The orientation objectives are to: 

About Texas A&M

This page lists all of the distance education degrees and certificates offered by each college at Texas A&M University. Click on the hotlink for your degree or certifcate program, explore the site as much as you like, and find the name and contact information for your academic advisor. Write down this information in your orieintation guide in the designated space, and feel free to write down anything else on your 'Notes' page in your Orientation Guide.

Degrees

COLLEGE OF LIBERAL ARTS

Ph.D.-- Hispanic Studies

COLLEGE OF SCIENCE

M.S.-- Math (with a teaching option)

COLLEGE OF ENGINEERING

M.S.-- Engineering Systems Management / M.Eng.--Industrial Engineering
M.Eng.-- Petroleum Engineering
M.I.D.-- Industrial Distribution

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

M.Ed.-- Curriculum and Instruction with an emphasis in Science Education
M.Ed. or M.S.-- Educational Administration
M.Ed or M.S.-- Educational Psychology with Bilingual Education emphasis
M.Ed.-- Educational Technology
M.S.-- Educational Human Resource Development

COLLEGE OF AGRICULTURE AND LIFE SCIENCE

M.Agr.-- Agricultural Development
M.Agr.-- Plant Protection
M.Agr.-- Poultry Science
M.S.-- Fisheries Science
M.S.-- Natural Resource Development
M.S.-- Wildlife Science
Ed.D.-- Agricultural Education (Doc @ Distance)

Graduate Certificates

GEORGE BUSH SCHOOL

Certificate in Advanced International Affairs
Certificate in Homeland Security

CROSS-COLLEGE

Certificate Program for Math & Science Teachers | (current course list)

After you have finished exploring your program's web site you are ready for the next page where you will explore some useful graduate student resources!

First-time users should consult their Orientation Guide for the required task for this page, and should feel free to explore all of these resources.

This page covers two main topics:

• General TAMU Resources
• Office of Graduate Studies Resources

General TAMU Resources:

Location: 1st Floor Pavillion
Telephone: (979) 845-8127
Fax: (979) 847-9406
Email: sfs@tamu.edu
Web site: http://finance.tamu.edu/sbs/

Students can keep up to date on all Aggie sports, including audio and video updates, weekly email newsletter, and live web broadcasts at this website: http://sports.tamu.edu/.

Campus Map
If you will be visiting campus you can find maps and information here: http://campusmaps.tamu.edu/.

Aggie Traditions
For Aggie traditions that are recognized and/or practiced throughout the year and their meanings visit this page: http://aggietraditions.tamu.edu/.

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Office of Graduate Studies Resources:

• Degree Plans

• Expectations for Graduate Studies at TAMU

• Master's Degree Requirements

• Doctoral Degree Requirements

• Preliminary Exams Steps

• Thesis Office

• Graduation Information

• Graduation Application

This page covers the following topics:

• Accessibility Issues

• The Family Educational Rights & Privacy Act (FERPA)

• Student Rules

• Rules for Residence Status

First-time users should consult their Orientation Guide for the task assigned to this page. 

Accessibility Issues

Federal law requires post-secondary schools to make their programs and services available to all students, including students with disabilities. Online and video conferencing technologies can make many more resources and educational opportunities available to students who would not otherwise be able to participate. These same technologies can also pose other limitations to be overcome. At Texas A&M University, there are resources available to assist students with special requirements. Visit these sites for more information:

Disability Services – http://disability.tamu.edu/ and

Adaptive Technology Services – http://disability.tamu.edu/faq.asp#ats. 

Family Educational Rights & Privacy Act (FERPA)

"The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. §
1232g; 34 CFR Part 99) is a Federal law that protects the privacy of
student education records. The law applies to all schools that receive
funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's
education records. These rights transfer to the student when he or she
reaches the age of 18 or attends a school beyond the high school level.
Students to whom the rights have transferred are 'eligible students.'" 

For more information, visit this federal website: http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.

Texas A&M University has guidelines in place to protect student
rights and privacy regarding student records. According to STUDENT
RECORDS RULE 13.02.99.M1, "student records at Texas A&M University
will be maintained in compliance with the Family Educational Rights and
Privacy Act of 1974 (FERPA) and the Texas Public Information Act. All
rights and protection provided under FERPA and this rule belong to the
student." 

For more information on this rule visit this TAMU site: http://rules-saps.tamu.edu,

OR contact the Office of the Registrar - division of Student Records at (979) 845-1003.

