Did the student create a draft schedule (and alternates) for your review?
If they are not prepared, discuss with them the tools they need to consult to prepare a draft. These are the College Progress Report, the Schedule of Classes, the Undergraduate Catalog and/or departmental Web pages (for major/minor requirements and course descriptions).
What major(s) is the student exploring or pursuing? Is he or she taking courses toward that end?
Cross-check the undergraduate catalog and/or departmental Web pages. Also, see if grades in High School and/or college confirm the major choice. If the student needs extra assistance with choosing a major, refer them to the Career Resource Center, which offers a range of major decision-making resources, and the Academic Advising Center.
Is the student registered for courses that are appropriate for their placement levels?
Placement levels are assigned for Composition, Math, and Foreign Language. The Math Placement level (MPL) is on the student's progress report.
Is the student registered for the appropriate course level?
If the student is a freshman (under 30 credits) he/she is restricted to 100 and 200 level courses. This can be overridden by Permission of Instructor (which the student would have to obtain) or placement (for math or language).
Is the student registered for a course that has a pre or co-requisite?
Pre- and co-requisite information is available in the Schedule of Classes.
Does the student have 14-16 credits planned?
Twelve is the minimum for full-time, but students must average 15 credits a semester to graduate in 4 years. Obviously decisions about course load must include considerations about work, family, co-curricular involvement, etc.
Are the courses the student selected meeting the GE categories he/she intends?
Check the student's Progress Report for met and unmet requirements.
Does the student have a hold?
This information is available to the student via my.newpaltz.edu. Holds must be resolved by a given date or the student may be de-registered or blocked from registering.
Does the student's schedule avoid common pitfalls?
For example, no more than two classes "back to back"; an early morning class and a late night class on the same day; a particularly demanding course or a course in an area of weakness, at the end of a long day. Ideally students should spread their academic schedules over four or five days, and evenly place their courses throughout the day.