions that affect their academic trajectory and beyond. It sharpens my understanding of what we are doing well in support of students and where gaps and shortcomings remain. Advising helps to personalize an academic course of study, expose students to new opportunities, and build community.

Dr. Trina Vithayathil, Global Studies

Faculty-based advising provides students on-demand advice on everything from adjustment to college issues to course registration to career advice. Faculty in A&S are invested in the undergraduate experience and it gives us great pleasure to watch students grow over their four years at PC. I have had students who have come to me with a detailed plan for their academic career, but also students who have no idea what career they want – both types of students are a pleasure to advise. The close mentorship students receive from faculty is a real hallmark of the PC experience.

Dr. Seann Mulcahy, Chemistry and Biochemistry

One of the things I notice when advising students is that, within a few minutes of chatting, the student feels some sense of relief that they are on the right track and that they know that if they need any additional guidance, I’m always available to help them. I have also had a number of occasions where a student would come to see me to talk about possibly pursuing a graduate degree but were worried they were not really qualified or would not be successful. After talking a bit, and sharing my own challenging path to and through graduate study, they often feel more confident and resolute.

Dr. Leo Kahane, Economics

It is a pleasure to work with students for a semester in a course, but with advisees we are in it for the long haul. I enjoy carrying on conversations with advisees over the course of four years, discussing both their immediate and long-term plans. It’s icing on the cake to get an email update from an advisee a few years after graduation.

Dr. Stephen Lynch, English

Advising Political Science majors and undeclared students has been among the most valuable and meaningful experiences of my career. Students benefit from engaging closely with faculty who have a strong working knowledge of their major and its relation to the Core curriculum, their overall field of study and the intellectual and professional pathways it can facilitate, and broader academic norms and expectations. My advising has provided insight into students’ particular interests, experiences, challenges and goals that is only possible through one-on-one interactions. This enables focused guidance that can help them make more informed decisions that meet their needs and maximize their strengths, and to grasp some of the less obvious rewards and opportunities that college provides.

Dr. Matthew Guardino, Political Science

For me, it’s all about the spark. When a student discovers something that sparks their interest, their passion, or their curiosity, something has shifted. Maybe their perspective has shifted in a way that makes them see the world differently. Maybe their career plans shifted. Maybe something more. Whatever that spark leads to, it’s a privilege to see their eyes light up and to wonder where it will lead them.

Megan Chang, Theatre, Dance, and Film

Serving as a faculty advisor has been a particularly rewarding part of my career at PC, allowing me to get to know students at a different level outside of the classroom. My former advisees now number in the hundreds. Over the years, there have been memorable moments as I have helped students navigate their academic careers at the college. Advising first year students who have not yet declared a major offers me new insights into the struggles of being 18 and feeling lots of pressures to have their lives already planned. Although the issues may change, students themselves still face the challenges of how to plan a future when their lives have barely begun. Being an advisor has thus certainly enriched my experience as a teacher in understanding the complexities of students as human beings with diverse interests and pressures.

Dr. Matthew Dowling, History

Some of my favorite moments as an advisor is being part of the vocational search of my students. Searching for a career to pursue can be a deeply reflective, spiritual, and philosophical process, and I feel deeply honored to be a part of these conversations. For some students, considering a career path they were unaware of or did not think was open to them can be an immensely joyful epiphany. This new goal aligns their strengths and values in a way that adds purpose to their work on and off campus. There’s a beautify symmetry in launching a young person off into a new, fulfilling future while feeling so fulfilled yourself as a mentor.

Dr. Maia Bailey, Biology

By helping students plan effectively, I can support them in developing a strong foundation for their future, whether that be in graduate school, research, or various professional fields. What I truly enjoy is the opportunity to connect with students on a personal and professional level. Learning about their individual interests within psychology or neuroscience and hearing their aspirations helps me tailor my guidance to fit their unique journeys. These conversations not only make the advising process more meaningful, but they also provide me with a deeper understanding of each student’s passions and motivations. Moreover, I find great fulfillment in getting to know students throughout their time in college. Watching them grow academically and personally, and playing a part in their development, is incredibly rewarding. It’s a privilege to support them, not only during a single semester but across their entire college experience, helping them navigate challenges and celebrate their successes along the way.