Student Rules for Texas A&M University

Each student has the responsibility to be fully acquainted with and to comply with the Texas A&M University Student Rules. The Texas A&M University Student Rules are broken down into three sections, with additional information provided in the appendixes:

• Part I: Academic Rules (Rules 1 - 22 & 61)
• Part II: Student Life Rules (Rules 23 - 44)
• Part III: Student Grievance Procedures (Rules 45 - 60)
• Appendixes

Click on the link above to review the rules and policies.

Rules and Regulations for Determining Residence Status

Rules concerning resident/nonresident status are outlined on the following website: www.collegefortexans.com/residency. Your status as a resident, nonresident or international (foreign) student will be determined in the Office of Admissions prior to your enrollment. The determination is based on state statutes and rules and regulations promulgated by the Texas Higher Education Coordinating Board. You must be prepared to pay tuition and other required fees by specified due dates.

If you have knowledge of an error in your residency status for tuition purposes, it is your responsibility to notify the Office of Admissions and Records immediately. You may do so by submitting a notarized residence questionnaire which is available for download on the website http://admissions.tamu.edu.

Any questions should be directed to the Residency Officer at (979) 458-4175.

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You should now be familiar with student rights and responsibilities. Visit the next page to learn about Expectations for Graduate Studies at TAMU.

This page covers the follwing topics:

• Overview
• Expectations for Graduate Students
• Expectations for Faculty
• Mentoring and Advising: Expectations for Graduate Students
• Mentoring and Advising: Expectations for Faculty

Overview

The major goals of graduate education at Texas A&M University are to instill in each student an understanding of and a capacity for scholarship, independent judgment, academic rigor, and intellectual honesty. Faculty and graduate students have a shared obligation to work together to foster these goals through relationships that advance freedom of inquiry, demonstrate individual and professional integrity, and encourage common respect.

Graduate student progress is guided and evaluated by an advisor and a graduate committee. These individuals give direction and support for the appropriate developmental and learning goals of graduate students. The advisor and the graduate committee also have the obligation of evaluating a graduate student's academic performance. The graduate student, the advisor, and the graduate committee constitute the basic core of graduate education. It is the quality, scope, and extent of interaction in this group that determine the significance of the graduate experience.

High quality graduate education requires professional and ethical conduct of the participants. Faculty and graduate students have mutual responsibilities in ensuring academic standards and quality graduate programs. Excellence in graduate education is achieved when faculty and students are inspired, have the academic and professional backgrounds essential to function at the highest level, and are genuine in their mutual desire to see one another triumph. Any action that negatively affects this interaction-from either faculty member or student-destroys the whole relationship. Mutual respect is critical to the successful process. With these goals in mind, these imperatives are put forth.

Expectations for Graduate Students

• Exercise the utmost integrity in all facets of the graduate program.
• Behave in a professional and mature nature in all interactions with faculty, staff, and fellow students, both graduate and undergraduate.
• Accept the chief responsibility to be knowledgeable of the rules and regulations governing graduate education, including those promulgated by Texas A&M University, the respective college, and the degree program.
• Enroll in the appropriate course work to complete the degree plan.
• Maintain the appropriate standards to continue graduate studies.
• Understand that the faculty advisor and the committee members sustain the intellectual and instructional surroundings in which the student develops competencies.
• Understand that faculty members have the right to allocate their own professional time and other resources in diverse forms that are academically effective.
• Understand that the faculty advisor and the committee members are accountable for monitoring the accuracy, validity, and integrity of all facets of the student's program. A well-conceived program reflects positively on the student, the faculty advisor, the advisory committee, and the University.
• Acknowledge, as appropriate, the contributions of the faculty advisor and others in the student's publications and conference presentations.
• Maintain appropriate confidentiality concerning the creative activities and research of faculty, staff and fellow students prior to presentation or publication, in accordance with existing practices and policies of the discipline and of Texas A&M University.
• Submit documents (proposal, thesis, dissertation, etc.) that are the original work of the student. Plagiarism will not be tolerated.

