2016 UNM Advisor New Student Guide

Microsoft

ADVISOR GUIDE: NEW STUDENT ORIENTATION (NSO) 2016

Vanessa Harris

Director of University Advisement

2016

From the Office of University Advisement

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Advisor Guide: NSO

TABLE OF CONTENTS NSO MISSION NSO SCHEDULE PRE ORIENTATION VIDEO NSO GENERAL ADVISING SLIDES NSO ADVISING NOTES ADVISING SURVEY ENTERING COMMENTS HSC PROGRAMS CORE & DIVERSITY REQUIREMENT COMPASS AP/CLEP/IB SCORES

3 5 7 9 17 18 20 23 29 36 39 47 51 62 67 69 71 73 76 84 87 93 98 101 127 142

FORMS CTA OR FM COMPATIBLE COURSES ENGLISH FLC CALENDAR PEER LEARNING FACILITATORS (PLF) SUPPLEMENTAL; INSTRUCTION RESTRICTED COURSES ADDITIONAL FALL COURSES UNM WEST COURSES COLLEGE UPDATES TUITION/FEES ACADEMIC COACHING LOBO READING EXPERIENCE (LRE) ADVISOR DIRECTORY BANNER FORMS

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NSO Information

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Pre-Orientation Video

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UNM Pre-Orientation Video 2016 https://youtu.be/ifIoi3tVsGU All incoming freshmen students are asked to video the UNM Pre-Orientation Video prior to attending NSO

At the end of the video students should answer the Pre-Orientation Homework Assignment.

The purpose of the assignment is to ensure that students have video the video and to make sure that they have set-up their netid and know how to access their UNM e-mail account.

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NSO General Advising Slides

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• • • • • • •

2016 NSO

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Students.unm.edu Advisement.unm.edu Degrees.unm.edu Firstyear.unm.edu Catalog.unm.edu UNMcore.unm.edu Studentinfo.unm.edu

• The U.S & Global Diversity & Inclusion undergraduate requirement course is required for all entering freshmen.

• A list of applicable courses can be found on: • Your LoboTrax Audit • Or advisement.unm.edu

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There are several languages to choose from to meet your core language requirement, including American Sign Language • Spanish, German, and French require placement exams

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• English – highest score • Math – highest score • Reading – highest ACT Reading and/or SAT Verbal.

• AP, IB, Dual Credit, or transfer work

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UNIV 103– Foundational Math UNIV 106 – Critical Text Analysis

These courses must be taken your first semester.!

Courses are given letter grades that can impact your GPA.

Courses count toward Lottery and elective courses for graduation.!

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You will be placed in UNIV 103 Foundational Math if: • Your ACT math score is 17 or below, • Your SAT math score is 429 or below, • Or your Math COMPASS score is 50 or below

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You will be placed in UNIV 106 Critical Text Analysis if: • Your Reading ACT score of 17 or below, • Your Critical Reading (Verbal) SAT score of 429 or below • Or your COMPASS Reading score is 77 or below

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There is a specific listing of courses you will need to follow (handout).

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You can challenge your placement with the Compass Exam • Cost $3 per test.

• Can be charged to Bursar Account.

LoboLab In the Basement of the SUB: Wednesdays 4pm – 6pm (Orientation weeks only) UNM Testing Center (Continuing Education Building, Room 226): Monday – Friday 8:30am – 4pm

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2015 NSO

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Family Educational Rights and Privacy Act FERPA protects the rights of matriculated students at post secondary institutions, regardless of age, in regard to their educational records.

The Act grants four specific rights to students: • The right to inspect their educational records • The right to seek to amend their educational records if they believe them to be in error.

• The right to consent to disclosure of their records.

• The right to file a complaint with the FERPA Office in Washington.

Students have the right to grant someone access to their academic record at UNM by completing the Student Information Proxy Form.

• Form can be completed online by student from the Registrar website 2016 NSO

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Family Educational Rights and Privacy Act • Restrictions on directory information do not apply to in-class communications.

• Students have no inherent right to anonymity in the classroom whether it’s an online class or a physical classroom.

• When students are in a classroom it’s a given that they know each other’s names, emails and general information.

• It facilitates collaboration.

• Students are notified upfront that emails will be shared and that online discussion and communication will be a part of the nature of the class.

• UNM’s e-mail ONLY! • Student’s information is only access on a “Need to Know” 2016 NSO

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Provides you with one central location to find the people on campus who can help you succeed.

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•Start with Transitional Communities •Find Foundational courses (if needed) •High Impact Course •Find classes from the core •Must have English and Math in your first semester

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Aim to Achieve / Finish-In-Four http://aimtoachieve.unm.edu

• Overview • • • • • •

Financial incentive to complete UG degrees in four years Covers only tuition costs that are not covered by other scholarships or aid All students who will complete their UG degrees in four years can apply Student must application, it is not automatic Can be Resident or Non-Resident Graduate with less or no debt by substantially reducing the cost of your degree

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• Be prepared to discuss your intended major • Have classes in mind that you are interested in taking • Think about the questions you want to ask • Be ready to discuss your four-year plan • Tell your advisor about any AP, IB or Dual enrollment credit

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Academic Advisor Expectations Students can expect the advisor to: 

Understand and effectively communicate the curriculum, university and college policies and procedures.



Encourage and support students as they gain the skills to define and develop clear and attainable educational plans and goals .



Provide students with information and strategies for utilizing the available resources and services on campus.



Assist students in understanding the purpose and goals of higher education and its effects on their personal lives and future goals.



Monitor and accurately document students’ progress toward meeting their goals.



Be accessible during office hours for communication with students by walk-in advising, telephone, e-mail, or web access.



Maintain confidentiality.

Student Expectations As a student, they have responsibilities in the advising partnership that can assist them in their academic development: 

Make regular contact with advisors each semester.



Come prepared to each appointment with questions and/or material for discussion.



Be an active learner by participating fully in the advising experience.



Ask if they do not understand an issue or have a specific concern.



Complete all assignments and recommendations from their advisor.



Gather all relevant decision-making information.



Inform their advisor of their personal values and goals and discuss this in regards to their interests and abilities.



Become knowledgeable about college programs, policies, and procedures



Accept responsibility for their decisions.

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NSO Advising Notes Bursar If students drop ANY time in the semester to less than 15 hours, they will be billed at the higher rate. The way tuition is now (all over the place with differentials, blocks, etc.) I would stay away from giving any hard and fast numbers on how much they will be charged, etc. Encourage them to call, chat or come the Bursar office with questions.

Freshmen Learning Communities 1. Quantitative Reasoning has had a change of name, it is now Foundational Math (Sonia mentioned that Math might start taking 17s on ACT to get in to the MALL – I’m not sure on this – be sure to touch base with them, if this is included) 2. A variety of 1- and 3-credit Transition Communities.

Please see a comprehensive outline below for all UNIV course codes for the Fall 2016 semester and beyond: UNIV 101 – Transition Communities UNIV 102 – Big Questions UNIV 103 – Foundational Math (was Quantitative Reasoning) UNIV 104 – Math Learning Strategies (1-credit) UNIV 106 – Critical Text Analysis

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Advising Survey

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Advising Questionnaire To Be Given To Student Before They Leave Advisement The purpose of the survey is to get valuable feedback on the students’ perception of their advising experience after NSO. I watched the UNM Pre-Orientation Video prior to attending NSO? a.

Yes b. No c.

Not sure 2. Identify 3 academic resources that you will consult in order to make informed academic decisions. a.

Your college/department academic advisor b. My brother c.

The Catalog d. Lobo Alerts e. LoboTrax Degree Audit f.

The Daily Lobo 3. My advising session at NSO afforded me the opportunity to register for my fall courses. a.

Strongly disagree b. Disagree c.

Neutral d. Agree e. Strongly agree 4. My advising session at NSO provided me with the opportunity to address my individual academic questions. a.

Strongly disagree b. Disagree c.

Neutral d. Agree e. Strongly agree 5. Did you learn to navigate LoboWeb? a.

Yes b. No c.

Not sure 6. Did you learn to navigate LoboAchieve? a.

Yes b. No c.

Not sure 7. I will see my academic advisor if (pick all that apply – Hint: there are wrong answers): a.

I need them to register me for classes b. If I have questions about my major c.

I need help identifying resources for academic success d. I want to know how dropping or failing a course will affect me e. To discuss my academic plan f.

I need them to tell me what classes to take 8. I am confident that my advisor will welcome my visits and assist me in the future. a.

Strongly disagree b. Disagree c.

Neutral d. Agree e. Strongly agree 9. I was advised at a.

Anderson School of Management b. Architecture & Planning c.

College Arts & Sciences d. College of Education e. School of Engineering f.

College of Fine Arts g.

University College 10. I scheduled a follow-up appointment during my NSO session. a.

Yes b. No 1.

c.

Not sure

Note: Each advising center should be administering this survey at the end of day two.

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Entering Comments

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Entering Student Comments What should be included? â‘ Reason for Visit for NSO your reason should be New Student Orientation.

â‘Ą When you are entering your comments, please use the speed notes that are attached on the Speednote tab. Select all the areas that was discussed. On the outcome tab, you can elaborate more on areas that is important to be included in the student record of advising session.

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③ Always send a copy of the note to the student

â‘Ł Remove the advising hold for the student to register.

Example of an excellent note after an NSO session: NSO #8: Morgan is interested in a Math major. She brought a print out of her AP scores and they have been submitted to UNM. AP Biology score 4 = Bio 201. AP Calc AB score 5 = Math 162. Override given for Math 163. Student feels ready for Math 163 and is aware it is trig based and particularly trig heavy compared to the UNM Math 162 course. In addition to registering for M 163, also registered for UHon 121, Arth 101, PENP 171 power volleyball, Span 101. Discussed options for fulfilling Core Area 1 - only needs 1 course. She might decide to fulfill with the honors course that is available. 15 hours. No dual credit. Kelley/UCAC

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HSC Programs

UCAC will partner with HSC during NSO to provide intended HSC majors with information about all the HSC Programs

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CJ CS Econ English English Mgt Nutrition Phil Phil Phil Psy Advanced Psy Soc Spanish   C

221 150L 106 120 219 113 244 102 156 245 105 220/332/etc

3 3 3 3 3 3 3 3 3 3 3

M        M   M       

     

M    

 



 

 

  M 

  

  

M   C

   C C       C         M  M   C     C C   C  C

    C  C  C





C







  

C

 

 

BS Population Health

BSN Bachelor of Nursing

BS RADS- Nuclear Medicine

BSDH Dental Hygeine

PA Master Physician Assistant

DPT Doctor of Physical Therapy

OT Master Occupational Therapy

BS Emergency Medicine

BS Medical Laboratory Sciences

Course Department Number Credits 4 Biology 123,124L M Biology 201L  4 Biology 202L  4 Biology 237  3 Biology 238  3 Biology 239L  4 Biology 247L 1 Biology 248L 1 Chemistry 111L M 4 Chemistry 121,123L  4 Chemistry 122,124L  4 Chemistry 212L M 4 Chemistry 301,303L  4 Chemistry 302, 304L  4 Phys 151  3 Phys 152  3 Math 121 3 C Math 150 3 Math 180  3 Stat 145  3  C CJ 130 3

MD Doctor of Medicine

PHARMD Pharmacy Doctor

Pre-HSC Program



   C C   

C

    

 







or 

C

225



   

  







 



 





C



 C   

C C C C

   

 C

 

 





C C C 

3  C C 3-9 C  C C Required C Recommended  Accepted in lieu of Always see Advisor Choice within subject M Don't even think about it All programs = minor not required 101

Prepared by Kelley Parker 4/20/2016

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Med Lab Sc

EMS

OT (masters)

Dr of PT

PHARMD

MD

W's Okay

L

L

Pre-Med Integration

YES

YES

YES

YES

Easy

M

M

M

M

M

M

X-Ray Tech Training

N/A

N/A

N/A

N/A

N/A

N/A

3.0

3.0

PA (masters)

DH

Nuc Med

BSN

BS Pop H

NEED TO KNOW YES

YES

Yes

M

YES

M

YES

M

M

M

M

M

N/A

N/A

M

N/A

N/A

3.75

2.5

ADMISSION DETAILS 3.3

Average GPA

C





Letters of Rec







NM Residency

C

C

Interview (s)







knowledge of career









PCAT

MCAT

Info Session w/Program

Clinical Experience Letter of Intent/Personal Statement/Writing Sample

Entrance Exam/Certification





3.5 



C







C

C

C



















observation hours

C M

 FISDAP



C

M helpful

 GRE

GRE

M

M YES

HESI A2

N/A

i Information on sheet is subject to change. Check department website for updates. i Not everyone is admitted to their program of choice. Programs calculate GPA for admissions differently from each other. See dept. =Required

C =Helpful/Recommended

M =NO

L=Bad Idea, See Advisor

Prepared by Kelley Parker 4/20/2016

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UNM Medical Programs Info Sheet 2016

Program/Career

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What do they do?

Scan code

Web Site Scan Code

Biomedical Sciences Graduate program

http://hsc.unm.edu/research/brep/

Dental Hygiene

http://dentalmedicine.unm.edu/education/hygienebs/index.html

Emergency Medical Technician

http://hsc.unm.edu/SOM/emsacad/bsems.shtml

Medical Laboratory Scientist (Technologist)

http://pathology.unm.edu/medical-laboratorysciences/program/b.s.-degree-prerequisites.html

Occupational Therapists

http://ot.unm.edu/

Physical Therapists

http://orthopaedics.unm.edu/pt/index.html

Pharmacists

http://hsc.unm.edu/pharmacy/admissionrequire.shtml

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Physician Assistant

http://fcm.unm.edu/education/physician-assistantprogram/index.html

Public Health

http://fcm.unm.edu/education/public-health-program/master-ofpublic-health.html

Nuclear Medicine Radiologic Sciences

http://radiology.unm.edu/radsciprograms/index.html

Computed Tomography (CT) Techs

http://radiology.unm.edu/radsci-programs/bsrs/ct-home.html

Must already be a Radiologic Tech

Magnetic Resonance Imaging (MRI) Techs

http://radiology.unm.edu/radsci-programs/bsrs/mri-home.html

Must already be a Radiologic Tech

Nuclear Medicine Techs

NSO Advisor Guide

http://radiology.unm.edu/radsciprograms/bsrs/nucmed-home.html

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Nursing

http://nursing.unm.edu/prospective-students/index.html

MD Medical Doctor

http://som.unm.edu/education/md/index.html

Population Health

http://catalog-devl.unm.edu/catalogs/20162017/colleges/population-health/index.html

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CORE & DIVERSITY REQUIREMENT

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UNM CORE CURRICULUM WORKSHEET All UNM Students are required to complete the Core Curriculum as part of their baccalaureate (Bachelor's) degree program. There are VERY limited, specific exceptions allowed, and only for certain specific colleges or majors. Unless noted, all courses are one semester in length and all courses are 3 credit hours.

A GRADE OF C (NOT C-) IS NEEDED FOR ALL COURSES TO SATISFY THE CORE REQUIREMENT. AREA 1: WRITING AND SPEAKING – 9 credit hours required, including English 110, English 120 and 1 additional course.

Pre-Fall 2014: ENGL 101: Composition 1

ENGL 110: Accelerated Composition

ENGL 113: Enhanced Composition

Pre-Fall 2014: ENGL 102: Composition 2

ENGL 111 & 112: Composition 1 & 2 (2 Semesters)

ENGL 120: Composition 3

All Students are required to demonstrate competency in English 120 and complete one additional course from the following: UHON 201: Rhetoric and Discourse

ENGL 219: Technical Writing

CJ 130: Public Speaking

ENGL 220: Expository Writing

PHIL 156: Reasoning & Critical Thinking

AREA 2: MATHEMATICS – 3 credit hours required. Choose one course from the following: MATH 121: College Algebra

MATH 150: Pre-Calculus

MATH 180: Elements of Calculus

MATH 129: Survey of Mathematics

MATH 153: Pre-Calculus & Trigonometry (5cr)

MATH 181: Elements of Calculus 2

MATH 215: Math for Elementary Teachers 3

MATH 162: Calculus 1 (4cr)

STAT 145: Intro to Statistics

MATH 163: Calculus 2 (4cr)

UHON 202: Mathematics in the World

AREA 3: PHYSICAL AND NATURAL SCIENCES – 7 credit hours required. Choose two courses from the following (one must include a 1cr lab): ANTH 120: Arch Method & Theory

CHEM 121: General Chemistry 1

PHYC 105: Physics and Society

ANTH 122L: Required Lab for ANTH 120 (1cr)

CHEM 123L: Req Lab for CHEM 121 and 131 (1cr)

PHYC 108: Musical Acoustics

Pre- Spring 2013: ANTH 121L: Arch M & T (4cr)

CHEM 122: General Chemistry 2

PHYC 108L: Opt Lab for Musical Acoustics (1cr)

ANTH 150: Evolution & Human Emergence

CHEM 124L: Req Lab for CHEM 122 and 132 (1cr)

PHYC 151: General Physics

ANTH 151L: Opt Lab for ANTH 150 (1cr)

CHEM 131: Principles of Chemistry (3cr)

PHYC 151L: Opt Lab for PHYC 151 (1cr)

ANTH 160: Human Life Course

CHEM 132: Principles of Chemistry (3cr)

PHYC 152: General Physics

ANTH 161L: Opt Lab for ANTH 160 (1cr)

CS 108L: Computer Science for All (3cr)

PHYC 152L: Opt Lab for PHYC 152 (1cr)

ASTR 101: Intro to Astronomy

EPS 101: Intro to Geology

PHYC 160: General Physics

ASTR 101L: Opt Lab for ASTR 101 (1cr)

EPS 105L: Opt Lab for EPS 101 (1cr)

PHYC 160L: Opt Lab for PHYC 160 (1cr)

BIOL 110: Biology for Non-Majors

EPS 201L: Earth History (4cr)

PHYC 161: General Physics

BIOL 112L: Opt Lab for BIOL 110 (1cr)

ENVS 101: The Blue Planet

PHYC 161L: Opt Lab for PHYC 161 (1cr)

BIOL 121L: Principles of Biology (4cr)

ENVS 102L: Opt Lab for ENVS 101 (1cr)

*NTSC 261L: Physical Science (4cr)

BIOL 122L: Principles of Biology (4cr)

GEOG 101: Home Planet: Land, Water, & Life

*NTSC 262L: Life Science (4cr)

BIOL 123: Bio for Health-Related Sciences

GEOG 105L: Opt Lab for GEOG 101 (1cr)

*NTSC 263L: Environmental Science (4cr)

BIOL 124L: Opt Lab for BIOL 123 (1cr)

PHYC 102: Introduction to Physics

UHON 203: Science in the 21st Century

CHEM 101: Chemistry in Our Community

PHYC 102L: Opt Lab for PHYC 102 (1cr)

CHEM 111: Elem of General Chemistry (4cr)

*Natural Science (NTSC) 261L, 262L, and 263L are for pre-service K-8 teachers only

AREA 4 – SOCIAL AND BEHAVIORAL SCIENCES – 6 credit hours required. Choose two courses from the following: AFST/CCS/NATV/SUST/WMST 109: Intro to Comparative and Global Ethnic Societies #

POLS 110: The Political World

AMST 182: Intro to Environment and Social Justice

CRP 181: Intro to Environmental Problems

POLS 200: American Politics

AMST 185: Race, Class & Ethnicity #

*ENG 200: Technology in Society #

POLS 220: Comparative Politics

ANTH 101: Intro to Anthropology

GEOG 102: People & Place

POLS/PCST 240: International Politics #

ANTH 130: Cultures of the World #

IFDM 105: Intro to Film & Digital Media

SOC 101: Intro to Sociology

ANTH 220: World Archaeology

LING 101/ANTH 110: Intro to Linguistics

SOC 216: Dynamics of Prejudice #

ECON 105: Intro to Macroeconomics

*ME/GEOG 217: Energy, Environment & Society

ECON 106: Intro to Microeconomics

PSY 105: General Psychology

UHON 204: Individual & Collective *ENG 200 & ME 217 cannot both count toward Social and Behavioral Sciences core.

AREA 5: HUMANITIES – 6 credit hours required. Choose two courses from the following: AFST 104: Intro to Africana Studies #

ENGL 292: World Lit: Ancient World - 16th Century

NATV 150: Intro to Native American Studies #

AMST 186: Intro to Southwest Studies #

ENGL 293: World Lit: 17th Century through Present

MLNG 101: Languages and Cultures #

AMST/CCS/NATV 201: Intro to Chicana & Chicano Studies #

GEOG 140: Intro to World Regions #

PHIL 101: Intro to Philosophical Problems

CLST 107: Greek Mythology

HIST 101: Western Civilization (to 1648)

PHIL 201: Greek Thought

CLST 204: Greek Civilization

HIST 102: Western Civilization (from 1648) #

PHIL 202: From Descartes to Kant

CLST 205: Roman Civilization

HIST 161: History of the US to 1877

RELG 107: Living World Religions #

Pre-Fall 2012 CLCS 223/224 Lit Questions

HIST 162: History of US since 1877

RELG 263: Eastern Religions #

COMP 222: Fairy and Folk Tales

HIST 181: History of Early Latin America #

RELG 264: Western Religions #

COMP 224: Lit Questions

HIST 182: Modern Latin American History #

UHON - Legacy Seminar, 100 – 200 Level

ENGL 150: Study of Literature

IFDM 105: Intro to Film & Digital Media

UHON 205: Humanities, Society & Culture

AREA 6: FOREIGN LANGUAGE – 3 credit hours required.