Dr. Victoria Templer, Psychology and Neuroscience

Advising students over the years has been much more than teaching and mentoring; it has been an integral part of my own learning journey. It offers a unique opportunity to connect with students, discovering shared interests and diverse perspectives that shape us all. By identifying resources, suggesting pathways, and becoming a better listener, I can appreciate the stories behind each individual. This empathetic approach not only enriches my work but also leaves a lasting impact on both students and myself.

Dr. Monica Simal, World Languages

Through advising, I often have an opportunity to really get to know individual students—what their passions are, what motivates them, and what challenges they may be facing—in a way that doesn’t always come through in a coursework setting. It’s those individual conversations that help me to understand where each student is coming from, and to figure out how they can combine and organize the pieces of their academic experience so that they can get the most out of their time at PC. And at the same time, when students feel supported through the advising process, when they feel known and mentored, they may be even more engaged with their work and with the campus community.

Dr. Andrea McDonnell, Political Science and Communication

A critical part of student development at Providence College is faculty-based academic advising. My role as an advisor allows me to mentor students regarding their academic path choices and career discernment. But over the years I’ve learned that conversations with my advisees are critical out-of-the-classroom interactions with an adult who is not a parent or relative. These conversations frequently play an important role in my students’ development as adults. I know that the time my colleagues and I invest as advisors and mentors helps students mature and learn to negotiate a very wide array of adult situations and challenges. It’s incredibly rewarding to take on the responsibility and privilege of academic advising because it can be such a positive influence on our students’ development.

Dr. Brett Pellock, Biology

Student advising is one of my favorite activities as a faculty member at Providence College. In my department, we assign students an advisor when they declare a political science major and try to keep students with the same advisor throughout their time with us. Interacting with my advisees over the course of their four years at PC allows me to see my students progress both intellectually and as human beings. Helping them navigate the College’s academic requirements alongside those of the department, and getting to know them along the way, is a very rewarding experience.

Dr. Adam Myers, Political Science

Advising students has been one of the most rewarding experiences of my life here at PC. The formation of the student’s soul is a sacred responsibility and advising plays a critical role in this process, as the professors they encounter in their educational journey will often make impressions upon them that remain for life. Advising offers a unique opportunity to get to know our students and faculty in a personal way and bring them together for the sake of a mutual enrichment of life.

Dr. Gary Culpepper, Theology

Over the years, I have found the faculty advising of students an extremely rewarding experience. I enjoy observing my young first- year students blossom and mature both intellectually and personally, during their time at Providence College, ready to graduate and enter the workforce as mature young adults. Exploring course choices together, discovering who they will become, fills me with satisfaction as we chart their future. Eventually becoming professional historians, educators, librarians, lawyers, museum curators and staff, college-administrators, FBI agents, government, state, and municipal administrators, and a host of other professions, the students are ready to meet the challenges of an ever changing world, and I am glad I can be part of their educational journey.

Dr. Constance Rousseau, History

How We Can Help – Students & Faculty Advisors
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We are available to work with both students and faculty advisors on any academic concern, including, but not limited to: 

Degree audit & transcript review (credits, core, major, minor and GPA)
Individualized degree assessments
Academic planning/course registration: fall, winter, spring, and summer
Academic make-up plans – extra courses
Understanding the Core Curriculum
Understanding the Advising Gateway
Cross Enrollment at RIC, URI, or CCRI/RI Language Consortium
Post PC career planning and graduate school options
Academic Policy and Deadlines
Interruptions in study – absenteeism
Guidance on CARE Referrals
Accelerated Program of Study petition
Petition to waive final full-time semester
UG Exceptions to Academic Policy – student appeals

Advising Expectations
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Building trustworthy, reliable relationships with advisors is an important part of college life. Advising relationships emerge from many different settings, including the classroom, residential life, co-curricular activities, and athletics. The faculty advising relationship, which is collaborative in nature and more of a partnership, is especially valuable to academic student success. A faculty advisor serves as a liaison to campus resources, a consultant, and at times, a counselor. Faculty advisors promote thoughtfulness with respect to academic/career exploration and decision-making; they challenge and inspire advisees to rise to their highest potential; and they promote independent problem-solving and self-reflection.