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Expectations for Faculty

• Exercise the utmost integrity in all facets of the graduate program.
• Provide intellectual and technical encouragement, moral support, and direction in support of a graduate student's progress toward degree completion.
• Establish a professional working environment that nurtures and encourages students to learn imaginatively both as an individual and as a team member.
• Develop a crystal-clear understanding with graduate students regarding their specific professional responsibilities, including time lines for completion of scholarly work, as well as the thesis or dissertation.
• Provide timely verbal or written assessment of each student's work.
• Initiate discussion of authorship procedure with each graduate student prior to initiating collaborative projects that may result in publication.
• Refrain from asking any student to undertake personal tasks (mowing lawns, baby-sitting, typing papers, etc.) without suitable payment or whenever conditions are such that the student would not feel free to decline the offer. A faculty member must understand that the graduate student is free to decline such invitations. Such employment should not be established when the professional relationship would be harmed by the arrangement.
• Relate mutually with graduate students in a professional and civil fashion and in conformity with Texas A&M University policies governing nondiscrimination and sexual harassment.
• Justly assess student achievement regardless of religion, race, gender, sexual orientation, nationality, or other criteria that are not germane to academic performance.
• Serve on graduate student committees without regard to the student's religion, race, gender, sexual orientation, nationality, or other characteristics that are not germane to academic performance.
• Prevent any professional or personal differences with colleagues from hindering his/her obligations as a graduate advisor, committee member, or instructor.
• Decline service on graduate committees when there is an amorous, familial, or other non-academic relationship between the faculty member and the student that may result in a conflict of interest.
• Give credit in an appropriate manner to graduate student contributions to scholarly activity presented at professional meetings, in professional publications, or in applications for copyrights, patents, and grants.
• Accept the responsibility to know the rules and regulations that affect graduate students.

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Mentoring and Advising: Expectations for Graduate Students

Graduate education is designed to ensure the development of the highest level of competencies. Graduate students rely on faculty advisors and advisory committee members to help them find and secure financial and/or intellectual resources to assist their graduate education.

The student's specific advisor may change during the course of the student's program. The role of an advisor also may change to become the role of a mentor. The committee chair in consultation with the student will select the members of the advisory committee.

Each graduate student is expected to:

• Dedicate the appropriate time and energy to accomplishing academic excellence and completion of the program.
• Understand the time constraints and other requests imposed on faculty members and program staff.
• Initiate inquiry to advance understanding of the academic subjects and advances in the field.
• Speak regularly with the faculty advisor and committee members, particularly with concerns associated with progression in the graduate program.

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Mentoring and Advising: Expectations for Faculty

The advocacy of faculty advisors for the academic progress of the graduate students in their program is fundamental. Certain degree programs assign faculty advisors to entering graduate students to provide counsel in academic and other matters. Other degree programs allow students to choose faculty advisors in accordance with disciplinary interest or expertise. A student should consult with the head of the administrative department concerning appointment of the chair of the advisory committee. Advising is multiform in its scope and breadth and may be accomplished in many ways.

A student's academic performance and a faculty member's scholarly and professional interests may coincide during the course of instruction and research. As the faculty-graduate student relationship matures and develops, direct collaborations may evolve. This may include the sharing of authorship or rights to intellectual property created through scholarly or other creative activity. Such collaborations are encouraged and are a desired outcome of the mentoring process.

Each faculty advisor is expected to:

• Communicate clearly to each student the program requirements, including course work, research, examinations, and thesis or dissertation (if applicable), and delineate the estimated time to complete each phase.
• Evaluate student progress and performance in regular and informative ways consistent with the practice of the field.
• Assist in developing creative, interpretive, writing, verbal, technical, reasoning, and quantitative competencies, as appropriate, in accordance with the expectations of the discipline.
• Guide graduate students in developing grant-writing skills, as appropriate.
• Attempt to ensure that the graduate student, as appropriate, initiates thesis or dissertation research in a timely fashion.
• Encourage each graduate student to participate in professional meetings or perform or display their work in public forums, as appropriate.
• Counsel each student to develop the competencies and portfolio of achievements to be competitive for employment. This includes presenting a realistic view of the field and the market at any given time and making use of professional contacts for the benefit of one's students, as appropriate.
• Stimulate an appreciation of learning and teaching.
• Create an ethos of collegiality so that learning takes place within a community of scholars.
• Encourage the student to learn and conform to accepted standards in ethics and scholarly conduct. This includes both general standards and those specific to the discipline.