One course chosen from any lower-division non-English language offerings from the Department of Linguistics (including SIGN 201), Spanish and Portuguese, Foreign Languages and Literatures, and foreign languages in other departments or programs (except Latin 105, Pre-Spring 2007).

Foreign Language Course: ____________________

AREA 7: FINE ARTS – 3 credit hours required. Choose one from the following: ARCH 121: Intro to Architecture

FA 284: Experiencing the Arts

Pre-Fall 2010: ARCH 101: Intro to Architecture

IFDM 105: Intro to Film & Digital Media

ARTH 101: Intro to Art

MA 210: Intro to Film Studies

ARTH 201: History of Art 1

MUS 139: Music Appreciation

ARTH 202: History of Art 2

MUS 142: Rock Music Appreciation

DANC 105: Dance Appreciation

THEA 105: Intro to Theatre Appreciation

Pre-Fall 2010: THEA 122: Theatre Appreciation UHON 207: Fine Arts as Global Perspective Any 3 credit hour studio or performance course offered by the Department of Art & Art History, Music, Theatre & Dance, Media Arts, or IFDM will also complete Area 7 of core.

# Denotes course that meets “U.S. and Global Diversity and Inclusion” 3-credit undergraduate degree requirement.

Course is no longer offered but will be accepted.

Prepared by JCONN 5/3/2016

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U.S. & Global Diversity & Inclusion Undergraduate Requirement Approved Courses Course Prefix

Course Number

1

AFST

115

2

AFST

104

3

AFST

251

4

AFST

255

African American Literature I Black Women in African Dispora

5

AFST

280

African-American Culture

6

AFST

284

African American History I

7

AFST

285

African American History I

8

AFST

303

Introduction to Black Liberation

Course Title

Communication Across Cultures Intro to Africana Studies #

9

AFST

309

Black Politics

10

AFST

315

Race and the Law

11

AFST

333

Black Political Theory

12

AFST

380

African Literature

13

AFST

385

The African World

14

AFST

386

Peoples and Cultures of the Circum-Caribeean

15

AFST

395

Education and Colonial West Africa

16

AFST

396

Emancipation and Equality

17

AFST

399

Culture and Education

18

AMST

330

Native Education and Gender

19

AMST

183

Introduction to Gender Studies

20

AMST

185

Introduction to Race, Class, and Ethnicity #

21

AMST

186

Introduction to Southwest Studies #

22

AMST

251

The Chicano Experience in the United States

23

AMST

252

The Native American Experience

24

AMST

353

Race Relations in America

25

ANTH

330

Principles of Cultural Anthropology

26

ANTH

361

Behavioral Ecology & Biology of Sex Roles

27

ANTH

130

Cultures of the World #

28

ANTH

339

Human Rights in Anthropology

29

ANTH

385

Images of the Indian in American Culture

30

ARCH

450

31

ARTE

477

Design Leadership Sexual Identity and Social Justice in Art Education

32

ARTH

453

African American Art

33

ARTH

492

American Landscape

34

CCS

109

Introduction to Comparative Global and Ethnic Studies #

35

CCS

201

Introduction to Chicana and Chicano Studies #

36

CCS

310

Immigration and Assimilation

# - UNM Core Course

NSO Advisor Guide

31

2016

37

CCS

332

38

CCS

342

Introduction to Chicana and Chicano Studies Race, Culture, Gender, Class in New Mexico History

39

CCS

360

Chicano and Latino Civil Rights

40

CCS

362

Chicano and Chicana Movement: El Movimiento Chicano

41

CCS

364

Raza Genders and Sexualities

42

CCS

372

New Mexico Villages and Cultural Landscape

43

CCS

374

New Mexico's Literary Landscape & Beyond

44

CCS

384

Community Based Learning in Chicana and Chicano Studies

45

CCS

460

Chicanos abd Latinos in a Global Society

46

CCS

490

Advanced Seminar in Chicana and Chicano Studies

47

CJ

313

Ecocultural Communication: Humans and "The Environment"

48

CJ

314

Intercultural Communications

49

CJ

317

International Cultural Conflict & Communtiy Building

50

CJ

318

Language, Thought and Behavior

51

CJ

326

Gender and Communication

52

CJ

469

53

COMP

453

Multiculturalism Gender & Media Asian Studies Thesis

54

CRP

428

Gender and Economic Development

55

CRP

473

Planning on Native American Lands

56

CRP

474

Cultural Aspects of Community Development Plans

57

CRP

486

Planning Issues in Chicano Communities

58

ECME

325

The Social, Political and Cultural Context of Children and Families

59

ECON

239

Economics of Race and Gender

60

ECON

331

Economics of Poverty and Discrimination

61

ENG

200

Technology in Society #

62

ENGL

264

Survey of Native Literatures and Rethorics

63

ENGL

265

Introduction to Chicano(a) Literature

64

ENGL

281

African American Literature I

65

ENGL

308

The Jewish Experience in American Literature and Culture

66

ENGL

397

Regional Literature

67

ENGL

479

Postcolonial Literature

68

FS

484

Ethnic Minority Family

69

GEOG

140

World Regional Geography #

70

GEOG

364

Law and Geography

71

GEOG

445

Geography of New Mexico & Southwest

72

GEOG

466

The City as Human Environment

73

HED

212

Fundamentals of Human Sexuality

74

HED

482

75

HIST

102

Intro to Health and Health Education and Multicultural Beliefs Western Civilization Post 1648 #

76

HIST

426

History of the Holocaust

# - UNM Core Course

NSO Advisor Guide

32

2016

77

HIST

363

78

HIST

371

Early Mexican Americans From Aztec to Spanish Domination: The History of Early Mexico

79

HIST

463

Hispanic Frontiers in North America

80

HIST

464

US Mexican Borderlands

81

HIST

465

History of Immigration

82

HIST

466

Native American Southwest

83

HIST

470

Labor and Working Class in Latin America

84

HIST

472

Women in Modern Latin America

85

HIST

181

History of Early Latin America #

86

HIST

182

Modern Latin American History #

87

HIST

260

New Mexico History

88

HIST

323

History of the Jewish to 1492

89

HIST

345

U.S Women since 1865

90

HIST

474

Slavery and Race Relations in the Americas

91

HMHV

101

Contours of Health in New Mexico

92

HMHV

310

Health and Cultural Diversity

93

LING

331

Language in Society

94

LING

334

Language and Gender

95

LLSS

315

Educating Linguistically and Culturally Diverse students

96

LLSS

321

School and Society

97

LLSS

456

First and Second Language Development with in Cultural Contexts

98

LLSS

457

Language, Culture and Mathematics

99

LLSS

458

Literacy Across Cultures

100

LLSS

588

Feminist Epistomologies & Pedagogies

101

LTAM

354

Introduction to Latin American Society I

102

MA

336

Images of (Wo)men

103

MGMT

306

Organizational Behaviour & Diversity

104

MGMT

308

Ethical, Political and Social Environment

105

MGMT

457

Diversity in Organizations

106

MGMT

469

Management of Native American Owned Enterprises

107

MLNG

101

Languages and Cultures #

108

MUSE

293

Multicultural Awareness Through Music Skills

109

NATV

300

Research Methods in Native American Contexts

110

NATV

305

Indigenous Self-Determination in Education

111

NATV

325

Tribal Government

112

NATV

326

113

NATV

385

Tribal Gaming Indigenous Worldview

114

NATV

402

Education Power and Indigenous Communities

115

NATV

423

Self-Determination and Indigenous Human Rights

116

NATV

436

Environmental Ethics and Justice in Native America

# - UNM Core Course

NSO Advisor Guide

33

2016

117

NATV

474

Traditions of Native American Philosophy

118

NATV

150

119

NATV

250

Introduction To Native American Studies # Sociopolitical Concepts In Native America

120

NATV

251

Research Issues in Native America

121

NATV

315

Language Recovery, Revitalization, and Community Renewal

122

NATV

445

Politics of Identity

123

NATV

461

124

NATV

480

125

NATV

486

Community-Based Learning in Indigenous Context Building Native Nations: Community Revitalization, Culture, Decolonization, and Indigenous Thought Contemporary and Traditional Views on Indigenous Leadership

126

PEP

485

Diversity in Sport and Physical Activity

127

POLS

240

International Politics #

128

POLS

307

The Politics of Ethnic Groups

129

POLS

308

Hispanics in US Politics

130

POLS

313

Women and Law

131

POLS

318

Civil Rights Politics and Legislation

132

POLS

376

Health Policy & Politics

133

POLS

377

Population Policy and Politics

134

PSY

374

Cross Cultural Psychology

135

RELG

107

Living World Religions #

136

RELG

263

Eastern Religions #

137

RELG

264

Western Religions #

138

SIGN

201

Introduction to Signed Language

139

SIGN

352

Language and Culture in Deaf Community, Part 1

140

SOC

216

141

SOC

307

The Dynamics of prejudice # Sociology: Race and Gender

142

SOC

308

Sociology of Gender

143

SOC

312

Causes of Crime and Delinquency

144

SOC

328

Sociology of Native Americans

145

SOC

415

Social Stratification

146

SOC

420

Race and Cultural Relations

147

SOC

422

Sociology of Religion

148

SPAN

431

Spanish American Literature Survey I

149

WMST

200

Introduction to Women Studies

150

WMST

304

Feminist Theories: Identity Knowledge and Power

151

WMST

498

Feminism in Action

152

WMST

313

Women and the Law

153

WMST

324

Contemporary Feminist Theory

154

WMST

325

155

WMST

331

Race, Class, and Feminism Transnational Feminism

# - UNM Core Course

NSO Advisor Guide

34

2016

First-Year Learning Communities (FLCs) to meet the UNM Diversity Requirement

1 2 3 4 5 6 7 8

Course Prefix

Course Number

SOC CJ CCS UNIV CCS ENGL CCS AMST CCS ENGL CCS ENGL AFST SOC HIST ENGL

101 225 201 106 201 110 201 185 201 120 201 110 297 101 181 110

Course Title FLC 608: Society & Inequality FLC 640: Music & Spoken Word in Politics FLC 641: Music & Spoken Word in Politics FLC 642: Music & Spoken Word in Politics FLC 643: Music & Spoken Word in Politics FLC 617: Chicana/o Civil Rights & the Law FLC 653: #BlackLivesMatter FLC 611: Early Latin American Peoples # - UNM Core Course

NSO Advisor Guide

35

2016

COMPASS

NSO Advisor Guide

36

2016

UNM Main Campus Testing Center ACT/COMPASS Placement Table SAT Score:

ACT Score:

COMPASS Score:

Course Placement:

Reading <=429 >=430

Reading <= 17 >= 18

Reading 0-77 78-100

UNIV 106 (Critical Text Analysis) Out of UNIV 106 (Critical Text Analysis)

English <= 370 380- 440 450- 600

English <= 14 15-18 >=19

Writing 0-59 60-74 75-100

English 111 (Composition I) English 113 (Enhanced Comp.)

English 110 (Accelerated Comp.)

Math <= 429 430- 509 450-509

Math 1– 17 18– 21 19-21

430- 509 450-509 510- 569

18– 21 19-21 22 – 24

510 - 569 570+ 600+ 640 - 699

22 – 24 25+ 26+ 28 - 31

Pre Algebra 0– 50 51– 100 51- 100 Algebra 0 – 54 0- 54 55 – 100 College Algebra 0 – 54 55 – 66 55 - 66 67 – 100

<=31 32+

Trigonometry 0-59 60-100

<= 699 700+

UNIV 103 (Foundational Math) Math 101 & 102 or Math 111 Math 101 & 102 or Math 111 Math 121, 129, STAT 145 Math 121, 129, STAT 145 Math 123, 150, 153 or Math 180 Math 162*

Must take Math 123 Out of Math 123

*MATH 162 Note: If a student has an ACT score <=31 or SAT <=699, they must either successfully complete Math 123 or pass the COMPASS Trigonometry exam with a 60 or above before taking Math 162.

Note: Math 123 and Math 150 can be taken concurrently as individual courses or in the combined course Math 153.

Required scores and equivalent course placements as used by the University of New Mexico.

NSO Advisor Guide

37

2016

Compass Testing On UNM Main Campus Information Testing on Main Campus starts June 6 Locations: Labs Day Time LoboLab (SUB Basement) Monday/Wednesday 1-5PM/3-6PM ED Tech Computer Lab Monday 1PM-5PM (Rm180 and 280) SOE ESS Suite (Rm 2094) Monday/Wednesday 1-5PM/3-6PM only for SOE Students CEOP (UAE&C – 2nd Flr Wednesday (starting in July) 3-6PM  Stop letting new students test o Do not accept new test students starting at 4:00 on Monday so we can close out by 5:00PM o Do not accept new test students starting at 5:00 on Wednesday so we can close out by 6:00PM  For questions call 506-5633

No Compass on Main Campus during Freshmen Expresss!

NSO Advisor Guide

38

2016

AP/CLEP/IB SCORES

NSO Advisor Guide

39

2016

MINIMUM IB SCORE 4

ART/DESIGN- HIGHER LEVEL

4

BIOLOGY- HIGHER LEVEL

6 7

CHEMISTRY- HIGHER LEVEL CHEMISTRY- HIGHER LEVEL

4

ECONOMICS- HIGHER LEVEL

CHEM 121 & CHEM 123L CHEM 121, CHEM 123L & CHEM 122 ECON 105 & ECON 106

5

ENGLISH- HIGHER LEVEL

ENGL 110 & ENGL 120

4 4

ENGLISH- HIGHER LEVEL FRENCH- HIGHER LEVEL

ENGL 110 FREN 101 & FREN 102

4

GEOGRAPHY- HIGHER LEVEL

GEOG 101 & GEOG 102

4

GERMAN- HIGHER LEVEL

GRMN301 & GRMN 302

4 4

HISTORY AMERICAS- HIGHER LEVEL HISTORY- HIGHER LEVEL

HIST 300 & HISTORY 300 LEVEL ELECTIVE HIST 101 & HIST 102

4

LATIN- HIGHER LEVEL

LATN 303 & LATN 304

4

MATHEMATICS- HIGHER LEVEL

MATH 162 & MATH 163

4

PHILOSOPHY- HIGHER LEVEL

PHIL 201 & PHIL 202

4

PHYSICS- HIGHER LEVEL

4

PHYSICAL SCIENCE- HIGHER LEVEL

PHYC 160, PHYC 161 & PHYC 262 PHYC 102 & CHEM 111

4

PORTUGUESE A- HIGHER LEVEL

PORT 311 & PORT 312

4

PORTUGUESE B- HIGHER LEVEL

PORT 201 & PORT 202

4 4

PSYCHOLOGY- HIGHER LEVEL RUSSIAN- HIGHER LEVEL

PSY 105 RUSS 101 & RUSS 102

4

SOCIAL ANTHROPOLOGY- HIGHER LEVEL SPANISH A- HIGHER LEVEL

ANTH 130 & ANTH 230

4

NSO Advisor Guide

IB TITLE

UNM COURSE EQUIVALENT ART STUDIO GENERAL ELECTIVE BIOL 121 & BIOL 122

SPAN 301 & SPAN 302

40

UNM CREDIT HOURS 3 CREDITS 8 CREDITS TOTAL (4 EACH) 4 CREDITS 7 CREDITS TOTAL (3, 1 3) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 3 CREDITS 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 8 CREDITS TOTAL (4 EACH) 6 CREDITS TOTAL (3 EACH) 9 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 3 CREDITS 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH) 6 CREDITS TOTAL (3 EACH)

2016

MINIMUM IB SCORE 4

SPANISH B- HIGHER LEVEL

4

SWAHILI- HIGHER LEVEL

4

THEATER ARTS- HIGHER LEVEL

NSO Advisor Guide

IB TITLE

UNM COURSE EQUIVALENT SPAN 101 & SPAN 102 MODERN LANGUAGE GENERAL ELECTIVE THEA 105

41

UNM CREDIT HOURS 6 CREDITS TOTAL (3 EACH) 3 CREDITS 3 CREDITS

2016

MINIMUM CLEP SCORE ******** 50

CLEP TEST # and TITLE

50

GENERAL EXAMS 121 COLLEGE COMPOSTITION MODULAR 122 COLLEGE COMPOSITION

50

130 HISTORY

50

140 HUMANITIES

57

150 MATHEMATICS

50

160 NATURAL SCIENCES

50

170 SOCIAL SCIENCES & HISTORY

******* *NO CREDIT* 50

SUBJECT EXAMS 38 AMERICAN LITERATURE 39 ANALYZING & INTERPRETING LITERATURE 37 ENGLISH LITERATURE 48 FRENCH LANGUAGE 48 FRENCH LANGUAGE 55 GERMAN LANGUAGE 87 SPANISH LANGUAGE

*NO CREDIT* 52 48 63 57 50 45 65 55 55 63 *NO CREDIT* 54 54 56 59 55 55

NSO Advisor Guide

UNM COURSE EQUIVALENT GENERAL EXAMS ENGLISH GENERAL ELECTIVE ENGL 110 & GENERAL ENGLISH ELECTIVE HISTORY GENERAL ELECTIVE HUMANITIES GENERAL ELECTIVE MATH GENERAL ELECTIVE NATURAL SCIENCE GENERAL ELECTIVE HISTORY & SOCIAL GENERAL ELECTIVES SUBJECT EXAMS *NO CREDIT AT UNM* ENGL 150

87 SPANISH LANGUAGE 87 SPANISH LANGUAGE 58 AMERICAN GOVERNMENT 07 HISTORY OF THE US I: EARLY COLONIZATION TO 1877 08 HISTORY OF THE US II: 1865 TO THE PRESENT 83 HUMAN GROWTH & DEVELOPMENT 84 INTRO TO EDUCATIONAL PSYCHOLOGY 35 PRINCIPLES OF MACROECONOMICS 34 PRINCIPLES OF MICROECONOMICS 85 INTRO PSYCHOLOGY 80 INTRO SOCIOLOGY 43 WESTERN CIVILIZATION I: ANCIENT NEAR EAST TO 1648 44 WESTERN CIVILIZATION II:

42

UNM CREDIT HOURS ************* 6 CREDITS 6 CREDITS TOTAL (3 EACH) 6 CREDITS 6 CREDITS 6 CREDITS 6 CREDITS 6 CREDITS TOTAL (3 EACH) ************* *NO CREDIT AT UNM* 3 CREDITS

*NO CREDIT AT UNM* FREN 101 & FREN 102 FREN 101 GRMN101 & GRMN 102 SPAN 101, SPAN 102, SPAN 201 & SPAN 202 SPAN 101 & SPAN 102 SPAN 101 POLS 200 HIST 161

*NO CREDIT AT UNM* 6 CREDITS (3 EACH) 3 CREDITS 6 CREDITS (3 EACH) 12 CREDITS (3 EACH)

HIST 162

3 CREDITS

PSY 220

3 CREDITS

*NO CREDIT AT UNM*

*NO CREDIT AT UNM*

ECON 105

3 CREDITS

ECON 106

3 CREDITS

PSY 105 SOC 101 HIST 101

3 CREDITS 3 CREDITS 3 CREDITS

HIST 102

3 CREDITS

6 CREDITS (3 EACH) 3 CREDITS 3 CREDITS 3 CREDITS

2016

50 59 70 63

1648 TO THE PRESENT 20 BIOLOGY 65 COLLEGE ALGEBRA 69 CALCULUS 25 CHEMISTRY

54 0 54 50

90 ACCOUNTING 91 BUSINESS LAW 92 MANAGEMENT 93 MARKETING

NSO Advisor Guide

BIOL 110 MATH 121 MATH 162 CHEM 121, CHEM 123L, CHEM 122, & CHEM 124L MGMT 202 *NO CREDIT AT UNM* MGMT 113 MGMT 222

43

3 CREDITS 3 CREDITS 4 CREDITS 8 CREDITS TOTAL

3 CREDITS 3 CREDITS 3 CREDITS

2016

MINIMUM AP SCORE 4 5 3 3 3 3 5 4 3 5

AP TEST # and TITLE

UNM COURSE EQUIVALENT

UNM CREDIT HOURS

07 US HISTORY 13 ART HISTORY 13 ART HISTORY 14 ART DRAWING 15 ART GENERAL 16 ARTS 2D or 3D DESIGN 20 BIOLOGY 20 BIOLOGY 20 BIOLOGY 25 CHEMISTRY *Starting summer 2014*

6 CREDITS 6 CREDITS 3 CREDITS *SEE DEPT* *SEE DEPT* *SEE DEPT* 8 CREDITS 4 CREDITS 4 CREDITS 7 CREDITS

4 4 3 3

25 CHEMISTRY *Starting summer 2014* 25 CHEMISTRY *SPRING 2014 back* 25 CHEMISTRY *Starting summer 2014* 25 CHEMISTRY *SPRING 2014 back*

4

28 CHINESE LANG & CULT

3 3 5 4 4 4 5

28 CHINESE LANG & CULT 31 COMPUTER SCIENCE A 33 COMPUTER SCIENCE AB 33 COMPUTER SCIENCE AB 34 MICROECONOMICS 35 MACROECONOMICS *NEW: 36 ENGLISH LANG/COMP Starting SUMMER 2014* 36 ENGLISH LANG/COMP *ENDING SPRING 2014* *NEW: 36 ENGLISH LANG/COMP Starting SUMMER 2014* 36 ENGLISH LANG/COMP *ENDING SPRING 2014* *NEW: 37 ENGLISH LIT/COMP Starting SUMMER 2014* 37 ENGLISH LIT/COMP *ENDING SPRING 2014* *NEW: 37 ENGLISH LIT/COMP Starting SUMMER 2014* 37 ENGLISH LIT/COMP *ENDING SPRING 2014* *NEW: 36 & 37 COMBINED Starting SUMMER 2014* 36 & 37 COMBINED *ENDING SPRING 2014* 40 ENVIRONMENTAL SCIENCE