3 Simple Things that Students Can Expect from a Faculty Advisor:

Responsiveness
Understanding
Accuracy of Information

3 Simple Things that Faculty Advisors Expect from their Advisees:

Curiosity and engagement
Expression of interests and concerns
Preparation and independent action

Understanding the Advising Gateway
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The Advising Gateway is a personalized springboard to academic resources. The Gateway allows you and your advisor to generate real-time degree audits, transcripts, view mid-semester grades, course schedules, and launch to key academic forms.

Degree Audit: This resource allows you to view your requirements against your current schedule, as well as the courses that you have already taken.

Degree Planner: An elective companion to the degree audit that allows the student to easily view Major Planning Templates from the degree audit dashboard. The Degree Audit will remain the primary tool for understanding your degree, core, major, and minor requirements.   The Planner is just that – a means by which you can plan or map out course options over 4 years.

Academic Unofficial Transcript: This is a comprehensive record of the courses that you have taken, including the grades and credits that you have earned to date. The transcript identifies your degree, major, and minor as well as Dean’s List honors. Your cumulative GPA and class rank are also indicated on your academic transcript.

Understanding the Degree Audit and the Degree Planner:

Degree Snapshot
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Minimum of 120 Total Earned Credits (typically 15 credits each semester)

All Major, Core, and, if applicable, Minor Curriculum Requirements must be satisfied
CUM GPA must be at least 2.00 (HUM Majors CUM GPA: 2.75; EDU Majors CUM GPA: 2.5) & Major/Minor GPA must be at least 2.00
8 Semesters of Full-Time Study

Seniors
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We look forward to working with you as you embark on your final semesters of undergraduate study at Providence College. Normally, senior year is filled with excitement accompanied by a small measure of anxiety as you begin the process of transitioning away from the College and thinking about what comes next for you.

We monitor your academic progress to ensure that you are working towards successful and timely completion of your degree.  Our expectation is that you understand your degree requirements and are regularly monitoring your own progress in the  ADVISING GATEWAY on Cyberfriar.

Short Credits/Courses: If you are short credits (less than 90 earned credits after 6 semesters), start planning for extra fall and/or spring courses as well as winter session.

Majors/Minors Deadline: Changes to your program of study must be done by the end of the fall semester. This means if you are adding or dropping a major/minor, please do so by completing the Academic Program Adjustment form found on the Registrar’s site.   Change Major Minor Process

Fall/Spring Registration: Generally, you are expected to be registered in 15 credits each of your final 2 semesters of study. Remember, at the end of the spring semester of senior year, you need at least 120 total earned credits for graduation, so if you need additional courses/credits, start planning now.

Graduate School/Career Planning: I urge you to begin the process of self-evaluation and reflection. As you transition from your undergraduate career, it will become important for you to understand the value of your educational background to the professional world. There are many resources on campus that can assist you with graduate school preparation and career planning. Please consult with me, your academic advisor, and/or the Career Education Center.

Post 8 Semester Advising: Any student who has not completed their degree requirements after 8 semesters of full-time study is required to consult Dean Godin to establish a degree completion plan.

First Semester Students
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SAS 178

Introduction to Providence College is a one-credit course with powerful benefits!  SAS 178 promotes early student success and adjustment to college life. Students get to know the campus, the curricular offerings, crucial study habits, the professors, and extracurriculars. For one hour per week students survey the opportunities and encounter the people who will shape their future at PC and beyond. Undeclared students explore majors in a low-pressure way. Declared students learn more about academic options and connect with important resources beyond their home department.

In the words of past students: College is a lot – this course is a helpful playbook for it. | I definitely would not have known as much as I do about what the school (college) offers without this course. | It helped me become a more confident writer. | My favorite part was meeting the people in the class because it helped me make friends.

HELPFUL LINKS

Denise Anne Godin

Associate Dean/Senior Director of SAS Advising
Ruane Center for the Humanities 216
401.865.2403
dgodin@providence.edu

Kathleen Amaral

Advising & Administrative Projects Coordinator
Ruane Center for the Humanities 215
401.865.2119
Kathleen.Amaral@providence.edu