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* This information was adapted with permission from "Guidelines for Good Practice in Graduate Education" by the University of Oregon. As such, it has benefited from the work of the Graduate School at the University of California - Davis; the Graduate College and Graduate Council at the University of Arizona; the Office of Graduate Studies at the University of Southern California; and the Graduate School at North Carolina State University. This information is intended to be constructive and instructive to faculty and graduate students. It does not constitute a contract with current or prospective students.

Now that you are educated about expectations, please visit the following page to learn about the Omsbudsperson for Graduate Education.

This page covers the following topics:

• What does the ombudsperson do?
• Why is there an ombudsperson?
• When would I need an ombudsperson?
• What can I expect from the ombudsperson?
• What kinds of concerns could be brought to the ombudsperson?
• Ombudsperson contact information.

What does the ombudsperson do?

• Assists members of the university community in solving problems and conflicts
• Investigates claims of unfair treatment or erroneous procedure
• Serves as a neutral listener, information resource, advisor, intermediary, and mediator
• Considers all sides of a question impartially and objectively
• Explains established policies and procedures of the university
• Develops options for addressing your concern, and helps find a solution
• Facilitates communication between you and others involved in an issue

Why is there an ombudsperson?

Graduate students may serve in many roles during their academic careers such as students, teachers, co-workers, colleagues, employees, or technicians. Varying rules/policies apply for the many roles. As long as the expectations for behavior are understood and accepted by all parties, there is rarely a problem.

However, challenges can arise when there are differing expectations or conflicting policies, or when one group is accused of violating the rules. The ombudsperson advocates for the processes of graduate education by being equally open and accessible to all parties-students, faculty, staff, and administrators.

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When would I need an ombudsperson?

• you have an issue or a concern that you and others cannot resolve, or that you would prefer not to address through formal channels.
• you have a matter to explore "off the record", or those for which you need informal consultation.
• you have a problem, and are unsure with whom to speak or what options are available to address it.
• you feel that a university policy, procedure, or regulation has been applied unfairly, or is itself unfair or ambiguous.
• you have a problem that requires an outside party to negotiate a solution, or facilitate your communication with others.

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What can I expect from the ombudsperson?

The Ombudsperson...

• is accessible to all those involved in graduate education and attempts to find timely and satisfactory solutions to problems without bias.
• treats all matters with confidentiality, although in certain cases, the law may require disclosure of certain information (i.e. subpoena or sexual harassment).
• is governed by a commitment to equity, neutrality, and fairness.
• has direct access to all deans, department heads, directors, faculty members, and students to gather information and investigate issues objectively.
• helps solve problems informally, in the least intrusive manner possible so as to minimize negative consequences.
• has an obligation to bring to administrators' attention any policies, programs, personnel or institutional decisions which he or she believes violates the rights of students, faculty, or staff.
• will not participate in any formal grievance processes but will seek to help find solutions prior to the initiation of such procedures. will not take sides.

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What kinds of concerns could be brought to the ombudsperson?

The ombudsperson can help you with any concern, but some of the issues brought to the office typically involve:

• Academics (grading disputes, testing procedures, instructor/student misunderstandings)
• Conflicts between graduate advisors and their students
• Fiscal matters
• Disagreements/misunderstandings with university policy
• Human or legal rights violations
• Discrimination
• Housing
• Cultural conflicts
• Reporting unethical behavior
• Student Conduct

Ombudsperson contact information:

Megan Palsa or Dave Wentling
Ombudsperson for Graduate Education
1113 TAMU
College Station, TX 77843-1113
979-845-3631
ombuds@tamu.edu

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Visit the next page for a brief introduction about Distance Learning.

Most distance learning courses at Texas A&M University are delivered online, through the TTVN interactive videoconferencing system, or through a combination of formats. Online delivery methods include:

• WebCT Vista
• Faculty web sites
• PowerPoint presentations
• Streaming video lectures
• Discussion forums
• Chat rooms

Independent of the delivery method and format, there are common issues that most new distance learners will face. The next sections will cover some of these issues and provide contact information for student resources and support services.

Characteristics of successful distance learners:*

• Access to appropriate hardware, software and an internet connection.
• Basic computer and internet skills
• Effective online communication skills
• Self-motivated and self-disciplined, especially in regards to the freedom and flexibility of an online learning environment.
• Willing to ask the instructors and/or others for help if problems arise

Technology Considerations

Some of your classes may be technology-mediated. For example, some classes may use a software program called WebCT, while other classes may use video conferencing technology. Other Internet-based technologies that may be used include email, online chats, online forums, ect. In general, students who participate in Internet-based activities should have a computer less than four years old and a stable Internet connection of at least 56k.