HIST 161 & HIST 162 ARTH 201 & ARTH 202 ARTH101 *SEE DEPT* *SEE DEPT* *SEE DEPT* BIOL 201 & BIOL2T** BIOL 201 BIOL 123 & BIOL 124L CHEM 121, CHEM 123L & CHEM 122 CHEM 121 & CHEM 123L CHEM 131L & CHEM 132L CHEM 111 CHEM 121/123L & CHEM 122/124L CHIN 101, CHIN 102, CHIN 201 & CHIN 202 CHIN 101 & CHIN 102 CS 151L CS 251L CS 151L ECON 106 ECON 105 ENGL 110 & ENGL 120 ENGL 101 & ENGL 102

6 CREDITS

ENGL 110

3 CREDITS

ENGL 101

3 CREDITS

ENGL 120 & ENGL 150

6 CREDITS

ENGL 101 & ENGL 102

6 CREDITS

ENGL 110

3 CREDITS

ENGL 101

3 CREDITS

ENGL 110, ENGL 120 & ENGL 150 ENGL 101, ENGL 102 & ENGL 150 ENVS 101 & ENVS 102L

9 CREDITS

5 3 3 5 5 3 3 5 5 3

NSO Advisor Guide

44

4 CREDITS 9 CREDITS 4 CREDITS 8 CREDITS 12 CREDITS 6 CREDITS 3 CREDITS 3 CREDITS 3 CREDITS 3 CREDITS 3 CREDITS 6 CREDITS

9 CREDITS 4 CREDITS

2016

4 MINIMUM AP SCORE 5

43 EUROPEAN HISTORY AP TEST # and TITLE

HIST 102 UNM COURSE EQUIVALENT

3 CREDITS UNM CREDIT HOURS

48 FRENCH LANGUAGE

12 CREDITS

4

48 FRENCH LANGUAGE

3 5

48 FRENCH LANGUAGE 51 FRENCH LIT

4

51 FRENCH LIT

3 3 5

51 FRENCH LIT 53 HUMAN GEOGRAPHY 55 GERMAN LANGUAGE

4

55 GERMAN LANGUAGE

3 3 3 5

55 GERMAN LANGUAGE 57 GOVT & POL US 58 GOVT & POL COMP 60 LATIN VIRGIL

4

60 LATIN VIRGIL

3 4

60 LATIN VIRGIL 61 LATIN LIT

3 4 3 4

61 LATIN LIT 62 ITALIAN LANG & CULT 62 ITALIAN LANG & CULT 64 JAPANESE LANG & CULT

3 3

64 JAPANESE LANG & CULT 66 CALCULUS AB

3

68 CALCULUS BC

3

69 CALC AB SUBGRADE

5

75 MUSIC THEORY

3 4

75 MUSIC THEORY 78 PHYSICS B *Through SUMMER 2014*

4

83 PHYSICS 1 *FALL 2014 forward*

FREN 101, FREN 102, FREN 201 & FREN 202 FREN 101, FREN 102, & FREN 201 FREN 101 & FREN 102 FREN 201, FREN 202, FREN 301 & FREN 302 FREN 201, FREN 202 & FREN 301 FREN 201 & FREN 202 GEOG 102 GRMN 101, GRMN 102, GRMN 201 & GRMN 202 GRMN 101, GRMN 102 & GRMN 201 GRMN 101 & GRMN 102 POLS 200 POLS 220 LATN 101, LATN 102, LATN 201 & LATN 202 LATN 101, LATN 102 & LATN 201 LATN 101 & LATN 102 LATN 101, LATN 102, LATN 201 & LATN 202 LATN 101 & LATN 102 ITAL 175 & ITAL 276 ITAL 175 JAPN 101, JAPN 102, JAPN 201 & JAPN 202 JAPN 101 & JAPN 102 MATH 162 & MATH 150 (FOR PRE-REQ ONLY) MATH 162, MATH 163 & MATH 150 (FOR PRE-REQ ONLY) MATH 162 & MATH 150 (FOR PRE-REQ ONLY) MUS 150/150L & MUS 152/152L MUS 150/150L PHYC 151/151L & PHYC 152/152L PHYC 151/151L

NSO Advisor Guide

45

9 CREDITS 6 CREDITS 12 CREDITS 9 CREDITS 6 CREDITS 3 CREDITS 12 CREDITS 9 CREDITS 6 CREDITS 3 CREDITS 3 CREDITS 12 CREDITS 9 CREDITS 6 CREDITS 12 CREDITS 6 CREDITS 12 CREDITS 6 CREDITS 12 CREDITS 6 CREDITS 4 CREDITS (MATH 150 ZERO CREDITS) 8 CREDITS (MATH 150 ZERO CREDITS) 4 CREDITS (MATH 150 ZERO CREDITS) 8 CREDITS 4 CREDITS 8 CREDITS 4 CREDITS

2016

MINIMUM AP SCORE 4 3 3 4 3 4 3 3 4 3 5 4 4 4

NSO Advisor Guide

AP TEST # and TITLE

UNM COURSE EQUIVALENT

UNM CREDIT HOURS

84 PHYSICS 2 *FALL 2014 forward* 78 PHYSICS B *Through SUMMER 2014* 83 PHYSICS 1 *FALL 2014 forward* 80 PHYSICS C MECH 80 PHYSICS C MECH 82 PHYSICS C E&M 82 PHYSICS C E&M 85 PSYCHOLOGY 87 SPANISH LANGUAGE *Starting summer 2013 forward* 87 SPANISH LANGUAGE 89 SPANISH LIT *Starting summer 2013 forward* 89 SPANISH LIT 90 STATISTICS 93 WORLD HISTORY *CHG FM 5 SCORE 33-2015 PER HIST DEPT CHAIR KG*

PHYC 152/152L *SEE DEPT* *SEE DEPT* PHYC 160/160L *SEE DEPT* PHYC 161/161L *SEE DEPT* PSY 105 SPAN 101, SPAN 102, SPAN 201, SPAN 202 & SPAN 302 SPAN 101 & SPAN 102 SPAN 302 & SPAN 307

4 CREDITS *SEE DEPT* *SEE DEPT* 4 CREDITS *SEE DEPT* 4 CREDITS *SEE DEPT* 3 CREDITS 15 CREDITS

SPAN 302 STAT 145 HIST 101 & HIST 102

3 CREDITS 3 CREDITS 6 CREDITS

46

6 CREDITS 6 CREDITS

2016

Forms

NSO Advisor Guide

47

2016

General Pre-Requisite Override Request Form All students requesting a prerequisite override for a UNM course (that allows overrides) because they are either (1) currently enrolled in the pre-requisite course at another institution or (2) transferring credit for the complete pre-requisite from another institution must complete this form and provide physical documentation, such as a copy of a transcript and/or a schedule showing the In Progress course to the advisor completing the form.

Overrides will not be given without documentation and signature from the referring advisor.

The following is to be completed by the student: Printed Student Name:

Banner ID:

Student’s UNM Email: Student’s Initials

Student’s Phone Number

Student agrees to the following statements.

I understand that the override given for my In Progress course (or transfer credit from another institution) is valid only for the semester stated above on the form.

I understand that I am responsible for making sure that official transcripts proving successful completion of the prerequisite course have been received and added to my official student record prior to the start of the selected semester.

I understand that if I do not successfully complete the pre-requisite course with a C or better (see UNM catalog for requirements) or if I do not transfer the earned credits by the given deadline, that the A&S Advisement office will have me (1) dropped from the course that I was given the override for and (2) the override will be removed from my record.

I understand that dropping/disenrollment from the course could have an impact on my financial aid and it is my responsibility to work with the Financial Aid Office to determine the most appropriate action for my situation.

The following is to be completed by the referring advisor: I certify that I have seen the student’s In Progress registration or transcript from another institution.

Advisor Print Name: Semester Requesting Override for: Override given for (course name & number):

Advisor’s Signature: Fall

Spring

Date: Summer

20______

Pre-Req. needed (course name & number)::

Name of Other Institution:  In Progress Date to be completed:

or  Credit earned semester & grade

Pre-req. registered for (course name & number): Who provided override?

NSO Advisor Guide

UNM Equivalent: Date override recorded:

48

2016

Academic Foundations Course Modification Form (Formerly Blue Card)

The purpose of the Academic Foundations Course Modification Form is to allow students that have registered for a Critical Text Analysis (CTA) and Foundational Math (FM) Course to drop the course(s).

Banner will not allow students to drop these courses manually. The Academic Foundations Course Modification Form allows a student to drop. There must me a valid reason for allowing the drop. The Academic Foundations Course Modification Form is used when the student has tested (Compass) out of the CTA or FM course or the student have completed a reading intensive or math course through dual credit, AP, IB or CLEP that will negate the need for the CTA or FM, or need to switch to a different CTA or FM course section.

A new process has been created for signing Academic Foundations Course Modification Forms. In addition, the form has a switch section option.

1. The Academic Foundations Course Modification Form is used to allow students to drop. The form should be signed by an advisor in UCAC or the Office of University Advisement. Please note that a change is section requires a form but not a signature (see #4).

2. Enrollment Management will work with University College and the Math Department to place students failing to progress in MATH 101 into UNIV 104 Math Learning Strategies during the 5th week.

3. During Orientation Sessions: If a student needs to switch section in either the CTA or FM text or send a picture of the Academic Foundations Course Modification Form to Vanessa Harris at 5065633 with the CRN/section # that the student is registered for and the one the student want to switch to. At the end of the day, it is the advisors responsibility to make sure that Vanessa has the original Academic Foundations Course Modification Form.

Students that are taking the Compass test during NSO will have their Academic Foundations Course Modification Form signed after testing by an advisor from the Office of University Advisement if the student score places them out of CTA or FM An override will be granted, if needed, for students that test out of CTA or FM after testing. This will only apply for tests taken on main campus from June 6 August 16, 2015.

Testing will be available on main campus at LoboLab, Labs LoboLab (SUB Basement) ED Tech Computer Lab (Rm180 and 280) SOE ESS Suite (Rm 2094) only for SOE Students CEOP (UAE&C – 2nd Flr 255A)

Day Monday/Wednesday Monday

Time 1-5PM/3-6PM 1PM-5PM

Monday/Wednesday

1-5PM/3-6PM

Wednesday (starting in July)

3-6PM

  Student’s Bursar accounts will be charged for test. No cash will be accepted.

Students will have to complete an authorization form to have their account charged.  A note/comment will be created in LoboAchieve verifying that the override was granted per compass test score.

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OFFICE OF THE REGISTRAR RECORDS AND REGISTRATION

ACADEMIC FOUNDATIONS Course Modification Form

Instructions: Step 1: Complete student information.

Step 2: Submit to University College Advisement Center.

Step 3: Student returns to Records and Registration.

Changes after the Last Day to Add will incur Late Transaction Fees.

Step One: To be completed by the Student.

UNM ID Number

Term

Student Name

Date

By signing this card I accept the Financial Responsibility for all Charges, Tuition, and Fees associated with this course(s).

Student Signature

Step Two: To be completed by the Academic Advisment Unit.

The above student is exempted from the following Academic Foundations course(s):

The above student is changing to another section of Academic Foundations, the section information is:

CRN

Drop CRN _________________________________________ Dept:

Course #

Section #

_________________________________________

Source of Exemption:

     

Dept:

Passed COMPASS Examination Multiple ACT Scores Advanced Course Completion Administrative Exemption Postponement Other: ____________________

Section #

Add CRN _________________________________________ Dept:

Course #

Section #

Signature is not required for section changes.

_________________________________________ University College or OUA Signature

Course #

Date

Step Three: To be completed by the Student.

Return this form in person, with valid photo identification, to Records and Registration, Mesa Vista Hall - North or Student Support and Services Center.

For Office Use Only Comments: ____________________________________________________________________________________________________________________ Processed By:

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_________________________

Fee Charged:

__________________________

50

Date:

__________________

2016

CTA and FM COMPATIBLE COURSES

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University College and the Mathematics and Statistics Department

Foundational Math and Intermediate Algebra: Proper Placement + Compelling Curriculum = Starting Success!

COMPASS TESTING What Math COMPASS scores do students need?

Students who pass the COMPASS with a Math score of 56 are able to enroll in the MATH 101 series.

What can students do if they feel the math test scores did not place them correctly?

Students who feel that their ACT or SAT scores may not be accurate may contact the UNM Testing Center to take the appropriate placement test BEFORE their orientation session.

What are the Placement tests, and where can they take it?

COMPASS is a computerized, multiple-choice exam, similar to an ACT or SAT, but without a time limit. In general, each test can be completed within an hour. Students may take the test on a walk-in basis Monday through Friday, at the UNM Testing Center located in the Continuing Education Building, room 226. Testing is available beginning at 8:00 a.m. and must be completed before 4:00 p.m. Students may also take the test on a walk-in basis Mondays 1 pm to 3:30 pm at the UNM Lobo Lab in the SUB basement. There is a $3.00 fee for taking each test. Results of a test are available immediately upon completion of the exam. You may re-take the COMPASS exam up to three times, allowing for a two week interval between attempts. Your highest score is the one used for final placement. See ucollege.unm.edu about taking COMPASS for Math and Reading.

What COMPASS scores do I need?

Students who pass the COMPASS with a Math score of 56 are not required to take Foundational Math.

DEFAULT PLACEMENT for 2016-2017 academic year

If ACT score ofâ&#x20AC;Ś student placed in Math 101/102 series

student placed in UNIV 103 Foundational Math

SAT/ACT Equivalence: SAT < 430 430-509

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ACT < 18 18-21

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đ?&#x2019;&#x160;đ?&#x2019;&#x2021; FM content completed

OPPORTUNITIES FOR STUDENT ADVANCEMENT OR SUPPORT in FM and MALL:

đ?&#x2019;&#x160;đ?&#x2019;&#x2021; â&#x2030;¤ 17 ACT

đ?&#x2019;&#x2022;đ?&#x2019;&#x2030;đ?&#x2019;&#x2020;đ?&#x2019;? student will enroll in:

beginning of semester - UNIV 103 Foundational Math semester schedule

UNIV 103 (3 cr)

with satisfactory grade by 8th week of semester đ?&#x2019;&#x2022;đ?&#x2019;&#x2030;đ?&#x2019;&#x2020;đ?&#x2019;?:

1. Receive transcript grade for UNIV 103 FM 2. Add MATH 101 2H to schedule Student may physically move to the MALL to begin working on MATH 101 semester schedule (changed at 2nd 8 week mark)

3 cr attempted for semester

UNIV 103 (3 cr) + MATH 101 2H (1 cr) 4 cr attempted for semester

đ?&#x2019;&#x160;đ?&#x2019;&#x2021; 18-21 ACT, đ?&#x2019;&#x2022;đ?&#x2019;&#x2030;đ?&#x2019;&#x2020;đ?&#x2019;? student will: start MATH 101 series semester schedule MATH 101 1H + MATH 102 2H __________________

2 credits attempted for semester

đ?&#x2019;&#x160;đ?&#x2019;&#x2021; not making appropriate progress by 5th week, đ?&#x2019;&#x2022;đ?&#x2019;&#x2030;đ?&#x2019;&#x2020;đ?&#x2019;? student will be: dropped from MATH 102 2H Automatically enrolled in UNIV 102 2H Math Learning Strategies (online 1 cr) schedule change for semester MATH 101 1H + UNIV 104 Math Learning Strategies (online) __________________________

2 credits attempted for semester UNIV 104 Math Learning Strategies is a 1 cr course with intensive math strategies support organized by CAPS

students will be enrolled in UNIV 104 by enrollment management

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Waiving Critical Text Analysis You may waive the UNIV 102 Critical Text Analysis requirement if a student has successfully completed the following course or its equivalent with a C or better. Place careful notes on LoboAchieve as to which course has qualified the student for a waiver.

Writing & Speaking

Humanities

Philosophy 156

Classical Studies 204, 205

Social and Behavioral Sciences

Comparative Literature 222, 224

American Studies 182 or 185

English 150

Anthropology 130

History 101, 102, 161, 162, 181, 182, 220

Economics 105 or 106

Philosophy 201, 202

Psychology 105

Religion 107, 264

Political Science 110, 200, 220, 240

Fine Arts

Sociology 101

Art History 101, 201 Media Arts 210

Other courses: College Academic Advisors can use their discretion and assess whether any college course not listed here, e.g. a science lecture, is reading intensive by determining whether the course heavily relied on textbook(s) as part of learning and grading. You may ask for a course syllabus in making that determination, or simply ask the student to describe on what exams and assignments were based.

Some situations might not be as clear-cut as completing a course(s) listed above. Use your professional judgement if contradicting indicators point toward a benefit to taking CTA, such as a low ACT Reading sub-score with a test date after a course listed above was completed.

Review: A University College committee will review proposals for adding courses to this list on a semesterly basis. Academic or Faculty Advisors should email ucac@unm.edu to begin the review process for particular course(s).

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Critical Text Analysis Compatible Courses Based on your ACT or SAT scores you have placed into Critical Text Analysis. You must take it your first semester unless you have transfer credit that satisfies this requirement. You have the option of taking the COMPASS test to place out of this foundation course. Please speak with your advisor for more information and visit http://test.unm.edu/compass-placementtest/index.html.

Based on your placement you may only take courses from the following list: Writing and Speaking: Check your English placement for applicable classes CJ 130: Public Speaking Mathematics: Check your placement for applicable classes Physical and Natural Sciences: CS 108L: Computer Science for All Social and Behavioral Sciences: None Humanities: CCS 201: Intro to Chicana & Chicano Studies (if attached to a Learning Community) Foreign Language: All Foreign Language Courses Fine Arts: Any 3 credit hour Fine Arts Studio or Performance Course Elective Courses (Possibly required by some majors): ARCH 109: Design Fundamentals ARCH 111: Introduction to Architectural Graphics CS 150: Computing for Business Students (must have placed in Math 121 or higher) HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (limited availability) UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

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2016

English 111 Compatible Courses Based on your ACT or SAT score you have placed into English Stretch. You must take it your first semester unless you have transfer credit that satisfies this requirement. You have the option of taking the COMPASS test to place out of this foundation course. Please speak with your advisor for more information and visit http://test.unm.edu/compass-placement-test/index.html.

Based on your placement you may only take courses from the following list: Writing and Speaking: CJ 130: Public Speaking PHIL 156: Reasoning & Critical Thinking Mathematics: Check your placement for applicable classes.

Physical and Natural Sciences: You may take any lecture without the lab.

Social and Behavioral Sciences: ANTH 130: Cultures of the World PSY 105: Intro to Psychology (Note: course requires a minimum of 10 hours out of classroom work) CRP 181: Intro to Environmental Problems ECON 105: Intro to Macroeconomics (Note: completion of Math 101, 102, and 103 is recommended) ECON 106: Intro to Microeconomics (Note: completion of Math 101, 102, and 103 is recommended) ENG 200: Technology in Society Humanities: CLST 107: Greek Mythology CCS 201: Intro to Chicana & Chicano Studies (if attached to a Learning Community) Foreign Language: All Foreign Language Courses Fine Arts: ARCH 121: Intro to Architecture MUS 139: Music Appreciation Any 3 credit hour Fine Arts Studio or Performance Course Elective Courses (possibly required by some majors): ARCH 109: Design Fundamentals ARCH 111: Introduction to Architectural Graphics CS 150: Computing for Business Students (must have placed in Math 121 or higher) HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (limited availability) UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

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2016

Foundational Math Compatible Courses Based on your ACT or SAT score you have placed into Foundational Math. You must take it your first semester unless you have transfer credit that satisfies this requirement. You have the option of taking the COMPASS test to place out of this foundation course. Please speak with your advisor for more information and visit http://test.unm.edu/compass-placementtest/index.html.

Based on your placement you may only take courses from the following list: Writing and Speaking: Check your English placement for applicable classes CJ 130: Public Speaking PHIL 156: Reasoning & Critical Thinking Mathematics: None Physical and Natural Sciences: None Social and Behavioral Sciences: Any on core sheet but not ECON 105 OR ECON 106 Humanities: Any on core sheet Foreign Language: All Foreign Language Courses Fine Arts: Any on core sheet

Elective Courses (possibly required by some majors): ARCH 109: Design Fundamentals ARCH 111: Introduction to Architectural Graphics HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (limited availability) UNIV 101: Introduction to UNM and Higher Education Any PE-NP course

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2016

Critical Text Analysis and English 111 Compatible Courses Based on your ACT or SAT scores you have placed into Critical Text Analysis and English Stretch. You must take them your first semester unless you have transfer credit that satisfies these requirements. You have the option of taking the COMPASS test to place out of these foundation courses. Please speak with your advisor for more information and visit http://test.unm.edu/compass-placement-test/index.html.

Based on your placement you may only take courses from the following list: Writing and Speaking: CJ 130: Public Speaking Mathematics: Check your placement for applicable classes.

Physical and Natural Sciences: CS 108L: Computer Science for All Social and Behavioral Sciences: None Humanities: CCS 201: Intro to Chicana & Chicano Studies (if attached to a Learning Community) Foreign Language: All Foreign Language Courses Fine Arts: Any 3 credit hour Fine Arts Studio or Performance Course Elective Courses (possibly required by some majors): ARCH 109: Design Fundamentals ARCH 111: Introduction to Architectural Graphics CS 150: Computing for Business Students (must have placed in Math 121 or higher) HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (limited availability) UNIV 101: Introduction to UNM & Higher Education Any PE-NP course

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2016

Critical Text Analysis, Foundational Math, and English 111 Compatible Courses Based on your ACT or SAT scores you have placed into Critical Text Analysis, Foundational Math, and English Stretch. You must take them your first semester unless you have transfer credit that satisfies these requirements. You have the option of taking the COMPASS test to place out of these foundation courses. Please speak with your advisor for more information and visit http://test.unm.edu/compass-placement-test/index.html.

Based on your placement you may only take courses from the following list: Writing and Speaking: CJ 130: Public Speaking Mathematics: None Physical and Natural Sciences: None Social and Behavioral Sciences: None Humanities: CCS 201: Intro to Chicana & Chicano Studies (if attached to a Learning Community) Foreign Language: All Foreign Language Courses Fine Arts: Any 3 credit hour Fine Arts Studio or Performance Course Elective Courses (possibly required by some majors): ARCH 109: Design Fundamentals ARCH 111: Introduction to Architectural Graphics HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (limited availability) UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

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2016

Critical Text Analysis and Foundational Math Compatible Courses Based on your ACT or SAT scores you have placed into Critical Text Analysis and Foundational Math. You must take them your first semester unless you have transfer credit that satisfies these requirements. You have the option of taking the COMPASS test to place out of these foundation courses. Please speak with your advisor for more information and visit http://test.unm.edu/compass-placement-test/index.html.

Based on your placement you may only take courses from the following list: Writing and Speaking: Check your English placement for applicable classes CJ 130: Public Speaking Mathematics: None Physical and Natural Sciences: None Social and Behavioral Sciences: None Humanities: CCS 201: Intro to Chicana & Chicano Studies (if attached to a Learning Community) Foreign Language: All Foreign Language Courses Fine Arts: Any 3 credit hour Fine Arts Studio or Performance Course

Elective Courses (possibly required by some majors): ARCH 109: Design Fundamentals ARCH 111: Introduction to Architectural Graphics HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (limited availability) UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

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2016

English 111 and Foundational Math Compatible Courses Based on your ACT or SAT scores you have placed into English Stretch and Foundational Math.

You must take it your first semester unless you have transfer credit that satisfies this requirement. You have the option of taking the COMPASS test to place out of this foundation course. Please speak with your advisor for more information and visit http://test.unm.edu/compass-placement-test/index.html.

Based on your placement you may only take courses from the following list: Writing and Speaking: CJ 130: Public Speaking PHIL 156: Reasoning & Critical Thinking Mathematics: None Physical and Natural Sciences: None Social and Behavioral Sciences: ANTH 130: Cultures of the World PSY 105: Intro to Psychology (Note: course requires a minimum of 10 hours out of classroom work) CRP 181: Intro to Environmental Problems ENG 200: Technology in Society Humanities: CLST 107: Greek Mythology Foreign Language: All Foreign Language Courses Fine Arts: ARCH 121: Intro to Architecture MUS 139: Music Appreciation Any 3 credit hour Fine Arts Studio or Performance Course Elective Courses (possibly required by some majors): ARCH 109: Design Fundamentals ARCH 111: Introduction to Architectural Graphics HED 171: Personal Health Management HED 164L: Standard First Aid with Lab (limited availability) UNIV 101: Introduction to UNM & Higher Ed Any PE-NP course

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ENGLISH

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Core Writing (ENGL 110-120, 219, 220)1

To succeed in college and beyond, students need to become agile writers who can adapt their writing to a wide variety of audiences, contexts, purposes, mediums, and technologies. They must learn to analyze new situations and respond to them appropriately. Instead of teaching one right way of writing, we seek to make students flexible writers who can transfer what they’ve learned in 110, 111/112, 113, and 120 to new contexts and new genres.

English 110, 111/112, 113 and 120 teach students to analyze rhetorical situations and respond with appropriate genres and technologies. In addition, these courses are designed to help students improve their fluency in standardized edited American English while valuing and, at times, incorporating the linguistic diversity of the various communities students inhabit. This focus on linguistic pluralism fits the mission of Core Writing, of UNM, and of an increasingly global workplace.

Course Listings English 110: Accelerated Composition (3 Credits)

Accelerated Composition introduces students to key approaches to writing. The course moves at a quick pace, often with writing assignments every week.

English 111 & 112: Composition I & II (3 Credits Each)

Composition I and II is a two-semester sequence that provides students with extra support in their writing, including more time for drafts and lots of opportunities for feedback. Students stay with the same instructor for both semesters and can begin Composition I in the Summer or Fall semester.

English 113: Enhanced Composition (3 Credits)

Enhanced composition is a 4-credit class that augments the ENGL 110 curriculum with a once-per-week “studio.” During the 1-hour-per-week studio, students meet in small groups (approximately 7 students) with the instructor to receive extra support in their writing, including working closely on their writing process and receiving immediate feedback from peers or the instructor.

English 120: Composition III (3 Credits)

English 120 emphasizes academic writing, research, and argumentation. You will design and research a project of your own and will summarize, synthesize, evaluate, and integrate secondary sources to support your own argument. You will also analyze the writing and research approaches (e.g., quantitative v. qualitative v. textual) of an academic discipline that is of interest to you.

You will build on the rhetorical approach introduced in English 110, 111/112 or 113 by continuing to analyze rhetorical situations in terms of audience, contexts, purpose, mediums, and technologies and apply this knowledge to your reading and writing. You will also extend your understanding of how writing and other modes of communication (such as visual and audio elements) work together for rhetorical purposes.

English 219: Technical and Professional Writing (3 Credits)

English 219 introduces students to the different types of documents found in the workplace. Students focus on how to analyze and understand readers; needs as well as develop a coherent structure, clear style, and compelling page layout. Students learn useful writing and research strategies they can use as they write correspondence, procedures, resumes, presentations, proposals, and multi-page reports.

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English 220: Expository Writing (3 Credits Each)

English 220 is an intermediate writing course designed for students who have passed 110, 111/112, or 113, and 120, and who wish to improve their writing skills to meet the demands of academic writing across the disciplines; Course readings and assignments should provide students with opportunities to study and practice various rhetorical forms, and teach students the rhetorical foundations necessary for adapting writing to any situation.

Student Learning Outcomes

The following are the approved learning outcomes for our core curriculum courses:

English 110, 111, 112, 113

Throughout the semester in English 110, 111, 112, or 113, you will progress toward the following student learning outcomes:

Rhetorical Situation and Genre

A. analyze, compose, and reflect on arguments in a variety of genres, considering the strategies, claims, evidence, and various mediums and technologies that are appropriate to the rhetorical situation

Writing as a Social Act

B. describe the social nature of composing, particularly the role of discourse communities at the local, national, and international level

Writing as a Process

C. use multiple approaches for planning, researching, prewriting, composing, assessing, revising, editing, proofreading, collaborating, and incorporating feedback in order to make your compositions stronger in various mediums and using multiple technologies

Grammar and Usage

D. improve your fluency in the dialect of Standardized Written American English at the level of the sentence, paragraph, and document E. analyze and describe the value of incorporating various languages, dialects, and registers in your own and othersâ&#x20AC;&#x2122; texts

Reflection

F. evaluate your development as a writer over the course of the semester and describe how composing in multiple genres and mediums using various technologies can be applied in other contexts to advance your goals

Research

G. use writing and research as a means of discovery to examine your personal beliefs in the context of multiple perspectives and to explore focused research questions through various mediums and technologies H. integrate othersâ&#x20AC;&#x2122; positions and perspectives into your writing ethically, appropriately, and effectively in various mediums and technologies

English 120

In addition to the outcomes listed above, the following outcomes are added under Research:

Research I.

J.

NSO Advisor Guide

compose a research-based academic argument in one of various mediums and technologies by identifying, analyzing, evaluating, and synthesizing sources, which must include secondary sources analyze and describe the writing and research conventions of an academic field in order to understand the different ways of creating and communicating knowledge

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English 219: Technical and Professional Writing • • •

•

Analyze Rhetorical Situation: Students will analyze the subject, purpose, audience, and constraints that influence the documents they you write to ensure they achieve specific and useful results [NM HED Area I Core Competency 3].

Find and Evaluate Information: Students will gather information from professional, academic, and government sources, evaluating the information they find for quality, validity, and usefulness [NM HED Area I Core Competency 5].

Compose Information: Students will develop strategies for generating content and organizing it into a logical structure that is appropriate for their intended users; they will consider ethical influences for the documents they compose; they will work effectively with others to create documents [NM HED Area I Core Competencies 3 and 4].

Present Information: Students will edit and revise their writing to provide unambiguous meaning and coherent structure; they will incorporate visual elements to improve the reader’s understanding; they will create an overall design that enhances readability and shows professionalism [NM HED Area I Core Competency 4].

English 220: Expository Writing • •

• •

•

Analyze Rhetorical Situation: Students will analyze the subject, purpose, audience, and constraints that influence and determine what kind of document (genre) they will write [NM HED Area I Core Competencies 2 and 3].

Find and Evaluate Information: Students will develop research strategies for their rhetorical situation, and then gather information from primary and secondary sources; they will evaluate the sources for quality, validity, and appropriateness for the rhetorical situation [NM HED Area I Core Competency 5].

Compose Documents: Students will develop strategies for generating content, organizing it into a logical structure, and otherwise shaping it to address the needs of their audience within particular disciplines [NM HED Area I Core Competencies 3 and 4].

Present Documents: Students will edit and revise their writing to provide clear meaning and coherent structure; they will use effective document and paragraph structure, documentation and genre conventions, and document design to create a rhetorically complete presentation [NM HED Area I Core Competencies 3, 4, and 5].

Reflection: In reflecting on major writing assignments, students will be able to explain course outcomes and how they have achieved them [NM HED Area I Core Competency 1].

Department Contact

If you have any questions regarding these courses or think you may have an equivalent transfer course from another institution, please contact: Gloria Sands, Program Coordinator for Core Writing, Humanities 269, (505) 277-5576, gsands@unm.edu

Placement2

Student scores on the ACT English exam or the SAT Verbal or Critical Reading exam determine placement in English 110, 111/112, 113 and 120 or even exemption from these courses and from the University Writing Proficiency Requirement. ACT and SAT scores do not earn credit. Please note that some degree programs may require students to take English 110 and/or 120 even if their exam scores fulfill the University Writing Proficiency Requirement. Your academic advisor will work with you during orientation to determine appropriate placement and credit.

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Standardized Test Scores and Placement

Appropriate scores on the following exams may help determine placement and earn credit for English 110, 120, or 150: Advanced Placement (AP) English Literature & Composition or English Language & Composition, College-Level Examination Program (CLEP), and International Baccalaureate (IB).

If you are a transfer student or returning student who has taken college writing courses, a first-year student who tested out of English 110, or an exceptional student who earned a B or better in English 110, the Writing Proficiency Portfolio (WPP) might be an option for you.

ACT English

SAT Verbal

COMPASS Writing

Prerequisite Course

Placement

19-25

450-600

>74

ISE-100

English 110

<15

<380

<60

N/A

English 111*

N/A

N/A

N/A

English 111

English 112*

15-18

380-440

60-74

N/A

English 113*

26-28

610-640

N/A

English 110, 112, or English 120 113

*ENGL 111, 112, and 113 require special permission for registration; contact Gloria Sands (gsands@unm.edu; 277-5576).

Advanced Placement (AP) • • • •

An AP score of 3 or 4 on either the English Language & Composition exam or the English Literature & Composition exam earns credit for English 110 and qualifies you for placement in English 120, 219 or 220.

An AP score of 5 on the English Language &amp Composition exam earns credit for English 110 and 120, satisfying the University Writing Proficiency Requirement and qualifying you for placement in English 219 and 220.

An AP score of 5 on the English Literature & Composition exam earns credit for English 120 and 150, satisfying the University Writing Proficiency Requirement, qualifying you for placement in English 219 and 220, and partially satisfying the University Humanities Core Requirement.

AP scores of 5 on both the English Literature & Composition exam and the English Language & Composition exam earns credit for English 110, 120 and 150, qualifying you for placement in English 219 and 220 and partially satisfying the University Humanities Core Requirement.

College-Level Examination Program (CLEP) • •

The College Composition Modular Exam with a score of 50 or above earns 6 English general elective credits.

The College Composition Exam with a score of 50 or above earns credit for English 110 as well as 3 English general elective credits and qualifies you for placement in English 120, 219 or 220.

International Baccalaureate (IB) • • •

NSO Advisor Guide

Applies only to Higher Level IB A Higher Level IB score of 4 earns credit for English 110 and qualifies you for placement in English 120, 219 or 220.

A Higher Level IB score of 5 earns credit for English 110 and 120, satisfying the University Writing Proficiency Requirement and qualifying you for placement in English 219 and 220.

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FRESHMEN LEARNING COMMUNITIES CALENDAR

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Fall 2016 Academic Communities Advisor Cheat-Sheet FIRST-YEAR LEARNING COMMUNITIES (FLC) FLC # 642 601 605 606 616 618 619 634 638 655 660 608 639 602 609 610 613 617 623 624 626 633 636 641 612 614 620 635 643 644 656 653 603 604 611 640

FLC TITLE Music, Media, & Spoken Word in Politics Intro to Electronic Arts Let's Talk Health How to Become a Person Language of Change So, You Want to be a Doctor So, You Want to be a Doctor Love, Lust & Passion Theatre Appreciation Chemistry in Our Community Shark Tank Talk Society & Inequality Internet Memes & Digital Media Dancing Through Time Microbes - Friends or Foes?

21st Century Health Challenges The Biology of Toxins Chicana/o Civil Rights & the Law EarthArts - A Wild Way of Knowing Teaching for a Better World Ethics in Organizations Ceramic Seduction Framing Your World Music, Media, & Spoken Word in Politics Advocating for Animals Understanding Language Through Stories Burning Harry Potter?

The Space-Age Epic Music, Media, & Spoken Word in Politics Our American Law - From Jury to Justice Philosophy & Human Nature #BlackLivesMatter Reading & Writing Society Reading & Writing Society College Toolbox Music, Media, & Spoken Word in Politics

SEMINAR CCS 201 ARTS 130 PH 101 PSY 105 AFST 104 ARSC 198 ARSC 198 ENGL 150 THEA 105 CHEM 101 MGMT 190 SOC 101 MGMT 190 DANC 105 BIOL 110 ARSC 198 ARSC 198 CCS 201 FA 284 CJ 220 MGMT 158 ARTS 168 MA 111 CCS 201 ARSC 198 LING 101 ENGL 150 ENGL 150 CCS 201 ARSC 198 PHIL 101 AFST 297 ENGL 113 ENGL 113 PHIL 156 CCS 201

CRN 47551 57961 54460 22143 54468 54469 54472 38117 41026 51255 51236 54463 47545 47623 48363 37591 33830 47530 26599 54473 22131 37585 51246 47549 54467 43916 22090 26536 47552 33848 49317 47951 57962 57964 49318 51239

LINK AMST 185 CJ 130 CJ 130 CJ 130 CJ 130 CJ 130 CJ 130 CJ 130 CJ 130 CJ 130 CJ 130 CJ 225 CS 151 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 110 ENGL 120 ENGL 120 ENGL 120 ENGL 120 ENGL 120 ENGL 120 PHIL 156 SOC 101 UNIV 106 UNIV 106 UNIV 106 UNIV 106

CRN 58120 56998 54461 40371 27048 54470 54471 43918 51353 22045 51237 54464 18119 50434 50462 50452 50453 50457 50460 50461 50468 50465 50466 50469 50529 50552 50553 50554 50556 50557 11999 58117 57963 57965 54395

NOTES TA is a local celebrity slam poet!

Public Speaking ONLINE Favorite Psych Professor at UNM! Taught by a real UNMH doctor!

Taught by a real UNMH doctor!

Visits to Popejoy!

Tying curriculum to Election!

Give real business pitches to investors!

Field trips to Soda Dam, Brewery, etc.

Taught by a real UNMH doctor!

Camping trip in Chaco Canyon!

Behind-the-scenes look at local businesses!

Hands-on!

Acting Games & Reflecting Activities!

TA is a local celebrity slam poet!

Taught by a UNM law professor!

TA is a local celebrity slam poet!

Taught by a real lawyer!

CTA Eligible CTA Eligible CTA Eligible CTA Eligible - TA is a local celebrity slam poet!

TRANSITION COMMUNITIES (TC) TITLE Exploratory Majors Explore Health Sciences FAME Transition to UNM First-Year Research Experience CAMP Intro to UNM & Higher Education (ATHLETICS) Intro to UNM & Higher Education (ATHLETICS) Intro to UNM & Higher Education (ATHLETICS)

COURSE UNIV 101 UNIV 101 UNIV 101 UNIV 101 UNIV 101 UNIV 101 UNIV 101 UNIV 101 UNIV 101

CRN 48388 48390 57924 48394 48396 51559 36069 45524 36067

CREDIT 1 1 3 1 3 3 3 3 3

NOTES Target group: Exploratory majors Course for Architecture majors Course for all students, benefit of additional oversight Intro research @ UNM/Prep for Scholarships/Intern AA Permission Required, CAMP students only AA Permission Required, Athletics students only AA Permission Required, Athletics students only AA Permission Required, Athletics students only

BIG QUESTIONS (BQ) TITLE Management of Disasters Social Media Marketing

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COURSE CRN UNIV 102 58128 MGMT 190 34312

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NOTES SECTION Get skills to organize people during crises 645 Professional research presentations 621

2016

COURSES WITH PEER LEARNING FACILITATORS (PLF)

These are course that have peer (students) embedded in them to assist students in the course. They provide peer-assisted collaborative learning activities in large gateway sections.

Courses with PLF are great for students that need that additional support.

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Fall 2016

Instructor

Enrollment CAP

ANTHO 163

Habel-Rodriguez

180

CTLB 300

Knottenbelt

126

MWF 8-8:50am

CTLB 300

Depperman

126

General Chemistry II

TR 5-6:15pm

CTLB 300

Habel-Rodriguez

120

General Chemistry II

MWF 9-9:50am

CTLB 300

Habel-Rodriguez

126

Chem 301-007

Organic Chemistry

MWF 9-9:50am

Clark 101

Whalen

120

10348

Bio 202L-005

Genetics

TR 11-12:15pm

Cast 100

Howe

24

10350

Bio 202L-007

Genetics

TR 11-12:15pm

Cast 100

Howe

24

26201

Bio 202L-009

Genetics

TR 11-12:15pm

Cast 100

Howe

24

10354

Bio 202L-011

Genetics

TR 11-12:15pm

Cast 100

Howe

24

31822

Bio 202L-013

Genetics

TR 11-12:15pm

Cast 100

Howe

24

10347

Bio 202L-004

Genetics

TR 12:30-1:45pm

Cast 100

Howe

24

10349

Bio 202L-006

Genetics

TR 12:30-1:45pm

Cast 100

Howe

24

26200

Bio 202L-008

Genetics

TR 12:30-1:45pm

Cast 100

Howe

24

28773

Bio 202L-012

Genetics

TR 12:30-1:45pm

Cast 100

Howe

24

57514

Math 153-002

Precalculus and Trigonometry

MW 2-2:50pm, TR 2-3:15pm

TBA

Andrew

35

54068

Math 153-052

Precalculus and Trigonometry

MW 1-1:50pm, TR 12:30-1:45pm

DSH 223

Andrew

35

54425

Math 153-055

Precalculus and Trigonometry

MW 11-11:50, TR 11-12:15pm

Cent 1026, ASM 1065

Andrew

35

18385

Math 162-009

Calculus I

MWF 12-12:50pm, T 12:30-1:45pm

DSH 324

Martinez

30

CRN

Class

Course Name

Time

14049

Chem 121-001

General Chemistry I

MWF 12-12:50pm

48466

Chem 121-005

General Chemistry I

MWF 12-12:50pm

51962

Chem 121-007

General Chemistry I

26148

Chem 122-002

44390

Chem 122-003

43873

Room

Peer Learning Facilitator Supported Classes

18386

Math 162-010

Calculus I

MWF 12-12:50pm, R 12:30-1:45pm

DSH 324

Martinez

30

18474

EPS 101-001

TR 12:30-1:45pm

CTLB 300

Pun

126

41552

EPS 101-004

How the Earth Works-An Introduction to Geology How the Earth Works-An Introduction to Geology

TR 9:30-10:45am

CTLB 330

Pun

63

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2016

COURSE WITH Supplemental Instruction (SI)

Supplemental Instruction (SI) is a series of weekly review sessions to help you succeed in historically difficult courses. SI is for all students who want to maximize their study time, while improving both their understanding of course material and developing lifelong learning skills. Sessions are led by trained SI Leaders who have previously taken the course and earned a B+ or better.

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2016

Supplemental Instruction (SI) Courses for Fall 2016 Note: The yellow sections still do not have an SI Leader, so if a student-employee is not found they will not have SI.