Computer Basics

Certain basic computer skills are need to be a successful distance learner, including how to:

• Use an internet browser
• Download, save and print material found online
• Do basic searches on the Internet
• Use e-mail

WebCT essentials and video conferencing basics that will be discussed on upcoming pages for those of you that will be using these technologies.

Note: If you need help understanding how to do any of these tasks ask someone for help (i.e., a friend, a coworker, or a family member). Knowing when to ask for help and who to ask for help are valuable skills for graduate students, and especially for distance learners.

Using Internet Browsers

Going online with an Internet or web browser is also called 'surfing the internet.' Three of the most common internet browsers are Internet Explorer, Netscape and Mozilla Firefox. If you need to learn how to surf the Internet with a web browser then open a browser on your computer and type this address in the address field: http://www.cit.cornell.edu/atc/materials/old/AandH/surf/surfing.shtml, or just click on the address link and a new browser window will open for you. This will take you to a web site that has a tutorial on how to surf the web.

Download, Save and Print Files

Searching the Web

For a tutorial on how to use the web to search for information visit this site: http://www.learnthenet.com/english/html/31wsearc.htm .

Using E-mail

Use your new searching skills and tools, such as the Google search engine, to find a web site online that teaches you how to use email (hint: try typing in “email tutorial” into the Google search engine located at www.google.com).

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Now that you have mastered the computer basics please go on to the next page to learn about TAMU Computing and Information Services!

Computing and information services are important to all students, so we are dedicating an entire page to the TAMU Computer & Information Services or CIS. Topics that will be covered on this page include:

• The CIS Help Desk Central
• Your UIN, NetID and Neo Account/email account and how to activate them
• Off-campus networking and internet connections
• Open Access Labs or OALs

Help Desk Central

CIS Help Desk Central (HDC) is a 24 hour service facility providing computing assistance to students, faculty and staff of Texas A&M University. The HDC serves as a clearinghouse for customer questions over a great number of computer-related issues and is manned by over thirty student workers and 15 full-time staff.

Help Desk Central is available for phone support at (979) 845-8300 24 hours a day, 7 days a week, and 365 days a year. Walk-ups to Help Desk Central are also welcomed.

The HDC is located in the Computing Services Center/Teague Building (building map) in room 1112. The south-facing glass doors remain open all the time to allow 24/7 customer walkup access to Help Desk Central.

Your UIN, NetID and Neo Account

The Universal ID Number or UIN is the number sent to you by the Office of Admissions and Records after you apply for admission to TAMU. Your UIN will be used throughout your association with Texas A&M University. For more information on the UIN click here.

After you receive your UIN you may use it to activate/choose your NetID at http://neo.tamu.edu/. Email access is at this same address. Once you choose your NetID and a password your Neo Account is active which means you will be able to access online TAMU services using your Neo Account (NetID and password).

If you have any problems or questions call Help Desk Central at (979) 845-8300.

Off-Campus Networking and Internet Connections

As a member of the Texas A&M community, you have several networking alternatives available to you when you are away from the physical campus. For the most conventional access, you may want to investigate the TAMU modem bank. If high-speed access is more to your liking, TAMU is prepared to accommodate your need for trusted access. TAMU has partnered with Verizon Online to offer a DSL package that allows customers to claim an IP address inside the TAMU firewall. TAMU serves as the ISP (Internet Service Provider) for these customers, while Verizon provides the physical network access. If your internet access is provided by none of these, you can still access the TAMU network by using the VPN service.

To visit the CIS information page on off-campus networking and internet connections click here.
To read more about the campus network click here.

Open Access Labs

For those students that will spend some time on-campus and need access to a computer lab you may visit one of TAMUs Open Acess Labs. The Texas A&M University Open Access Computer Labs (OALs) are available for faculty and students of the University. Five Open-Access Labs, six supported locations, and one dedicated Printing Center provide access to email accounts as well as Web navigation, image-manipulation, DeskTop Publishing, spreadsheet applications, computer - to - computer communications software, programming languages, and a number of course-specific programs. Lab access is twenty-four hours per day when classes are in session in the Student Computing Center (SCC) in order to better serve the needs of the students and faculty.

First-time lab users must register either in person at one of the labs or online at https://oalinfo.tamu.edu/Account/.