Instructor Rosenberg, M. Robert A. Orlando Marieken Shaner Kelly Howe Kelly Howe

Course/Section Bioc 423.002 Bioc 423.003 Bio 201.003-016 Bio 202.003/010

Dorothy Scholl

Bio 202.004-009/011-014 Bio 237.001.002

Marieken Shaner

Bio 238.001.002

Diana Habel-Rodriguez Sushilla Knottenbelt Sushilla Knottenbelt Ezra Depperman Shaorong Yang

Chem121.001 Chem 121.003 Chem 121.005 Chem 121.007 Chem 122.001

Format BAMD

BAMD

BAMD

Diana Habel-Rodriguez Chem122.002, Chem122.003

NSO Advisor Guide

Lisa Whalen

Chem 301.005.007

Donald Bellew

Chem 301.006

Donald Bellew Helen Wearing Maria Velez Maria Velez

Chem 302-002 Math 180.009/13 Soc 205.002 Soc 312.001

72

BAMD

BAMD

2016

RESTRICTED COURSES

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2016

Summer 2016 BA/MD Restricted Courses

HMHV 150.001

24254

HMHV 350.001

16705

MTWRF 10:30-11:30 am ARRANGED

HMHV 450.001

17144

ARRANGED

MATH 121.005 (UNM Section) MATH 121.006 (BA/MD Section)

25685

MTWRF 11:40 am-12:40 pm MTWRF 11:40 am-12:40 pm

25686

SPCAPP PROGRAM SPCAPP PROGRAM SPCAPP PROGRAM SPCAPP

BA/MD Program S. Martinez BA/MD Program S. Martinez BA/MD Program S. Martinez Instructor

SPCAPP PROGRAM

BA/MD Program, S. Martinez until 06/02/16; Instructor after 06/03/16

FALL 2016 BA/MD Restricted Courses

COURSE BIOL 202.010

CRN

DAY/TIME

10353

T/R 9:30-10:45 am F 9-10:15 am

10346

T/R 9:30-10:45 am R 12:30-1:45 pm

OVERRIDE

CAPACITY BIOL 202.003

CHEM 121.003

14051

CAPACITY SPCAPP

MWF 10-10:50 am

OVERRIDE Contact BA/MD Program, Shawnee Martinez, until 4/20/16; Biology after 4/20 but shouldnâ&#x20AC;&#x2122;t need override BA/MD Program, S. Martinez and the Instructor

BIOCHEM 423.002

25802

T/R 9:30-10:45 am

SPCAPP

BA/MD Program, S. Martinez until 4/20/16; Martina Rosenberg after 4/20/16

CHEM 301.005

40934

MWF 11-11:50 am

SPCAPP

Lisa Whalen

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NOTES Capacity increased to open for all students after 4/20/16.

Capacity increased to open for all students after 4/20/16; Still need SPCAPP override

2016

Math 180.013 (BA/MD Section)

Math 180.009 (UNM Section)

27560

18418

SPCAPP PROGRAM

T/R 9:30-10:45 am

SPCAPP

T/R 9:30-10:45 am

Instructor or Math Department, Ana Parra Lombard

MWF 12:00-12:50 pm

SPCAPP

25920

T/R 11:00am12:15pm

SPCAPP PROGRAM

33980

M 2:00-2:50 pm

SPCAPP PROGRAM

HMHV 301.001 (BA/MD Section)

39402

W 7:00-9:30 pm

SPCAPP PROGRAM

BA/MD Program S. Martinez

HMHV 401.001 (BA/MD Section)

43670

MWF 9-9:50 am

SPCAPP PROGRAM

BA/MD Program S. Martinez

HMHV 201.001 (BA/MD Section)

HMHV 298.001 (BA/MD Section)

75

Calculus for Life Sciences sections, not regular Math 180, designed for prehealth and Biology majors Calculus for Life Sciences sections, not regular Math 180, designed for prehealth and Biology majors

BA/MD Program, S. Martinez until 4/20/16; Mark Morgan Tracy after 4/20/16 BA/MD Program S. Martinez

44347

PHYSICS 151.003

NSO Advisor Guide

BA/MD Program S. Martinez

BA/MD Program S. Martinez

2016

ADDITIONAL FALL 2016 COURSES FROM Advise-L

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2016

Fall 2016

MATH 180-section 009 “Calculus for the Life Sciences” Tuesday/Thursday, 9:30-10:45; CRN: 18418 ~Need Special Approval Override from Dr. Wearing – please email her at hwearing@unm.edu~ This special course is designed to teach Biology majors the importance of understanding and incorporating mathematical ideas into their study of biological processes. The integration of calculus, the study of dynamic change, and biology, the study of life, provides the foundation for the concept of modeling, the focal point of the course. The biological themes of growth, diffusion, and selection are followed in the course textbook through analysis of the three major mathematical models: discrete-time dynamical systems, differential equations, and stochastic processes.

In this course we will develop an understanding of measurements, and determine how functions express relationships between these measurements. The value of understanding basic properties of functions, including rates of change, limits, derivatives, continuity, optimization, and integration, will be revealed through examples and problems drawn from biology and medicine.

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2016

Be your own boss!

MGT190 Introduction to

Entrepreneurship Register for Fall 2016 Tuesday and Thursdays, 11:00–12:15 pm Room #122, Mitchell Hall Explore the idea of…

• Starting an entrepreneurial business • Getting paid for your performance • Pursuing your dreams What you will learn: • Understand what entrepreneurship is • Explore different business ideas and opportunities • Determine the feasibility of your business concept • How to start and run a small business • Identify the next steps to achieve your personal goals The course also features ten guest speakers including local successful entrepreneurs, small business owners, funders and venture capitalists Instructors: • Dr. Sul Kassicieh, PhD, Distinguished Professor and Endowed Chair in Economic Development • Mr. Stacy Sacco, Lecturer and Director of the UNM Small Business Institute

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2016

INTS 499 Topics: Planning for Education Abroad (1 credit) Fall 2016, 16 weeks, Tuesdays 3:30 – 4:45 pm This is a unique course about making the most of your opportunities to learn, live, volunteer and work abroad. It is specifically designed for UNM International Studies majors and minors who are preparing for their education abroad experiences, but it is also open to any UNM students who are interested in or planning an international education experience during their college careers. It should be taken at least one or two semesters before the beginning of your prospective study abroad.

In this course you will learn: 

      



How to find and select the best destination and type of program for your needs, whether your goals are intensive language study, academic exchange programs at a foreign university, shortterm or faculty-led programs abroad, volunteer work and service learning, internships, or other kinds of international experience How to prepare yourself for international study and travel How to find possible funding sources How to understand, adjust to and thrive in new and different cultures and learning environments How to protect your health and safety when traveling and living abroad The nuts and bolts of international travel—passports, visas, housing, transportation, food, phones, computers, social media and much more How to integrate your international education into your UNM academic program and your future career plans How to develop and communicate your goals, aspirations, values, dreams and passions, and highlight your international experiences in your resume and leverage them in applying for internships, jobs, graduate school, scholarships or other future opportunities How to research and prepare yourself for possible international careers

Assignments for the course will include weekly readings and discussion, brief written reading reports, written and oral summary of a country of interest to you, a written “statement of purpose” and resume for international study/scholarships.

Instructor: Ken Carpenter, PhD, has worked in international education for nearly 4 decades, including 18 years with UNM study abroad and international student programs. He now teaches in the International Studies Institute and Peace & Justice Studies programs. He has worked and traveled intensively in Mexico, lived and worked in Nicaragua, and led UNM student trips to Central America. He has had a Fulbright grant to work in several Japanese universities, and conducted student mobility outreach programs with the State Department’s EducationUSA programs in Morocco, Tunisia, and Algeria. He has also visited many universities in China, Australia, New Zealand, Colombia, and Western Europe.

For more information Email carpenk@unm.edu

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2016

Intro to Film and Digital Media Studio: IFDM 105L Lectures on Monday, Studio Hours on Wednesday or Friday* Instructor Peter G Lisignoli Fall 2016

Now open to non-IFDM majors as a UNM Common Core Elective, Intro to Film and Digital Media Studio offers students a survey into the many processes, platforms, and techniques that have found new form in the digital age.

Students will learn techniques in animation, concepts in game design, and the latest processes in digital cinema.

Along with acquiring technical skills, students will become familiar with the historical and theoretical contexts driving recent media production. * Both sections meet Mondays for lecture and class discussion. For studio hours, Section 1 meets Wednesdays from 9 to 10:50am and section 2 meets Fridays from 9 to 10:50am.

This course gives students a broad, yet thorough opportunity to learn and build their digital media skills, while reflecting on what historical and theoretical contexts drive media production. For any student considering a degree in IFDM it is a GREAT feeder class into the program, to prepare them for applying, or will build a solid introductory foundation for digital media skills in any degree they pursue.

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2016

UNM CS108L

Introduction to Computer Science through Modeling and Simulation No prior programming experience needed Counts as a science course in the UNM Core!

Area 3 – Physical and Natural Sciences

COMPUTER SCIENCE FOR ALL

BIOLOGY ECOLOGY

SIMULATION CLIMATE CHANGE

MATH GEOMETRY

SOCIAL SCIENCE NETWORKS

Solve real problems with computational thinking, simple math, and agent-based modeling: This course offers an introduction to computer programming and computational thinking through modeling and simulation. Students will model complex systems in a variety of scientific disciplines. Through computational thinking students will learn a new way of conceptualizing problems, going beyond simply programming a computer. This includes thinking at multiple levels of abstraction, decomposing a problem into subparts, understanding data representations, and using algorithms to design generic solutions to problems. Weekly programming exercises will be completed as laboratory assignments. This is a hybrid course with 3 hours per week of supervised laboratory exercises and 1 hour of online lecture.

Build high-demand job skills Computer scientists earn almost double the average salary UNM Students sign up for: CS108L Section 23 or 24 For more information, visit: http://CS4ALL. CS. UNM. EDU Computer Science D E PA R T M E N T

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2016

Popâ&#x20AC;&#x153;youâ&#x20AC;?lation Health

Where you make a difference!

Introduction to Population Health (PH 101) Issues happening now that affect YOU Why is New Mexico trailing behind the rest of the U.S. on many health measures?

Policy issues, intervention, alcohol, and drug regulations

Affordable health care High rates of alcohol and substance use, obesity, diabetes, and mental health problems

The vaccination debate Protecting our drinking water, and regulating air pollution Better access to health care

Global Health Challenges and Responses (PH 102) Critical links between POPULATION health and social and economic development What are our health challenges as a global society?

Equity and inequality

Influences of social, economic, and political issues on the health of individuals and communities across the globe

Low- and middle-income countries, the health of the poor Burden of disease, who is most affected, risk factors, and cost-effective measures

NSO Advisor Guide

Nutrition, reproductive health, infectious disease, and chronic diseases

The health system

82

2016

Fall 2016 Population Health 100 Level Courses PH 101 Introduction to Population Health • • • •

•

•

What is the health of our state and our nation?

Why is healthcare so expensive?

What factors influence our health and what can we do about them?

New Mexico populations trail behind the rest of U.S. on many health measures. o We have high rates of adverse health behaviors like alcohol and substance use, as well as high rates of obesity, diabetes and mental health problems.

Policy issues and intervention decisions around protecting our drinking water, regulating air pollution, whether to vaccinate our children, drug regulations, how to provide better access to health care and make it more affordable, among many other health issues, are important to all of us.

Introduction to Population Health covers how to understand these issues AND what to do about them.

PH 102 Global Health Challenges and Responses • • • • • •

Examine the main concepts of global public health, and the critical links between population health and social and economic development.

Overview the determinants of health, how health status is measured, and the influences of various factors, including social, economic, and political issues on the health of individuals and of communities across the globe.

Review the burden of disease, who is most affected by different disease burdens, risk factors, and key measures to address the burden of disease in cost-effective ways.

Special attention will be paid to health system issues.

Key concerns regarding nutrition, reproductive health, infectious disease, and chronic diseases.

The course will be global in coverage, but with a focus on low- and middleincome countries, the health of the poor, and equity and inequality.

PH 101 Introduction to Population Health – T/H 11:00-12:15 – CRN 57765 003 PH 102 Global Health Challenges and Responses – T/H 9:30 – 10:45 CRN 55620 002

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2016

UNM WEST COURSES

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84

2016

Updated: 5/23/2016

Fall â&#x20AC;&#x2DC;16 Course Schedule Date

CRN Sub. No.

Title

Time

Day

Faculty Name

American Studies 10/17-12/17/2016 8/22-10/15/2016

57657 AMST 320 55004 AMST 330

Star Trek: Posthmn Gend, Sci T: Gender, Science and Tech

10:00-3:00 F 9:30-2:30 F

Gravagne, Pamela Gravagne, Pamela

101 Introduction to Astronomy 101L Introduction to Astronomy Lab

4:00-5:15 5:30-7:20

MW M

Howard, Timothy Howard, Timothy

5:00-7:30 2:00-3:15 2:00-4:30

TR TR MW

Stilwell, Chenoa Burton, Laura Stillwell,Chenoa

12:30-3:00 M

Burton, Laura

5:00-7:30

W

Garcia, Reinaldo

M

Velasco, Melissa

Astronomy 8/22-12/17/2016 50810 ASTR 8/22-12/17/2016 50811 ASTR Communication and Journalism 8/22-10/15/2016

50850 CJ

130

8/22-12/17/2016 8/22-12/17/2016

54527 CJ CJ

300 320

Public Speaking Theories of Communication Conflict Mgmt and Mediation

8/22-12/17/2016 Computer Science 8/22-12/17/2016

54220 CJ

400

Senior Seminar

54618 CS

150L Computing for Business Students

Dance Appreciation

8/22-12/17/2016 Economics 8/22-10/15/2016 10/17-12/17/2016 Education

50858 DANC 105

Dance Appreciation

3:30-6:00

52308 ECON 105 50860 ECON 106

Introduction to Macroeconomics Introduction to Microeconomics

12:30-3:00 MW 12:30-3:00 MW

Hymel, Michael Hymel, Michael

8/22-10/15/2016

54623 EDUC 321L Teaching Social Studies El School

Sanchez, Rebecca

8/22-10/15/2016

54624 EDUC 321L Teaching Social Studies El Sch

Sanchez, Rebecca

8/22-12/17/2016

54671 EDUC 330L Teaching of Reading

Nieto, Stephanie

English 8/22-12/17/2016 51164 8/22-12/17/2016 52117 Environmental Science 8/22-12/17/2016 51151 8/22-12/17/2016 51553 History 8/22-12/17/2016 55229 8/22-12/17/2016 50871 Management 8/22-12/17/2016 57893 Mathematics & Statistics 8/22-10/15/2016 50874 10/17-12/17/2016 50875 10/17-12/17/2016 50876 8/22-10/15/2016 54351 10/17-12/17/2016 50878 8/22-12/17/2016 50885

ENGL 110 ENGL 120

Accelerated Composition Composition III

3:30-6:00 T 12:30-3:00 T

Berger, Daniel Berger,Daniel

ENVS ENVS

101 The Blue Planet 102L The Blue Planet Lab

11:00-12:15 TR 12:30-2:20 T

Watt, Paula Watt, Paula

HIST HIST

101 161

Western Civilization to 1648 History of the US to 1877

12:30-1:45 MW 12:30-3:00 W

Bello, Robert Darcy, Yvonne

MGMT 450

Computer-Based Info Systems

1:00-3:30

F

Bose, Ranjit

MATH MATH MATH MATH MATH STAT

Intermediate Algebra I Intermediate Algebra II Intermediate Algebra III Mathematics for Teachers College Algebra Introduction to Statistics

3:30-6:00 3:30-6:00 3:30-6:00 9:30-1200 5:30-8:00 5:00-7:30

T T T F F F

Ifzarene, Khalid Ifzarene, Khalid Ifzarene, Khalid Rivera-Lebron, Eva Jadalla, Nidal Buser, Pascal

101 102 103 111 121 145

*Courses that meet UNM Core Curriculum Requirements NSO Advisor Guide

85

2016

Updated: 05/23/2016

Fall â&#x20AC;&#x2DC;16 Course Schedule Date

CRN Sub. No.

Physical Ed( Non-Professional) 10/17-12/17/2016

Philosophy 8/22-12/17/2016 8/22-10/15/2016 Psychology 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016

PENP 165

Title Yoga

Time 7:00-8:00

Day Faculty Name MW

Opincariu,Sarka

51687 PHIL 57676 PHIL

101 156

Introduction to Philosophical Problems 3:30-6:00 Reasoning and Critical Thinking 3:30-6:00

M W

Dufour, John Dufour, John

50890 55038 50892 54352 51355 51356 51357 50898 55007

220 240 265 302 324 331 332 375 454

Developmental Psychology Brain and Behavior Cognitive Psychology Psychological Research Techniques Infant Development Psychology of Personality Abnormal Behavior Psychology of Women Positive Psychology

9:30-12:00 3:30-6:00 8:00-10:30 9:30-12:00 12:30-3:00 12:30-3:00 12:30-3:00 9:30-12:00 11:00-1:30

M F M T M W F W M

Bryan, Cheryl Lesnik, Paul Starr, Cathryn Bryan, Cheryl Lesnik, Paul Lesnik, Paul Lesnik, Paul Bryan, Cheryl Starr, Cathryn

57677 SIGN

201

Introduction to Signed Language

9:30-10:45 MW

Correa, Irma

51772 51773 51760 54342 54343 57846

101 205 213 312 381L 381L

Introduction to Sociology Crime, Public Policy & the CJ System Deviance Causes of Crime and Delinquency Sociological Data Analysis Sociological Data Analysis Lab

3:30-4:45 12:30-1:45 9:30-12:00 9:30-12:00 12:30-1:45 2:00-3:00

MW TR T R MW W

Goodman, Ryan Olson, Colin Olson, Colin Olson, Colin Goodman, Ryan Goodman, Ryan

50910 SPAN 101

Elementary Spanish

6:30-7:45

MW

Taylor, Aaron

54574 50111 54576 50110

Classroom Org & Mgmt Classroom Org & Mgmt Diff Rdg Int for ID Diff Rdg Int for ID

PSY PSY PSY PSY PSY PSY PSY PSY PSY

Signed Language 8/22-12/17/2016 Sociology 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 8/22-12/17/2016 Spanish 8/22-12/17/2016 Special Education 8/22-10/15/2016 8/22-10/15/2016 8/22-10/15/2016 8/22-10/15/2016

SOC SOC SOC SOC SOC SOC

SPCD SPCD SPCD SPCD

319 319 486 486

Jerry, Erin Lewis, David Stott, Clare Stott, Clare

*Courses that meet UNM Core Curriculum Requirements NSO Advisor Guide

86

2016

College Updates

NSO Advisor Guide

87

2016

Who will take the General Chemistry Placement?

1. All students registered into CHEM 121 or 131 have to take General Chemistry Placement 1 2. Students that have not met the pre-requisite requirements (ACT Math >=25 or SAT Math >=570 or a C or better grade from Math 121, 123, 150, 180, or 162), but need to take CHEM 121 can take GCP1 to meet the pre-requisite requirement When should I take the placement?

You are advised to take the placement as early as possible during the summer, preferably in June. If you will do pass it, you can still take CHEM 115 in July and be ready to register for the Fall semester. This placement also allows you to practice ALEKS for three weeks before you being tested again. Start the placement early will make sure you have sufficient time to complete the three-week practice. In addition, if you need to switch course based on placement result, taking the test earlier will ensure availability of classes you want to switch to.

Access to this ALEKS placement is free. If you experience any problem about ALEKS, you can contact Contact tech support at ALEKS, they are very helpful, accessible and prompt!

Phone: (714) 619-7090 Email: contact us at http://support.aleks.com Hours (Eastern Standard) Sunday, 4:00 PM to 1:00 AM Monday - Thursday, 7:00 AM to 1:00 AM Friday, 7:00 AM to 9:00 PM

How to take the placement?

1) Go to www.aleks.com 2) Click on SIGN UP NOW! 3) Enter Course Code: NKG3H-DNGMD\ 4) Confirm enrollment General Chemistry I 2016 5) Fill out the student information webpage (Make sure you enter the correct UNM Banner ID as your ID number.

Otherwise, your placement might not be reported correctly, or at all.)

If you have a question, you can contact Dr. Ho (khoj@unm.edu).

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2016

Considering a STEM career? Then Chem 131/132 might be right for you!

• Chem 131/132 – Forms the basis for other STEM courses.

– Is designed for Majors in Chemical Sciences and Engineering.

– Uses a context-based approach with research and examples from daily experience.

– Is taught by a team of research-active Professors from Chemistry, Chemical Engineering, Medicine, Pharmacy, and National Labs.

– Opens opportunities for future undergraduate research.

For more details, contact Prof. H. Guo (hguo@unm.edu)

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2016

Guidelines for Transitioning to Your New Major For UNM Advisement Offices: This student has indicated that they hope to change their major to something outside of the College of Fine Arts. In order for them to get their CFA hold removed (if they have one) they must follow the instructions below. Please allow them to make an appointment with an advisor for their new major. Thank you.

For Students:  Meet with an advisor for your new major. You may schedule an appointment with an advisor by using LoboAchieve.unm.edu (see reverse side for more information). See below for further information on schools/colleges within UNM. You should visit the websites listed below and the UNM Catalog (catalog.unm.edu) to look at information about your new intended major before you meet with an advisor.  During the meeting with your advisor, please discuss the application process and requirements for being admitted as a declared major.  Ask your advisor to update you in LoboWeb as either an intended major or declared major for your new degree.  Once you have been updated in LoboWeb, your new advisor will contact a CFA Student Success Specialist to remove any CFA advisement holds that are on your account.

Undergraduate Advisement Information School or College Anderson School of Management (ASM)

Website mgt.unm.edu

Phone 277-3290

School of Architecture and Planning

saap.unm.edu

277-4847

College of Arts and Sciences (A&S)

artsci.unm.edu

277-4621

College of Education (COE)

coe.unm.edu

277-3190

School of Engineering (SOE)

engineering.unm.edu

277-4354

University College- Liberal Arts and Integrative Studies (LAIS) University Libraries & Learning Sciences

lais.unm.edu

277-0122

oils.unm.edu

277-4131

University College (UC)Undecided and Pre-Health

ucollege.unm.edu

277-2631

Additional Instructions ASM advisement assigns students to advisors based on last name.

Please visit the ASM website’s undergraduate advisement page to find your advisor.

For advisement, please schedule an appointment with Angela Pacheco via LoboAchieve. For questions, please email delong@unm.edu.

Visit the A&S advisement webpage to find the correct advisor for your intended major. A&S advisors do not remove holds during their walk-in hours; you must make an appointment.

For advisement please schedule with a COE advisor through LoboAchieve. For Special Education please meet with the appropriate faculty advisors. You may call 277-3190 for the contact information for those faculty advisors.

Attend walk-in advisement hours at the Engineering Student Services (ESS) office (hours can be found on their website). You may also make an appointment with a General Engineering advisor.

You will need to need to schedule an appointment with an LAIS Student Success Specialist through LoboAchieve.

For undergraduate advisement, email oils@unm.edu or search for the OI&LS services page under “Organization, Information and Learning Sciences” in LoboAchieve.unm.edu.

UC advisement assigns students to advisors based on last name and intended major. Please visit the UCAC website’s advisement page to find your advisor. UC advisors can advise for Dental Hygiene, EMS, Medical Laboratory Sciences, Native American Studies, Nursing, Pharmacy, Radiologic Sciences, and Undecided.

For UNM Advisors: After you have met with a student regarding a major change, please update them in LoboWeb as either a premajor or declared major for their new degree. After you have moved them over, please either instant message or email a CFA Student Success Specialist to have any CFA holds removed. Instant message is preferred for this process as it assures that the student’s hold is expired in a timely manner that cannot be guaranteed by email.

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2016

BBA Program Changes The Anderson School of Management is excited to announce that effective Fall 2016, the BBA program will require 120 total hours.

Specifically, the reduction of the BBA degree from 128 hours to 120 hours was accomplished in the following manner: 1. Elimination of 2 hours of free electives 2. Elimination of 6 hours of Social & Behavioral Sciences electives taking the area from 15 hours to 9 hours Attached is an updated BBA preadmission checklist. Please note that students who apply to be considered for Fall 2016 admission to the BBA program will follow the curriculum as outlined in the 2016-2017 catalog.

New 3/2 MBA Form, Late Applications Accepted Based on advisor feedback, a new supplemental application form has been created for the Anderson 3/2 MBA program. Please use the updated form when working with your students who are applying to the 3/2 program.

Anderson is accepting late applications for the 3/2 MBA program as well as the MBA, MACCT and MS-ISA programs. For an extra fee, applications will be accepted until 5/2/2016 5:00 PM. If you have any questions regarding the 3/2 MBA program, please feel free to contact Florencio Olguin at folguin@unm.edu.

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Honors College Freshman Information If your student has attended the Honors Orientation and was accepted into the Honors College, he or she should have permission to register for an Honors Course. Freshmen typically enroll in an Honors Legacy course in the fall because it is a prerequisite for all subsequent Honors courses.

All Honors Legacy courses (UHON 121) count for HUMANITIES core regardless of topic. UHON 121 is pre-req for all Honors courses.

Honors Courses in other Core areas: Honors courses numbered in the 200s count in other core areas. Some 200-level Honors courses are offered this fall, but most are offered in the spring (because Legacy is a pre-req).

Special information for STEM students:

Honors Legacy courses and Honors Natural and Physical Science Core courses (UHON 203) and Math Core (UHON 202) DO NOT meet math and science prerequisites in STEM disciplines. STEM students will meet their Science and Math core requirements in courses offered in their major departments.

Non-STEM students:

Honors students who intend to major in non-STEM fields are encouraged to take UHON 203 (Science Core) and/or UHON 202 (Math Core) in the spring.

Honors Natural and Physical Science Core courses (UHON 203) and Math Core (UHON 202) are primarily intended for non-STEM majors.

All students:

If a student’s major degree plan includes Core courses, the student will earn that Core there.

Honors courses DO NOT substitute for the introductory courses in specific disciplines. They are primarily intended to satisfy Core outside of the student’s intended major.

An example of an incoming freshman Honors student’s schedule:

Fall Semester: Honors Legacy (Humanities Core) Pre-requisites in the student’s major (possibly Core) Pre-requisites in the student’s minor (possibly Core) Electives or second major

Spring Semester: Honors Core in area NOT in student’s major or minor degree plan Honors Core Writing Courses in major and/or minor

More information about Honors Courses is on the website: honors.unm.edu or call the Honors Department at 7-7409.

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TUITION and FEES Fall 2016

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 Tuition is assessed at each campus independently.

NM Residents Tuition Fees $248.36 $57.78 $2,643.00 $832.20 $176.20 55.48

UNDERGRADUATE & NON-DEGREE UNDERGRADUATE 1 to 14 hours, per hour 15 to 18 hours, block (Full-time) 12 to 18 hours, block (Full-time) 19+ hours, per hour (plus block) Additional Undergraduate Tuition Differentials

per hour; block from 15 to 18

Non-Residents Tuition Fees $856.22 $57.78 $10,274.64 $693.36 $856.22 $57.78 per hour; block from 12 to 18

Anderson School of Management (ASM) $10 $10 School of Engineering $15 $15 College of Nursing – Bachelors $185 $185 GRADUATE First and second semester Non-Resident Graduate students (all programs) enrolled in six hours or less pay NM Resident rates.

All Non-Resident Graduate students enrolled in seven hours or more pay Non-Resident rates for all hours taken.

All Non-Resident, Non-Degree Graduate students pay Non-Resident rates for all hours taken.

GRADUATE AND NON-DEGREE GRADUATE 1+ hours, per hour $260.62 $63.56 $879.88 $63.56 12 to 18 hours, block $10,558.56 $762.72 19+ hours, per hour (plus block) $879.88 $63.56 Additional Graduate Tuition Differentials

Occupational Therapy - Masters Physical Therapy - Doctorate Additional Graduate Tuition Differentials

per hour for all hours

per hour for all hours

$140 $164

$140 $164

per hour for all hours

per hour; block from 12 to 18

College of Nursing – Graduate $249 Speech & Hearing Sciences $119 GRADUATE PROFESSIONAL (ASM, Architecture & Planning, Law, Public Administration) 1 to 11 hours, per hour $260.62 $63.56 12+ hours, block $3,127.44 $762.76 12 to 18 hours, block 19+ hours, per hour (plus block) Additional Graduate Professional Tuition Differentials

per hour; block 12+ hours

Architecture & Planning (courses) Anderson School of Management (ASM) ASM – non-ASM students (courses) Law School Public Administration (courses) COLLEGE OF PHARMACY (Pharm D) 1 to 11 hours, per hour 12+ hours, block Pharmacy Tuition Differential (per hour; block 12+ hours) DISSERTATION 1 to 6 hours

$74.63 $183.70 $82.00 $352.34 $50.00 $410.00 $63.56 $4,920.00 $762.72 $379.50

$249 $119 $879.88

$63.56 -

$10,558.56 $879.88

$762.72 $63.56

per hour; block from 12 to 18

$74.63 $190.10 $82.00 $527.05 $50.00 $1,286.62 $63.56 $15,439.44 $762.72 $379.50

$608.86 (flat) $608.86 + $943.44 per hour over 6 $7,899.43 $22,687.99 Med School Needlestick Insurance: $30 per student. $608.86 (flat)

7+ hours

SCHOOL OF MEDICINE Med School Curriculum Fee: $1,350 per student.

Med School Disability Insurance: $103.08 per student, Fall only.

Med School Virtual Histology Fee: $100 assessed to new Med School admits, one-time fee.

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OTHER MANDATORY FEES College of Education Curriculum Fee (TK20): $125 assessed to new COE admits, one-time fee.

GPSA Fee: $25 assessed to all Graduate, including ASM Graduate, Law, Dissertation, Pharmacy and Med students.

HSC Student Council Fee: $1.00 assessed to all HSC students.

HSC Library Fee: $130 assessed to all HSC students.

Health Sciences Needlestick Insurance: $30 to various HSC disciplines. Law School Curriculum Fee: $250 per student.

Physician Assistant Curriculum Fee: $2,625 assessed to all continuing Physical Therapy Fee: $275 assessed to all DPT students.

PA students; $6,000 assessed to PA class of 2018.

The Enrollment Cancellation payment deadline is 5:00 PM Friday, September 2, 2016. Students with a prior semester balance greater than $200 will be canceled.

Reduced Tuition for Senior Citizens A student qualifies for a reduced tuition rate of $5.00 per credit hour if they are:  A New Mexico resident as defined by the NM Department of Higher Ed;  Age 65 or older as of the 21st day from the starts of the semester;  Registering for no more than six credit hours;  Registering on or after August 22, 2016 Refund Deadlines Courses must be dropped by 5:00 PM on the listed day to receive the refund: All Programs, except College of Nursing College of Nursing First-Half Term Friday, September 2, 2016 Monday, September 12, 2016 Full Term Friday, September 9, 2016 Monday, September 19, 2016 Second-Half Term Friday, October 28, 2016 Friday, November 4, 2016 Open Learning Courses, or courses that are outside the traditional schedule, are fully refundable if dropped before 20% of the course has been completed, except Independent Study through Correspondence courses (see below). Do not include partial days when calculating 20% of completion. For example, 20% of an 8-day course equals 1.6 days; therefore, the refund is calculated only if course is dropped on or before the first day. Courses with duration of 5 days or less must be dropped on or before the first day of the course to receive a full refund.

Independent Study through Correspondence courses are fully refundable if dropped on or before the 33rd day of registration AND no coursework has been submitted. Please contact the Correspondence Office for additional information.

A course is not dropped by not attending. It is the student’s responsibility to officially drop or withdraw from UNM by the published deadline (see above) to insure proper credit of tuition and fees are received.

Mandatory Student Fees, Course Fees, and Curricular Fees Mandatory Student Fees, as prescribed in UNM Policy 1310, are assessed to all students registered on main campus, including the Health Sciences Center, and are assessed with tuition. Through the Student Fee Review Board (SFRB), ASUNM and GPSA hold deliberation on the fee amount to assess. The Board of Regents approves the final amount.

Course Fees, as prescribed in UNM Policy 8210.3.2, “are intended to help defray costs specifically associated with certain courses and are not intended to replace general operation costs, which are paid from tuition.” They are approved by the Provost/Executive Vice President for Academic Affairs or the Chancellor for Health Sciences (UNM Policy 8210.3.2.8).

Curricular Fees, as prescribed in UNM Policy 8210.3.2.2, “are charged to support curricular needs in the department, college, or school. The fee funds short-term and long-term needs for the purpose of instructing students, including technology, broadly shared materials and equipment, and other expenses relevant to multiple courses in a program.” They are a type of course fee, therefore, are approved by the Provost/Executive Vice President for Academic Affairs or the Chancellor for Health Sciences.

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Budget $ STUDENT ACTIVITY FEES (assessed to all students) African American Student Services 91,768 American Indian Student Services 95,750 Athletics 3,880,000 Career Services 32,858 CASAA/COSAP 19,234 Center of Academic Support (CAPS) 332,965 College Assistant Migrant Program (CAMP) 35,000 College Enrichment Program 25,000 Community Learning & Public Service 112,000 El Centro de la Raza 174,369 Global Education Office 49,116 Graduate Resource Center 90,000 IT Initiatives 1,900,000 KUNM 62,222 LGBTQ Resource Center 131,759 Medicine Bow 9,646 Music Bands 73,000 New Mexico Union (SUB) 2,358,960 Project for NM Graduates of Color 50,160 Recreational Services 837,704 Student Activity Center 31,120 Student Government Accounting Office 179,808 Student Health and Counseling 4,578,571 Theatre and Dance 31,651 University Library Acquisitions 800,000 UNM Children’s Campus 378,764 UNM Public Events (Popejoy Hall) 180,000 Women’s Resource Center 107,000 GRADUATE ALLOCATION FUND (GAF) (assessed to grad. and non-degree grad. students only) GPSA Graduate Scholarship Fund 46,760 GPSA Student Research Grant 89,134 DEBT SERVICE (assessed to all students) Debt Service – ERP Project Fee 2,352,180 Debt Service – Facility Fee 14,809,317 ASUNM/GPSA ASUNM (assessed to all students) 850,000 ASUNM – Accounting Office (assessed to all students) 40,162 GPSA (assessed to graduate students only) 300,950 TOTAL MAIN CAMPUS CURRENT FUNDS 35,136,928

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STUDENT FEE REVIEW BOARD (SFRB) – ONE TIME FUNDING Libraries Information Technologies LGBTQ Resource Center Parking & Transportation Services Medicine Bow Center of Academic Support (CAPS) Community Learning & Public Service TOTAL SFRB – ONE TIME FUNDING TOTAL MAIN CAMPUS

75,000 20,000 7,500 50,000 17,000 37,500 19,201 226,201 35,363,129

Where are your fees going?

2.37%

2.26%

0.64% 0.38%

3.37% 5.37% 6.48% 6.67%

48.53%

10.97% 12.95%

Debit Service* Student Health and Counseling Athletics SUB Other Mandatory Fees IT Initiatives ASUNM/GPSA Recreational Services Libraries SFRB - One Time Funding Graduate Allocation Fund

*The cash that is required for a particular time period to cover the repayment of interest and principal on a debt. Universities may have outstanding interest on bonds or the principal of maturing bonds that count towards the university's debt service.

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ACADEMIC COACHING

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Success Coaching Program http://success.unm.edu/success-coaching/index.html Coaching at the University of New Mexico to ensure students fully take advantage of their college experience. We work with students to clarify academic, personal, and professional goals. We then partner with students to develop a step-by-step strategy to foster an excellent college experience that eventually leads to graduation and the life of their dreams.

Types of Coaching: 1. Lobos Unidos Peer Coaching – We have 6-8 peer coaches assigned to first year, full time students who may have one or more remedial courses. Coaches will reach out to students for enrollment in the program when classes begin. We will recruit and aim for coaching 100+ students.

2. Volunteer Academic Coaching – We will have 40+ volunteer coaches (administration, staff, faculty, juniors, seniors, retirees, and alumni) who are matched with a student to provide coaching for the full academic year. The goal is to coach 40+ students dependent on how many volunteer coaches are available.

3. Provost Office Research Study – All first year, full time students will be recruited to participate in a study that will be conducted through the first semester. The study is to better understand the relationship between building time management skills and a time management smart phone app when paired with success coaching. The goal is to recruit 150 students who will be randomized into one of three categories: control group (no coaching and no time management application), coached only group (no time management application), and app and coaching group.

How to Refer Students: 4. Please refer students to the following people for coaching services. An academic Coaching Referral has been created in LoboAchieve. Please use the referral option for tracking purposes. a. Lobos Unidos – Armando Bustamante, El Centro de la Raza b. Volunteer Academic Coaching – Jennifer Gomez Chavez / Vanessa Harris, Office of Diversity, Equity, and Inclusion / Office of University Advising c. Provost Office Research Study – Maria Stutsman y Marquez, Enrollment Management 5. Please Volunteer to be an Academic Coach, contact Jennifer Gomez Chavez or Vanessa Harris to sign up.

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Referring a Student Step

Action

1.

Click the Students link on the top navigation menu to see all of your students.

2.

You can find the student you want to refer by paging through all the students listed or by searching for a particular student. Or you can enter the studentâ&#x20AC;&#x2122;s name in the search field.

Click in the Search field.

3.

Enter the name of the student the Search field.

4.

Click the Go button.

5.

Click the link to the studentâ&#x20AC;&#x2122;s name to bring up his or her folder.

Note: Anywhere you see a student's name as a link it will take you to his or her folder.

6.

Click the Refer tab to see a list of services to which you can refer the student.

7.

Click the Tracking Item drop-down button.

8.

Select the appropriate department or program.

9.

Adding a comment to the referral will help to provide more specific information regarding your concern about the student.

Academic Coaching Request

Click in the Comment field and enter more information regarding your concern.

10.

If this referral applies to a specific course, you can select the course in the Course Context field.

11.

Once you click the Save button, the referral will be passed on to the appropriate department or program on campus.

Click the Save button.

12.

The Success! window opens.

Click the OK button.

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LOBO READING EXPERIENCE

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A Cup of Water Under My Be.d amemmr

Daisy Hernandez

Beacon Press Boston

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para todas las hijas

Beacon Press Boston, Massachusetts www.beacon.org Beacon Press books are published under the auspices of the Unitarian Universalist Association of Congregations.

Š 2014 by Daisy Hernandez All rights reserved Printed in the United States of America 17161514

8 7 6 5 4 3 2 1

This book is printed on acid-free paper that meets the uncoated paper ANSIINISO specifications for permanence as revised in 1992.

Text design and composition by Kim Arney Some chapters in this book were previously published in slightly different versions in Fourth Genre; Bellingham Review; Hunger Mountain: the VCFA]ournal qf the Arts; Wzse Latina: Writers on Higher Education (University of Nebraska Press, 20 13); Border-Line Personalities: A New Generation qf Latinas Dish on Sex, Sass and Cultural-Shifting (Harper Paperbacks, 2004); and Without a Net: The Female Experience qf Growing Up Working Class (Seal Press, 2004).

Library qf Congress Cataloging-in-Publication Data Hermindez, Daisy.

A cup of water under my bed : a memoir I by Daisy Hernandez. pages em ISBN 978-0-8070-1448-6 (hardback : alkaline paper) ISBN 978-0-8070-1449-3 (ebook) 1. Hernandez, Daisy. 2. Hernandez, Daisy-Family. 3. Young women-Family relationships-United States. 4. Colombian Americans-Biography. 5. Cuban Americans-Biography. 6. Bisexual women-United States-Biography.

7. Identity (Psychology)-United States. 8. Women-New Jersey-Biography.

9. Women journalists-New York (State)-New York-Biography.

10. United States-Social conditions-1980- I. Title.

CT275.H5862453A3 2014 920.009268'7291 073-dc23 2014000820

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"What does a woman inherit that tells her how to go?"

-Sandra Cisneros

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Contents

Condemned

xi

one Before Love, Memory

21

Stories She Tells Us The Candy Dish

3

35

A Cup of Water Under My Bed

53

two Even If I Kiss a Woman Queer Narratives Que India

73

89

105

three Only Ricos Have Credit My Father's Hands Blackout Despues

149

173

Agradecimientos

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135

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Condemned

A town official came to our home one day. It was a kind of inspection since my father was itching in those years to build an addition to the original house, and he needed certain permits.

When the white man arrived, he had a clipboard in his left hand and began examining windows and fire alarms, then frowning and scribbling notes.

Our house sat in a small corner of northern New Jersey, and it was a very old house. It had no basement, no closets, no doors on the bedrooms. The living room was a box of a place and the kitchen took up most of the first floor.

Standing there in our kitchen, the town official muttered, "This house should be condemned."

My mother wanted to know what he had said. "Qye dijo?"

"Nada."

I don't remember now if I actually said, "Nothing," or if I stayed silent. I was about twelve at the time and I didn't know the Spanish word for condemned. I didn't have a word in our language that would say, This photograph on the wall, this pot of black beans, this radio we listen to each day, these stories you tell us-he's saying none of this matters. It should not only be thrown

away but bulldozed.

I began writing this memoir in 2000 when the feminist magazine

Ms. gave me a regular column in its pages. I was twenty-five and terrified to write for real people who might condemn me, so I wrote about what I thought I knew, like why my mother didn't call Xl

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xn

Condemned

ii I

herself a feminist and why we wanted advice from women who talked to dead people.

When my contract with Ms. ended, I continued writing. I wanted to understand my mother's questions and my auntie who thought I was una india and my father who drank too much.

I needed to see on paper the women and the father I had loved and resisted and betrayed, and to write them without the mancha of a white man who thought our lives and our stories should be bulldozed.

I wanted, too, to testify. To say: This happened. These quiet stories were taking place when the suits in Washington were waging their private wars in Central America, when they began shoving the border into the desert, when they insisted, "Don't ask, don't tell," when they signed NAFTA and everyone began seeking the safety of corners. My mother and father prayed harder. My auntie told another cuento. I wrote it all down. To believe that my story, our story, any story stood by itself was dangerous. Feminists taught me this. Journalism confirmed it.

Journalism: A fancy word to say that I spent days with my hands in other people's stories, asking and telling, because nothing happens in isolation, especially when it has to do with language. Nothing is more vulnerable than the words in our mouths, because nothing has more power.

I

one

I had words in 1980. They were the color of copper and ash and pomegranates.

But Ronald Reagan was elected president that year and john Lennon was shot, and before that, it was morning and they had come forme.

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Before Love. MemorJ

They come for me in a station wagon. My mother already has me dressed in a navy-blue plaid jumper and a white blouse. She has yanked my dark hair into pigtails and now makes the sign of the cross on my forehead before turning me over to a skinny lady, who ushers me into the backseat of the station wagon. I join a small group of children, mostly Cuban, all of us dressed alike, our eyes bright and nervous.

The station wagon lady drops us off at the steps of a gloomy castle in Union City, New Jersey: Holy Family Catholic School.

The y~ud is hemmed in with black iron bars and the front doors are made of steel. Women in dress pants roam the cement grounds like fat hens with their wings clipped, their beaks pointing and gesturing. I huddle with the other children in packs of three and five like scared chicks.