Students are allocated a print allowance of $30.00 each regular semester and $15.00 for the summer session to cover some of their black-and-white printing.

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So now that you know a little bit about CIS, it's time to move on to the next page and learn about some WebCT Essentials.

Will your program be using WebCT? If so, then the WebCT Learner Readiness Module, provided by Texas A&M University's Instructional Technology Services (ITS), is a must for you. If you know for sure that you will be using WebCT then we highly recommend that you set aside 30-60 minutes now, or at the end of this orientation, to complete this separate WebCT orientation . The module includes information about WebCT and how to use WebCT, including links to student tutorials. This module works best in Internet Explorer. Click here to go to the module now (then click on 'WebCT Resources' and then click on 'Learner Readiness Module').

How to Log in to WebCT at Texas A&M University:

When you are enrolled in a course that utilizes WebCT Vista, you are in a virtual classroom. Your WebCT ID (username) and password protect your data like a key does for your locker.

To login to WebCT go to http://elearning.tamu.edu/, click on 'TAMU' under 'Bb (WebCT) Vista Logins' and enter your username and password. Your WebCT ID (username) and password are the same as your University NetID and password. After you have successfully logged on you will automatically be able to see links to all WebCT courses for which you are enrolled.

Handouts and Other Training Materials:

The Workshops and Handouts tab on the ITS site includes a selection of useful materials, such as handouts for WebCT Vista on the following topics:

• Posting Discussion Messages
• Using the Mail Tool
• Submitting Assignments
• Viewing Announcements

Some of your classes may be broadcast over the Trans-Texas Videoconference Network or TTVN. Their web site is located at http://ttvn.tamu.edu. Topics covered on this page include:

• What is TTVN?
• Videoconferencing tips
• A typical classrom studio
• A typical instructor desk and equipment

What is TTVN?

TTVN provides two-way multi-point digital videoconferencing and data transmission services to the institutions within its network. This includes the 10 TAMU System universities (College Station, Prairie View, Galveston, Commerce, Corpus Christi, Kingsville, Texarkana, West Texas, Texas A&M International University and Tarleton State University), the Health Science Center, The Agriculture and Engineering Extension and Experiment agencies, The Texas Forest Service, and the Texas Transportation Institute. In addition, several affiliate institutions consisting of colleges, universities, and Independent School Districts, are connected to the network due to academic relationships with TAMUS entities.

The network carries approximately 175 graduate classes each year, provides for over 5000 conferences annually, and is the backbone for all Web based courses that originate from TAMUS institutions. TTVN provides interactive services to a network that includes over 120 dedicated video sites and over 100 data sites in 40 Texas cities. There are also links to Mexico City and Costa Rica. There are 20 sites total on the Texas A&M campus.

Videoconferencing Tips

Videoconferencing is two-way audio and video over a telephone line or the Internet. Texas A&M University utilizes the Trans-Texas Videoconference Network for most of its videoconferencing needs. Here are some helpful tips to remember during a videoconference:

• Remember to turn your microphone on before speaking.
• Remember to turn your microphone off during long moments of silence to reduce the background noise received at the remote site.
• Speak loud enough for the microphones to broadcast your speech, and remember that microphone levels will vary from classroom to classroom.
• Be aware of any sound delay, especially when asking questions to the remote site. Sound delay will be short (1 second) to non-existent depending on the videoconference connection quality.

A Typical Classroom Studio

This is a picture of a classroom at the KAMU building at Texas A&M University-College Station. This classroom has a typical set-up that includes a remote site monitor and a local site monitor, and a camera to capture the image of the presenter. There are two monitors in the front of this room also for local site and remote site student viewing.

A Typical Instructor Desk and Equipment

This is a picture of the desk in the classroom at the KAMU building at Texas A&M University-College Station. This desk includes a computer, with monitor and keyboard, a second V-Tel keyboard (black), V-Tel keypad, a microphone for the V-Tel videoconferencing system, a document projector (ELMO), and a telephone.

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Now that you have learned about what TTVN is, some videoconferencing tips, and what a typical classroom and desk look like, you are ready to go to the next page and learn some Online Communication Tips.

Online communication includes student/instructor interactions and student/student interactions in chat rooms, emails, and discussion rooms and forums.