Miss Reynolds is the kindergarten teacher. She has glasses that make her eyes look like oversized buttons on her face, and she speaks the funny language that comes out of the television set at home when we are not watching telenovelas or the noticias, which is to say that she talks like the cartoon character Mighty Mouse. It is English, a language that sounds like marbles in the mouth. It is fun to hear, but mostly because the mouse on the TV screen is flying.

Sitting in the classroom, I wait for Miss Reynolds to start talking like my mother. In Spanish. Surely it won't be long now. An hour passes. Two hours. An entire day it feels, and still it is all Mighty Mouse.

3

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4

Before Love. Memory

A Cup of Water Under My Bed

5

one holds a picture and a word: dog, cat, house. I am to repeat each word after the teacher.

In Spanish, we have cartas. Tia Rosa's husband uses them to talk with the spirit world. The cards tell us about jobs that are about to arrive, ancestors who are unhappy, a case pending with immigration. The cards are paper doors only special people can open.

I look at the white woman's cards and listen to her bold English words-dog, cat, house--and there is all the evidence of what is to come in my life. I am not to go the way of the two people I long for in the thick terror of the night. The first man I love and the first woman I adore, my father and my mother with their Spanish words, are not in these cards. The road before me is English and the next part too awful to ask aloud or even silently: What is so wrong with my parents that I am not to mimic their hands, their needs, not even their words?

I am familiar with the language. I even speak a few words of it. But I have never heard so much of it all at once. It's like being forced to watch the same cartoon all day long.

I don't know if this is what actually happened on my first day of kindergarten, but it is what I remember of my first two years in school. A few memories can be confirmed by research and on-site inspection: Mighty Mouse on television, the school's black iron bars. My mother verifies the station wagon lady and the ethnicity of the other children, and school photographs offer details of the uniform and my teacher's face.

There are, however, missteps in memory, places where emotion has distorted people, sights, even cuerpos. In a school photograph, for example, my teacher is a skinny, androgynous white woman with thick glasses. But I remember her as a fat hen, a flying mouse, and kindergarten as the beginning of the end.

Before language, there is love. Before love, memory.

A teacher comes for us one day. Just two of us. Me and my friend, a thin, pixie-faced girl.

I don't know why we are being taken from class, but in the darkened hallway as we find ourselves farther from our classroom, my friend starts crying, and hers are not baby tears. They are full blast, llorona wails. She roots herself to the ground and refuses to take one more step. The teacher begins dragging her by the arm, but the harder the woman pulls, the more my friend yells and twists, and for an instant, it looks as if her left arm is threatening to rip from her body, as if she will choose self-mutilation over what is to come at the hands of white women. As for myself, I don't fight. I follow.

In an empty classroom, the white woman pulls out a deck of cards with pictures and words. She spreads the cards on a broad table, one by one. The sun is pouring through the window and coating us in a yellow liquid, but I can decipher the cards. Each

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What I know of the world before kindergarten is the uneven sidewalks of Union City, New Jersey. The shop with its fat chickens hollering at us and nipping at the wire cages. The sharp smell of chicken blood when the little beasts are killed in back and brought in white plastic bags to my mother. The fabric store with its bins carrying spools of thread like a Cubana holding up the ends of her apron. The buses that snake up and down Bergenline Avenue.

The store jammed with cigars and wrinkled men and women folding the ends of the thick brown leaves.

Our national language is Spanish and there are many kinds.

Mostly it is the firecracker Spanish of my Cuban father and his friends. It smacks the air and the back of my head and the inside of my ears. There is also the Spanish of the Puertorriquefio Tia Rosa has married. His words mimic popcorn when it first begins popping. Finally, there is Colombian Spanish. My mother's

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A Cup of Water Under My Bed

Before Love. Memory

language does not crack or bounce. It stays close to the earth, to thick hands and the smooth sides of stones.

English has a place here. It is the language of minorities, and you hear it every now and then, mostly from Mighty Mouse on television or the older kids on the block. English is a game of marbles. The words shoot after each other. They bump and plod and leave tracks on the ground, and it is a decent game, English that is, but everything real happens in Spanish: the way women complain about thefdbricas where they work, how they yell at you to not play in the street, how they drag you into the house when the sky turns a velvet black, lying to you: "Ahorita sales otra vez."

Terrible things happen in Spanish.

My father and his friend get drunk, slur their words, and turn into screeching birds. Rage is an awful habit in any language, I suppose, but on our street, in our home, in Spanish, it takes on awful proportions, and the mothers complain to each other in shorthand: "OJte se va 'cer?" The reply is always the same: Asi son los hombres.

Women are different.

Union City is filled with virgins. La Caridad, La Altagracia, La Virgen de Chiquinquira. They come from Cuba, the Dominican Republic, and Colombia. Like us, they are a matter of multiplicity. There is never one of anything in this world. There are many virgins, many women, many sounds in Spanish.

Dollars, though, are a constant. In the kitchen, my mother folds aluminum foil over dollar bills and packs them into envelopes. The dollars are to be mailed with letters to her mother in Colombia.

We send dollars because of the wars. It is the eighties and there are two wars. The one in Colombia is about land and poor people. The other one, the Cold War, means my mother and I cannot travel to Cuba. "It isn't safe," my father says in between puffs of his thick cigar.

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We travel instead to Hialeah, Florida, and Mami and I go together by plane to Bogota and Boyaca, and by train to Queens and Manhattan. By the time I start kindergarten, I feel these places and NewJersey are part of the same country. Everyone lives within its borders, speaks Spanish, and eats a lot of fried pork.

In the evening, my mother turns on the television for the noticias. The stories arrive from Latin America. Women with missing teeth cry into microphones. Men with brown faces scream. Los nifios carry younger children. Sometimes, it is only the image of men's feet in their shoes and the white sheets covering the rest of their bodies. The women wail behind the reporter, who talks about the number of dead and those left behind.

"Ay, los pobres," my mother whispers, before turning her eyes and her pregnant belly away from the television screen.

But I don't look away. I want to see what it is all about, because my mother comes from that place in the television set and so does my father. Those places where the floor is a thick brown soil and men's bodies disappear save for their shoes.

At Holy Family, report cards are made of heavy stock paper and folded once with your name handwritten on the cover. Inside, Miss Reynolds has seared the letters U and I across the squares, because, according to her, I am unsatisfactory or need improvement in starting work promptly, reading books, accepting responsibility, speaking English, and, yes, even singing.

Nine months later, every line of my report card is filled with the letter S, the curves leaning into my new future. Satisfactory.

The only category that eludes me is the "oral expression of ideas."

The ability to speak English. There Miss Reynolds has written a tilting but nevertheless insistent I. Improvement needed.

My mother searches for the only English words she knows on the report card: parent signature, and there in her best penmanship learned in Colombia, she signs her name: Alicia Hernandez.

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A Cup of Water Under My Bed

Before Love. Memory

We are both proud of her signature. The poverty in Latin America means that many people do not know how to sign their names, let alone read or write. Penning your name is a sign of progress, no matter what you are signing.

rize nursery rhymes and numbers, and I sit on my bed with vocabulary books, committing to memory nouns, adjectives, and adverbs, while in the kitchen, my mother hollers, "Lleg6 Walter!"

Walter Mercado arrives on the television screen. He has blond hair that has been set with hairspray into the 1980s look of being eternally windswept. Thick layers of foundation coat his pale face, and a deep coral lipstick shapes his lips. He sports elegant suits and over his shoulders capes studded with glittery piedras that look like rhinestones, diamonds, and emeralds. Each cape is said to be worth ten thousand dollars.

But Walter is like us. He speaks Spanish. He looks directly into the television camera and into our hearts, lifts his right hand, and, quickly and authoritatively, proclaims our daily horoscope. We can expect a gift. We can expect the doors to open. We can expect good health.

Walter Mercado is normal. White women are a different story.

My mother makes recordings on cassette tapes to ship to her sisters and mother back home. She documents local gossip, my father's business ventures, and me at the age of four recounting the story of Little Red Riding Hood in Spanish. She insists I say something in English. Anything. But I am four. All I know are a few numbers. She says that's fine.

I begin: "One, two, three, four ... " I pause, turn to my mother.

"Y despues que va?"

Her voice, an accented English that so many years later strikes me as the voice of a stranger, replies, "Five," and I repeat the word. She says, "Six," and I repeat it, my voice dancing after hers, until we reach the number twenty.

Numbers are important in our lives. There are the two black garbage bags filled with fabric that a man brings to our apartment every few days. The dozens of women's pants my mother can produce on her Merrow sewing machine. The hundred dollars she is paid when the man comes for the bags at the end of the week.

Numbers are why my mother came to New Jersey, why she spent nights crying, wishing she could go back to Colombia, to her mother.

We move, as Mami would say, al Norte.

In 1982, this means about five miles north of Union City and four miles from the George Washington Bridge. I am seven years old, and Papi has found the two-story house with no basement or closets. Our ow.n home, and in the front yard, a tree. A few blocks away is the factory where he works nights. A block away is my new school. Into the large shed in the yard, Mami squeezes her two sewing machines and plastic bags of telas and extra bobbins and scissors and fat spools of thread.

Fairview is a quiet town, a white town, an English-only town.

The neighbors bring us tomatoes. "They think we're Italian," my mother giggles, as if she has snuck a puppy into her parents' house.

In Fairview, white women teach at my school and shop at a place called Macy's. They go to Florida in the winter, even though they have no cousins there. They have aunties who do not live with them, and they are not like the white kids in my class whose

The author Minal Hajratwala has written, "Perhaps only we of the next generation-raised among strangers, eating the fruits of our parents' risks-can taste the true proportions of bitter to sweet."

By the end of kindergarten, my mouth is full of fruit, and as each year arrives, I stuff myself with more English words. I memo-

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My mother tells me that my new friend has called. When I reply, "La vtry a !lamar pa) tras," Tia Maria de jesus, better known as La Tia Chuchi, puckers her bright lips. In Spanish, she lectures, "You never say, 'I am going to call you back.' Eso es del ingles." The verb, she declares, is devolver. "Voy a devolver la llamada."

If Tia Rosa is there, she comes to my defense, wrapping me up in her arms, the top of my head smashing into her large bosom. "Leave the girl alone," she says to her sisters, crooning like a bird at her nest. For a moment, I believe this auntie will call a cease-fire. But no, Tia Rosa thinks the war is over. "Stop bothering the girl. She's Americana." She pats the top of my head hard, as if I were mentally disabled.

My mother is different. She believes in truces, neutral zones, even treaties. Together, we stick the Spanish el or la before English nouns, producing words like el vacuum, el color purple, la teacher.

We say, "Abra la window," "Papi estd en el basement,"y "Ya pagamos el mortgage." This is not easy. It takes time, negotiation, persistence.

In.the morning, late for school, I call for my mother, alarmed.

I can't find mi folder.

grandmothers speak Italian and walk them to school in the mornings. The white women's grandmothers are dead. When they mention Poland, Ireland, or Germany, it sounds like they are talking about a sock they lost in the laundry. They are white now. American. They have no history, no songs, no past.

But they do have power.

They have the sharpness of chalk, the sting of chemical cleaners for the blackboards, the clean earth smell of sharpened lead pencils. They have the respect of my parents. By virtue of their English and the light color of their faces, these teachers determine the words that creep into my dreams at night.

I envy them. I want what they have. I want my words to matter.

My mother's sisters come and go over the years, but finally they arrive, one by one, to stay. No more back and forth. They have no children and no husbands in Colombia. Their mother is dead. Their father, too. They are three pieces of thread cut from the spool.

Tia Dora. Tia Rosa. La Tia Chuchi.

The three were school teachers in Colombia. Tia Dora is the youngest, a piece of silk hilo. In Jersey, she scrubs toilets for a white lady down the shore and later gets a certificate to teach Spanish. Tia Rosa is the oldest, with hair like black cotton and tacones with thick heels. She cleans up after a white woman in the city. Tia Chuchi wears lush red lipstick to church every day and has stories better than the Bible's. Like my mother, she stitches sleeves to women's blouses at the factory. When the three aunties are home, they dote on my baby sister and work on me and my Spanish.

I call the carpet la carpeta, and Tia Dora shakes her head. She lifts her thin, fairy-like hands. "Se dice a!fombra," she says, and then slowly pronounces the word for me: al-:fom-bra. Carpeta is the word for folder.

"Tuque?"

"El folder," I answer, panicked. "Donde pongo mis papeles pa) la escuela) Mami."

"Ah) el folder," she says, quietly repeating the English noun to herself.

I begin resenting Spanish.

At first, it happens in small ways. I realize I can't tell my mother about the Pilgrims and Indians because I don't know the Spanish word for Pilgrims. I can't talk about my essay on school safety because I don't know the Spanish word for safety. To share my life in English with my family means I have to give a short definition for each word that is not already a part of our lives. I try sometimes, but most of the time I grow weary and finally sigh and mutter, "Olvidate." Forget it.

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This is how Spanish starts annoying me.

I suppose it's what happens when you're young and frustrated, but you can't be angry at the white teachers because that would get you nowhere, and you can't be too upset with your parents because they want what they think is best for you. Spanish is flaca and defenseless, so I start pushing her around, then hating her.

She's like an auntie who talks louder than everyone else, who wears perfume that squeezes your nostrils. I want her to stop embarrassing me. I want her to go away.

That's how the blame arrives. I blame Spanish for the fact that I don't know more words in English. I blame her for how bad I feel when the white teachers look at me with some pity in their eyes. I blame Spanish for the hours my mother has to work at the factory.

"If only I knew English ... " my mother starts, and then her voice trails because none of us, not her, not even La Tia Chuchi, who knows everything about everyone, knows what would happen if only my mother knew English. I am the one who is supposed to find out.

But to make that leap, to be the first in a family to leave for another language hurts. It's not a broken arm kind of hurt. It's not abrupt like that. It's gradual. It is like a parasite, a bug crawling in your stomach that no one else can see but that gives you a fever and makes you nauseous.

Because I have to leave Spanish, I have to hate it. That makes the departure bearable. And so I never learn to read or to write the language. I never learn more than the words my family and I need to share over the course of a day-pasame la toalla, la comida ya esta-and the words spoken on the nighdy news, the telenovelas, Radio Wado, and Sabado Gigante, which all combined leave me with a peculiar vocabulary of words in Spanish about dinner foods, immigration law, romantic fantasy, and celebrity gossip.

As I become more immersed in English, I also start to distance myself from my family through unconscious gestures. I walk

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around the house with headphones on my ears and a book in hand. I speak only in English to my litde sister. I eat my arrozy friJoles while watching the TV sitcoms Diff'rent Strokes and Facts qf Lift. The two shows-centered on children who don't have parents and are being raised by white people-make sense to me. I begin to convince myself that I am like my white teachers: I have no history, no past, no culture.

My father, however, still worries that I might become like him.

Sitting in the kitchen, slighdy drunk, mosdy sober, he grabs my arm. I am nine at the time, and he has my report card in his hand with the letter Fin social studies.

"You have to study," he says, his brown eyes dull and sad.

"You don't want to end up like your mother and me, working in factories, not getting paid on time. You don't want this life." His life. My mother and my tias' lives. And yet I do-though not the factories or the sneer of the white lady at the fabric store who thinks we should speak English. I want the Spanish and the fat cigars ¡and Walter Mercado on TV every night. To love what we have, however, is to violate my family's wishes.

Years later, an Arab American writer smiles knowingly at me.

"You betray your parents if you don't become like them," she tells me, "and you betray them if you do."

If white people do not get rid of you, it is because they intend to get all of you.

They will only keep you if they can have your mouth, your dreams, your intentions. In the military, they call this a winning hearts-and-minds campaign. In school, they call it ESL. English as a second language.

They come for me again in fourth grade. Me and a girl whose parents are from Yugoslavia. Down the hallway we trudge. In the

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room the table is the color of wet sand, and the teacher nods at us. She has books and consonants and vowels.

I memorize more words. I roll the marbles in my mouth and spit them out on tests and at English-only friends. I get a card to the town library and start checking out books by the dozens. I come to know the way the words in English hit each other on the page, and I begin reciting lines from Romeo and Juliet.

This affection for English happens the way some women talk about their marriages: you do it at the beginning because it's practical, because you need the green card, because all the jobs are here, but then the vi~o grows on you. You come to know the way he likes his cafi or how he snores when he's having a bad dream.

That is how it is for me with English. The affection comes later and settles in.

my mother and her sisters were raised, it means the dead person is not your family. Everyone there knows the dead need four velas to light the corridors from this life to the next, and it is the responsibility of the dead person's family to bring those four candles and place them alongside the body. If the dead person is not your auntie or your prima or your own mother, then you should mind your business and not add your candles to someone else's funeral.

Words and dichos are like the spirits of the muertos. They belong to a specific time and place, but they move. They fly. They survive colonization and poverty. They adapt themselves to new geographies, flourish even.

When I tell my father that I am going to be a writer, he whistles and says, "Ahara si que esta tostada." Literally, this means I am toasted; it is the way Cubans say you've gone crazy.

My mother warns me to not drown myself in a cup of water.

"No te ahogues en un vasa de agua" could be translated as "Don't sweat the small stuff," but because I am learning English from British novels and hours spent diagramming sentences, I don't know American idioms. I don't know how other children are counseled to not worry about a lost pen. I only know that, according to my mother, I shouldn't mistake a glass of tap water for the deep end of the swimming pool.

Quietly, over the years, I create literal translations in English for everything my family says in Spanish. Echate la bendici6n. Throw yourself into the blessing. Dios le da carne al que no tiene muelas. God gives meat to those who have no teeth. Me ronca el mango. The mango does something terrible to you.

When I consult my sister, Liliana, about a friend's dilemma, she shakes her head. "No tienes velas en ese entierro," she answers solemnly. You don't have candles at that funeral, and if you don't have candles at a funeral in Ramiriqui, Colombia, where

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White. women dream for you.

In high school, my English teacher, Mrs. Spielvogel, fastens her large blue eyes on me. "If you go to Europe, go to Scotland," she says.

"Why?" "It's magical. Everyone wants to go to England, but go to Scotland."

I nod, as if my family sits around watching Sabado Gigante and debating vacations to Europe, but in a way, Mrs. Spielvogel gives me the idea. Maybe I could go to Europe someday. Maybe I could even leave New Jersey.

My father doesn't know how tostada I am becoming by being in school all day, year after year, with white teachers. Or maybe he does.

In high school, I tape a picture of an electric typewriter to the refrigerator and he buys it for me. The exact model. An

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The white people look whiter than before. Their English sounds sharper. I feel dark, small, and confused, and I begin to suspect, perhaps for the first time, that happiness is not going to come from this place or from English.

IBM. He grins, watching me type my paper on Oscar Wilde, on the playwright's time in prison for being gay and this line from a poem of his which I don't understand but somehow makes sense to me: "Each man kills the thing he loves."

My father observes me for a few seconds bending over the electronic typewriter, then retreats to the kitchen for a can of Budweiser.

This is the point in the story where you try to make things right, where you think you can still be the hero, where you believe, however naively, that the solution is to fix the past.

I register for a Spanish class at the Instituto Cervantes in Manhattan. There are about six students in a course designed for people who grew up speaking Spanish but didn't formally study the language. The teacher is a tall Espanola with thin legs and an interest in bilingual education. She gives us a topic and lets us talk freely for twenty minutes. We begin chatting and debating in Spanish as if we were in our mothers' kitchens, the platanos frying on the stove, Primer Impacto on TV. Finally, la prqfesora interrupts us. That was good, she says kindly; and I almost believe her until she writes on the board all the Spanglish words we used and a string of verbs we didn't conjugate properly. Our syntax is English; our Spanish words those of a five-year-old.

For the pop quiz, she gives us a paragraph in Spanish. Make any corrections you see necessary. I start reading, my pen ready, but I don't pause when I reach the line that someone's going to "parquear el carro." Of course, they're parqueando; how else would you say you're parking a car?

"Estacionar," la prqfesora tells us.

The other students and I glance at each other nervously and try saying the new word aloud. We're going to estacionar the car. The word sounds strange, because all the words I hear in Spanish have primos in English. It is impossible to hear a word in one language without a reference to the other, and so "estacionar the Honda" sounds like I'm trying to park the car at Grand Central Station.

I enter the book publishing industry after college in the late nineties. I open mail for book editors, write rejection letters, and proofread flap copy. I spend day after day immersed in manuscripts, and at the end of every two weeks, I am paid on time. My mother beams. "And they pay vacaciones?" she asks. "And sick time, too?"

Yes and yes.

She is happy for me, and I am expecting to feel the same.

This job, after all, isn't just a job. It is the whole point of having learned English. This job is the reason Rosa Parks sat down and Dolores Huerta stood up and why my parents migrated here: so that people like me could work in places like this. It is a given that any moment now, I will feel a gush of joy and accomplishment that will be at once personal, communal, and historical. I imagine it will be like when Ed McMahon shows up at people's homes with a billboard-size check from American Family Publishing and the white woman or the black woman starts screaming and crying and hitting her husband on the shoulder.

I expect it to feel that good.

Instead, I find myself one day in the conference room, listening to a presentation about upcoming books. It's late in the afternoon already and they are debating what will make one book sell better than others on the market. I'm sitting by the window, and soon the room begins to feel too warm. The sunlight is filtering in through the blinds, making me squint. I close my eyes for a second, and when I open them, the whole scene before me has shifted, has come into a different focus.