Synchronous vs. Asynchronous Environments

There are two types of online communication environments: synchronous or asynchronous. The first, synchronous communication, takes place in “real-time,” or at the same time. To be online at the same time as your peers and interact with them is to communicate synchronously. Chat and instant messaging are two examples of synchronous communication tools. Chat sessions and instant messaging can have a lively, immediate feel, and may feel casual or conversational in tone.

The second type of communication, asynchronous communication, takes place over time, not requiring group members to be online simultaneously. Email, discussion forums, and bulletin boards are examples of asynchronous communication often used in online courses. With asynchronous communication tools, you browse, read, and respond at your own pace to what others have already sent or posted.

Online Communication Skills

• Use short sentences. Avoid run-on sentences.
• Use short paragraphs about 4-5 sentences in length.
• Use white space to make your posting more readable. For example, use two hard returns to separate paragraphs or parts of your response.
• Compose online posts and responses in a word processing program such as Microsoft Word. Then copy and paste them into the online environment.
• Use the spell-check and grammar features of your word processing program to help catch careless errors.
• After composing a response, wait a few minutes. Then read your posting again before you submit it. Fix any awkward or unclear thoughts before you post the final version.
• Where appropriate, use emoticons to communicate humor or irony. Don't assume that your joking or sarcastic tone will come through when others read your responses.

For a list of common emoticons and online acronyms, click here.

As a new graduate student you will need to adjust to the increased amount of time required to study for each class. Every program is different of course, so if possible talk to current students, your academic advisor, or the professor for the class about the amount of time required to study for each class.

On this page we show you how to:

• Estimate the amount of time available for studying and
• How to find appropriate locations to study.

Estimate the amount of time available for studying

College students often benefit from carefully structuring what time they have available therefore it is highly recommended that you estimate the amount of time available for studying.

• Download your Time Estimator Worksheet (pdf). Use this worksheet to help you determine the number of hours that you can use for studying in a “typical” week. Follow these steps in filling out your worksheet:
• First, eliminate time periods that cannot be used for studying by playcing an “X” in those boxes.
• Next, mark inconvenient study times with a diagonal slash (/) in each time period when you are likely to be too tired to study or likely to be interrupted frequently. Also mark those time periods that are too short to be used as study time. These times represent places where your schedule can “flex” for you to accommodate emergencies, examinations, and spontaneity. You should not include these flex times in your estimate of the amount of available study time.
• Finally, add the total number of hours on the worksheet that remain unmarked for each day and enter the totals at the bottom of the page. Then add the daily totals to get your weekly total and enter this in the 'Total' box at the bottom of the page. This figure is your best estimate of the time available for studying in a typical week.

Find appropriate locations to study

• Just as you should schedule appropriate times for study, you also should structure one or more locations for studying. A study environment that is tailored to your individual needs and preferences will maximize your learning efficiency. You should consider the following guidelines to create one or more study areas that will help you focus your concentration during scheduled study sessions.
• What is your ideal study area and how does it look? A good study area is highly individualized. Before you can create an environment that suits your learning style, you must become aware of the study conditions under which you are most productive.
• Where is your special study area? Consider creating an area devoted exclusively to study. Avoid using your study space for other activities such as paying bills, reading novels, or playing with your children. By devoting an area exclusively for studying, you condition yourself to increase your alertness and concentration when you use that space.
• What is your ideal noise level? Select a study area with the amount and kind of noise that suits your preferences. Some students work best in a quiet room free of distractions. Others prefer soft music, background voices, or even loud music. Determine which noise conditions are least distracting for you and create your study environment accordingly.
• Do you have enough light? Structure your study area so that it is well-lit.
• Do you have a straight-backed chair and a flat surface that can be used as a desk? Avoid easy chairs, recliners, sofas, and beds that are conducive to sleep. Also, provide space for easy access to books, paper, pencils, pens, and other learning materials.
• Where is your ideal study location? Minimize travel time to and from your study area. Consider your daily schedule of activities, and identify convenient locations conducive to studying. Possible locations might include: a library, your home, an office at work, or a restaurant.

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Now that you have estimated your available study time and thought about an ideal study area it is time to move on to the next page to learn about More Student Resources & Services.

First-time users should consult their Orientation Guide for the required task for this page, and should feel free to explore all of these resources.

Division of Student Affairs

The mission of the Division of Student Affairs is to facilitate students’ learning both in and out of the classroom by providing continuously improving, high quality services and developmental opportunities while fostering an inclusive campus community in support of the educational mission of Texas A&M University. Fulfilling this mission in the face of a rising population of distance learners poses new challenges for the division, and as such, demands inventive ways of thinking. At the same time, about half of the students taking distance education classes are individuals that can access the local campus. Although the development of resources available through the internet is of value to all distance learners, they are especially useful for students at a distance from campus.

Development of services to TAMU’s distance education students is ongoing. Below is a description of services currently available.

• Department of Student Life
• Adult, Graduate & Off-campus Student Services
• New Student Programs
• Student Media
• Memorial Student Center
  
• Student Counseling Services
• Student Health Services

Department of Student Life

Cain Hall – Wings B and C
(979) 845-3111, FAX (979) 845-6138
E-mail: studentlife@tamu.edu
Web site: http://studentlife.tamu.edu/

The Department of Student Life in the Division of Student Affairs serves the ever-changing student population at Texas A&M University. To complement the educational mission of the University, Student Life exists to enrich academic experiences and to meet the needs of all students and their families. Each of the offices within the Department has a specific mission but one common goal: to be “Your Aggie Connection” through education, outreach and support. These offices include: Adult, Graduate, and Off Campus Student Services; Alcohol & Drug Education Programs; New Student Programs; Student Conflict Resolution Services (student conduct, legal and mediation); and the office of the Director of Student Life.

Student Assistance Services for students with medical and personal emergencies are handled by staff reporting to the Associate Vice President for Student Affairs & Dean of Student Life. To access the services, students or their families should contact Student Life or in the event of an after-hours emergency, contact the University Police Department at (979) 845-2345 and request that the Critical Incident Response Team (or CIRT) be contacted.

Adult, Graduate & Off-campus Student Services

Resources for graduate students and students living off-campus. Whether students live in the Bryan-College Station area or nowhere near College Station, the off-campus resources are full of valuable information regarding renting, basic repairs, roommate contracts and other forms and templates. The AGOSS website can be found at http://studentlife.tamu.edu/agoss/.

Other resources offered on-line through the AGOSS office include:

• Graduate Student Council—sponsored student organization to represent all graduate students. Their website is http://gsc.tamu.edu/ .
• Little Maroon Handbook --a resource guide published annually specifically designed to assist adult and graduate students can be read on-line at http://studentlife.tamu.edu/agoss/publications/LMH/.
• Adult Student Listserv – provides the opportunity to share information and promote discussion on topics that are of interest to adult and graduate students at TAMU. To subscribe go to http://studentlife.tamu.edu/agoss/resources/adult/listserv.htm.

New Student Programs

For ‘new’ or ‘experienced’ students, the office of New Student Programs has valuable publications to assist with the orientation to the ‘Aggie Family’. Two noteworthy publications of this office are the Family Handbook & Whoopstart (Handbook for New Students). These can be found on-line at http://studentlife.tamu.edu/nsp/publications.htm.

Student Media

The campus newspaper, The Battalion, can be accessed on-line at http://www.thebatt.com/.

Memorial Student Center

Order diploma framing and graduation announcements on line at http://uplus.tamu.edu/.

Student Counseling Services

Henderson Hall
(979) 845-4427, FAX (979) 862-4383
E-mail: scs@tamu.edu
Web site: http://scs.tamu.edu/

The Texas A&M University Student Counseling Service (SCS) goal is to help students achieve as much success as possible while at Texas A&M. To do this, they offer a wide variety of services including crisis intervention, career counseling and testing services, learning skills services, and personal and group counseling services. Their website includes information about TAMU-College Station student counseling services along with personal, academic (study skills), and career counseling self-help information intended for web browser use.

Student Health Services

A.P. Beutel Health Center
Information Phone Line (979) 458-8316, FAX (979) 458-8364
Information E-mail: info@shs.tamu.edu
Web site: http://shs.tamu.edu/

Helpful SHS resources include:

• The Dial-A-Nurse program that is staffed by registered nurses to advise students regarding their non-emergency health concerns. Call Dial-A-Nurse at (979) 458-8379.
• Health links provide internet information about various health issues and healthy lifestyles, and can be found at http://shs.tamu.edu/links.htm.
• Health education information at http://healthed.tamu.edu/.

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Now that you have explored some more student resources and services it is time to wrap up and give us some feedback on how to improve this orientation for future Aggies. Complete a short quiz  and you will get a free t-shirt from the Office of Graduate Studies!

Distance Education New Student Orientation Quiz