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I stand at the door, speechless. The place where I began to learn English, to become white, has itself grown brown, Spanish, indigenous. I know this has to do with patterns of white flight, of migration, of global politics, but for that moment, I am five years old again and back home. There is no one of anything.

There are many languages, many kinds of Spanish and English, of brown women and borders that do not shift beneath our feet but simply grow with every step we take.

Notebook in hand, I knock on the door.

I begin reading in Spanish for the first time, and seeing in writing words I have only known in the mouths of the women who raised me.

champu, ardilla, toalla cepillo, colerete, blusa desbaratar, huecos, lunar Because Spanish has been only an oral language for me, it is a peculiar sensation to read it. It's like meeting an auntie atJFK who has just arrived from Colombia. She hasn't seen you since you were a toddler, but she hugs you as if the two of you were intimate, de confianza. And you are. You are strangers who have a shared history. People say you look alike. Tienen la misma cara. The tia inspects you with a grin, pinching your cheeks, like you once really did know each other.

That's how it feels to read Spanish now. It is to be in the embrace of someone who loves you and who is also something of a stranger.

Twenty years after kindergarten, I return to Holy Family Catholic School. The building is not as gray or as large as I remember it, but the fear is still there in my throat as I march up to the school door. I try to shake it off and focus. I am a student journalist reporting on the growing Mexican community in Union City, and I need to act professional.

At the front door, a brown woman peers down at me: La Virgen de Guadalupe. The school has been closed and is now El Centro de Guadalupe. An image of the Mexican virgin is taped to the door with an announcement about an event. Her hands, como siempre, are clasped in prayer.

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At fifteen, I land my first job. At McDonald's.

Learning the register's grid with its Big Macs and value meals is easy, like picking up the mechanics of playing PacMan. My fingers memorize the grid so that in a few weeks I am considered what the managers call "one of our fast cashiers." At the end of my shift, I feed my card into the time clock, and then stand next to the manager's desk to hear how much money is in my till from the day's orders, hopeful that it will be higher than the white girl who has been here longer and can handle more customers.

I love my job. I love that it's not a job. It's the start of something, not the American Dream exactly, because I am an American, so what other kind of dream would I have? No, this job at McDonald's is the start of the rest of my life. It is the first stop on my way to that country where rich people live and don't worry about money or being treated badly when they don't know all the English words or behave como una india.

A white man shuffles up to my register at McDonald's one day. He's old and his voice is muddled, as if his mouth were full of marbles. When I ask him to repeat his order, he snaps, "What's the matter? You don't know English?"

Without thinking, I twirl around and walk away, past the fry machine with its crackling oil, and into the kitchen, where the guys are peeling slices of cheese and tossing them on burger patties, then wiping their foreheads with the back of their hands. I stop at the freezer. I'm not breathing right. My hands are shaking, and a minute later, the manager wants to know why I left the register and he ended up having to take the gringo's order. But I don't ll9

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know how to say that I didn't trust myself to be polite, and I can't lose this job.

When my first paycheck from McD's lands in my hand, it is for a total of about $71 and change. I cash the check and take it to the beauty store on Anderson Avenue. There I spend close to an hour, inspecting rows of matte lipsticks and lip glosses and lip liners with names the colors of precious stones and wild flowers and sand dunes. The price tags are glued to the front of the display case, the numbers in thick block print: $3.99, $4.99.

The women in my family buy 99-cent lipstick. The women in my family are their lipsticks. My mother is a pale strawberry. Tia Dora, a warm peach. Tia Chuchi, a pomegranate. Tia Rosa, a plum. And I am a black raspberry. The fruit never lasts. It smudges.

It hardly sticks. It vanishes when you take a sip of soda. Tia Chuchi, who knows everything, schools me in how to eat a meal without losing your pintalabios. "You put your tongue out like this," she says, and then she sticks her lengua out at me and maneuvers the spoon's contents onto it (some melon, a pedazo of yuca), careful to not touch the edge of her lips. "See?" she says, chewing. "I knew a woman who did that. She kept her lipstick on the whole day."

Sometimes, Tia Dora splurges on a $3.99 tube. Sometimes, a friend gives her a makeup bag from the mall, the kind they include as a freebie after you've spent $75. The color from those lipsticks is thicker, like hand cream.

Now at the beauty store, I choose the items I could never ask my mother to buy, because a $4.99lipstick would make her shake her head and ask, "What's wrong with the 99-cent one?"

It is a question I never know how to answer because I don't know that what I am trying to say is this: "I'm buying lipstick to make myself feel better about the class, racial, and sexual oppressions in our lives. The 99-cent lipstick ain't gonna cut it." Instead, I roll my eyes at the suggestion. "Mami,por.fo. It's ugly."

With my own paycheck, I buy the lipstick I want, which with tax turns out to cost something like $5.07. I also pick up face powder and eyeliner and mascara. In a single hour, half of my pay-

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check is gone. Back at McD's, I plead to work more hours, and when I get longer shifts and more pay, I am almost earning as much as my mother does in a week at the factory. Close to $200.

In her book Where We Stand, bell hooks writes about a time in American life, or at least in Kentucky where she grew up, when people did not spend their earnings on lipstick, face creams, or even television. People valued what they had. They enjoyed homemade fruit jams, scraps of fabric, and each other's stories.

They didn't even blame the poor for being poor.

If a black person was poor back then it was because the white man was keeping them down. The day would come when racism would be wiped out and every black man, woman, and child would eat with only fine linen napkins and not worry about their lipstick smudging. Class wasn't the problem; race was.

Unfortunately, when the lunch counters and the schools were integrated, the wealthy black families got out of town, the white activists went back home, and the rest of the country turned around to look at poor and working-class black people and found them to blame for not having the good napkins, the kind Bill Cosby has.

Bill Cosby was on television in the eighties, the father of a rich black family, a doctor married to a lawyer whose lipstick must have been named after rubies or topaz. He was making me laugh, charming me and the country with the story that skin color didn't matter anymore. Community didn't matter. A person could buy anything in this country now. All they needed to do was to work for it.

A manager at McD's approaches me one day.

"I've got a proposition for you," she starts and explains how we can make money from the till, how easy it is, how you can pretend to ring up an order but not really do it, how, you see, it

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I knew back then about money was that you could work for it or you could take it. In college, I found out people I had never met would also give it to you.

isn't a big deal. We'll split the money. It'll be cool. And I say, "Sure," not because I want to steal, not because I understand that she's asking me to do that, but because I'm afraid that if I say no, she'll be angry with me. I'm a teenager. She's in her twenties. I want her to like me.

At the end of the shift, she finds me in the break room. She has light brown eyes and a wide forehead. She grins at me, places a small bundle in my hand, and walks away. I shove the money in my pocket, and, alone in the McDonald's bathroom,I count the bills. $20. $40. $60 ... $300.

That's the number that stays with me decades later. It might have been less or more, but what I remember is $300 and that I had never held so much money in my hands, never seen so many twenties all at once, not even in the envelope my mother got at the bank when she cashed her paycheck.

I know exactly what to do with the money, too. Or at least a part of it. I take it to the dentist on Bergenline Avenue.

Fragoso is a crabby old Cuban who works out of a back room¡ in his apartment. We owe him hundreds of dollars for filling the holes in my mouth. Now, however, I enter his apartment the way Bill Cosby must feel all of the time~on top of things. Here I am, with hundreds of dollars to put toward the bill, hundreds of dollars my parents won't have to worry about. I am single-handedly taking care of business.

Among the drills and jars of cotton balls, Fragoso counts the twenties. "That's it?" he asks, looking over at me.

My face freezes. The room grows smaller, suffocating. I nod my head, bite my naked lip, the shame running through me like a live wire, and I promise to bring more next time.

He's wearing a business suit. A dark suit. The tie is some brilliant color, a red perhaps. He smiles at me the way Bill Cosby has done on television, warm and confident, but this man is younger. He can't be much older than me, twenty-five at most, and he is white or Italian or maybe Latino. He calls out from beside a folding table at my college campus. The sun is bright and the man is offering free mugs, free keychains, free T-shirts. All I have to do is apply for a credit card.

I fill out the form the way you would enter your name into a raffle. It is all a matter of luck. I am eighteen and I don't know about credit scores. My parents pay in cash for everything.

Credit cards are a phenomenon that happens to other people, rich people.

When the credit card comes in the mail, however, I know exactly what to do. I march into a shoe store in Englewood and ask to see a pair of dark-brown Timberlands, size seven. It's the early nineties, and everyone is parading around school in that brand. You wear them with baggy Tommy Hilfiger jeans and dark lipstick, and when people dress that way, they look special, like the white plates with gray flowers my mother brings out for Thanksgiving.

The shoes cost close to $100, a little more than half of my weekly pay from my two part-time jobs. But I don't have to give cash now. I hand the woman the plastic card the way I have seen other women do in stores, as if the price doesn't matter, and I'm grateful that my hand doesn't shake, even though I'm outrageously nervous.

She hands me the receipt, a slip of paper that fits in my palm like a secret note a girl has passed to me in class. Just sign here.

That's all. My signature. My promise to pay.

Although he was a part of our lives, I never saw how Bill Cosby got to be Bill Cosby, how his fictional character became a doctor and saved money and bought a house and paid the dentist. What

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Back home, my mother stares at my feet. "$1 00?"

The question hovers at her lips, as if she has come across a cubist painting and is trying to untangle the parts.

Language is a rubber band. It bends and stretches and tries to hold in place our mothers and the plaza in Bogota and the boy asking for milk.

In English, they are street children. Abandoned children. Neglected children. Thrown-away children. The adjectives expand to make sense of little boys having to ask strangers for the first taste we are entitled to in this life: milk at the tit.

In Spanish though, in Bogota, there is no need for extras or explanation. These boys are everywhere. They are gamines, a word borrowed from the French and meaning "to steal." A boy who steals.

"You were so afraid of the street kids," Tia Chuchi remembers now, fondly, as if, as a girl, I had been frightened by spiders or ladybugs or wingless birds.

First pintalabios, now shoes. Tia Chuchi doesn't know how I turned out to be such a materialist. "No one in our family is like that," she insists, and I would like to believe her.

It is a strange comfort to think that some aspect of being raised among strangers brought out the worst in me, that if I had been born and raised in my mother's native land, I would have known the Kentucky that bell hooks writes about.

But this is an illusion. Colombia is where I sometimes think it began.

I am walking down the street in Bogota, holding my mother's hand. We are visiting for a few weeks, spending days with my grandmother and enough cousins to fill up two of my classrooms ¡ in New Jersey. The civil war reveals itself here and there, mostly in the rifles of the security guards at the airport.

As we stroll down the street, a boy my age, about six or seven, his arm thin as a twig, his lips cracked, extends a hand toward me.

Our eyes meet, the same eyes I have, the same small voice except his pleads, ''A few coins please, to buy a little milk."

His hand is a tiny version of my father's. It is dirty and scarred in places. I cringe, afraid of something I cannot name.

My mother snaps me close to her and quickens her pace, my head close to the fat on her hip.

"Why is that boy asking for money?" I ask.

"To buy leche."

"But why?"

"That's what children here have to do."

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After my first credit card, an offer arrives in the mail for another one. I call the 800 number nervously, as if I were asking someone on a date who has shown a bit of interest. When the person says, "You've been approved," I feel it in my body, an elation like warm water.

The offers continue to come in the mail, and I buy a large, red fake-leather wallet and fill each pocket with a credit card: Discover, Visa, MasterCard, Macy's,]. C. Penney, Victoria's Secret.

I sit in my bedroom, admiring the little plastic rectangles and feeling genuinely accomplished, because in my home, in my community, people do not have credit cards. "Nada de deudas," my father declares, and my mother agrees-no debts.

Down on Bergenline Avenue, storeowners are used to people buying even large purchases like refrigerators with cash. Only ricos have credit. My mother doesn't even believe in lay-away plans.

At the Valley Fair department store, she explains, "It's better to wait until you have all the money."

"The dress will be gone by then," I argue, to which she gives me her maddening standard answer: "There will be another one."

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A Cup of Water Under My Bed

My mother is pleased that I traveled to England. She knows it's a good place. It's like here. Children have camitas and leche, and they don't wake up in the middle of the night with hurting bellies or having to steal. When I remind her that children are homeless in the United States, she sighs. "It's not the same."

Over the years, her sisters board airplanes for Colombia, like migratory birds. Once a year, twice a year, every other year. They hear an echo of their homeland, and suddenly, they are spending weeks packing suitcases and shopping for jackets and medications and chanclas for their brothers and nieces and nephews. On the day of departure, they dress in matching skirts and blazers and tacones, like women who are traveling on business. They wear their 99-cent lipstick and take pictures at the airport.

My mother does not hear the echo of Colombia. In fact, she has not been back in more than twenty years. "What would be the point?" she says. "To see all that pobreza?" My father agrees. He hasn't returned to Cuba in two decades, either.

But it's not poverty that scares my mother.

"It's so sad to see the children," she murmurs.

The street children, the ones with hungry hands and lips that never quite close.

During my last semester of college, I study abroad in England with a group of white students from private schools. I am there on a scholarship with a $5,000 student loan and a wallet full of Visas and MasterCards. With every purchase, I tell myself why it's necessary.

When will! be in London again? Never!

You can't find sweaters like these back home.

What would people sqy if I returned without souvenirs?

This is my only chance to see a real Oscar Wilde play.

And the classic: All the other kids are going, None of this is to say that I don't keep track of my spending.

I do. I review my new credit card charges, mentally checking off why each one was required. I monitor my bank account frequently, careful to slowly chip away at the student loan.

One night, standing in line to use the phone in our student house, I overhear one of my classmates, a tall white girl from a state I've only seen on maps. She's going through her own list of justifications for charges on her father's credit card. "I had to buy the boots, Daddy." A pause. "I know they were expensive, but I needed them. It's so cold here."

I shake my head, quite smug that I would never do anything like that to my own parents. My credit card bills, and I am very pleased to say this, are my responsibility. So caught up in this perverse pride, I fail to see that I am a college student with two parttime jobs back home and a student loan here, trying to pay off the kind of credit-card balances a grown white man in the Midwest is struggling to handle.

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The easy part is getting the job after college. The hard part is having the money to keep the job. To go out for drinks, dinner, and brunch. To pay for a subscription to the New York Times, the New Yorker, and New York magazine. To buy wine, even cheap wine, for yet another party, and clothes for it as well. The hard part is listening to middle-class, white coworkers talk about the poor and the working class, because it's the nineties and the headline is welfare reform. The hard part is nodding numbly when they say, "Isn't

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128

Only Ricos Have Credit

A Cup of Water Under My Bed

I pull every single credit card from my wallet and throw them in the freezer. I look up the support group a friend recommended, and when I show up at the meeting, I take my place in a folding chair and vow to myself that I will sit in this exact chair every week even if doing so will kill me.

And I do believe it will kill me to spend an hour listening to people talk about not having the money to pay the dentist, the paycheck being short this week, losing their jobs, and the humiliation of not being able to buy a friend a gift as expensive as the one she gave you.

There are other stories in the group, of course-positive tales about people negotiating job salaries, setting up debt-repayment plans, planning weddings without credit cards-but all I hear are the stories that scare me. I sit there, and sometimes I daydream and don't listen, and other times, I tell myself that I am not like these people. I am still going to turn out like Bill Cosby: rich and confident and not worried about money.

But I do what the people at the meeting tell me to do. I buy a notebook and start writing down how much I spend and on what.

A woman from the group helps me identifY my slippery places, the bookstores and clothing stores where I am most likely to use a credit card. I employ the forty-eight hour rule, waiting two days before making a purchase I haven't planned. I even start depositing a few dollars into a savings account. Someone from the group says it doesn't matter if all I put in there is $1.

Mter a year, my savings total a little more than $1,000. I sit at my computer, dazed. For so many years, my mother urged me to save, and my father would ask me how much I had saved, and I always insisted, at least to myself: I don't earn enough to save it. But now, here is proof that I can do it. I have done it.

I shut my laptop and declare myself cured.

that awful?" and not telling them that Mami can't find work ri ht now and neither can Tia Chuchi, and Papi only has a part-!e job. The hard part is pretending you know what a 40lk is, and then buying a MAC lipstick, believing it will make you more comfortable about who you are and where you come from and the things you don't have words for.

'I :I'

I

I

I

The bills arrive each month. Discover, Visa, MasterCard, American Express. Numbers have stopped being numbers. They are hieroglyphs. The due date, the interest rates, the account numbers-all these curves and slants on the page belong to a language I am failing to learn.

My mother doesn't understand how my wallet is so full of plastic instead of dollars, but the white girls I work with are sympathetic.

"I try not to think about it," a coworker says about her debt.

"It's depressing," agrees another.

"I owe $30,000 just in school loans," one confides.

It's the day before Halloween. The supermarket is selling minichocolates in bulk. The party stores are peddling temporary selves: angels, devils, pirates, and princesses. Pumpkins are perched on window sills, candles balancing on their tongues. And I am at the kitchen sink, wishing I could fit myself into a new life.

I have consolidated the debt, so that now instead of having a lot of bad little dreams, I have one giant nightmare, and it's in my hands: the new credit card bill. It doesn't matter that I have been sending more than $300 a month in payments. The total due does not budge.

A thread in me, a piece of hila that has thinned over the years, snaps.

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123

2016

130

A Cup of Water Under My Bed

Only Ricos Have Credit

What I loved as a child about Bill Cosby was that he didn't need help. He never had to stick his hand out for charity or even to ask a question about what someone said in English.

We were always needing help, always needing a health clinic or a dental clinic or a women's clinic. We were always needing someone to translate for us or give us a ride somewhere because we didn't own a car. We were, I thought naively as a child, always waiting.

I was too young then to understand that health care was privatized, that factories needed people like my mother and my father and my tia, that even Bill Cosby needed us. It was our work that made his day possible.

An earlier train? I look at him and find myself staring into Bill Cosby's fatherly face. Why don't you take the earlier train? You're tired. You deserve it.

"How much is it?" I ask, dubious.

"It's just another $21 ," he says, adding, "It's not that much.

You'll be home in no time."

I look at the monitor and the Amtrak worker with those father-knows-best eyes and think about the guava pastry waiting for me at my auntie's apartment in Jersey. I hand the man my credit card. He swipes it for me, and in less than a second, my reality has changed. I will not have to eat a cold sandwich at the train station and arrive in the city at midnight. I can now board the train, nap, and when I wake up, I will be home.

A month later, when I open the bill and see the amount due, I review every charge. New tires ($232. 76), contact lenses ($209.51 ), a purchase at the Hello Kitty store ($25.05). Important stuff, I tell myselÂŁ But still. I add up the charges, confident that the company has made a mistake. It cannot be $1,003.28. It just can't.

But it is. And the $21 for the Amtrak ticket sits there on the page, as if it were blameless.

It takes thirty-seven days, about five weeks, for me to charge $1,003.28 on my credit cards, and for this, I blame the man at Amtrak.

Sure, I had signed up for a new credit card, telling myself that this one would be different. It wasn't like the other cards. This was an airline credit card. I would be charging, yes, but paying it off at the end of the month, while accumulating points for a free flight.

I told myself, I'll be getting one over on the airline companies.

Instead, I find myself at Union Station in Washington, DC. I am in line behind business suits, waiting to get my electronic Amtrak ticket and feeling annoyed that I will have to wait a few hours at the station. When I reach the self-service computer monitor, an Amtrak customer representative is there (in theory) to field any questions I may have. A tall man, he is a bit older, smiling and friendly, and offers to help me locate my ticket.

He blinks at the monitor. "Your train isn't leaving until eight o'clock."

"I know." I pout.

He taps the computer screen. "There's a five o'clock train.

Why don't you take that?"

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Back to my little support group I fly, this time in tears. "This is just money," I keep repeating. "How can it affect me like this? It's ridiculous."

The group meets in a church room that has fraying carpet and thin, plastic chairs. Through the windows, the morning sky is gray and dull. About twenty people have gathered to talk about the same things: money, credit cards, unsecured loans. When the meeting pauses for a break, four or five people rush to my side.

They want to help.

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A Cup of Water Under My Bed

Only Ricos Have Credit

133

The hard part is telling my mother.

I have decided to be honest, which benefits my spiritual practice but bruises my ego and worries Mami.

"What do you mean you can't pay the phone bill?" she asks.

Not being able to pay a bill in my family means a person is close to financial ruin, about to apply for welfare, or, worse, about to be thrown out of their home and forced to live on the street like gamines.

"I mishandled things," I tell her. "But I'll pay it on Friday."

She grows silent, furrows her eyebrows. She's worried and confused, because my mother is familiar with the likes of bell hooks. She can walk through the shopping mall in Paramus and feel rich from the looking.

I wish I could be like bell hooks.

She has written that because she was never accepted in white or black middle-class circles as a young woman, she didn't try to belong. She didn't try to dress like she had money she didn't have; she didn't enjoy the illusion that material goods would make her feel better. She found that she liked to live simply, and she hated the hedonistic consumer culture that is American life.

I wish I could be like that, but I'm not. I love the iPhones and iPads, the hybrid cars and hybrid bikes, the leather shoes made in Israel, the $22.50 lipstick, the Coach handbags, the hotel rooms with flat-screen televisions in the bathrooms, the $10 herbal teas, the $3.99 a bag organic lettuce, the Kindles, the hardcover books with their deckled edges, even the $3,000, bred-to-size lapdogs.

When I create a spending plan that includes only the organic lettuce, and no fantasy that I will ever use a credit card to buy that or anything else, I am heartbroken. And embarrassed. I'm a feminist. I write about social justice issues. How can I want any of these things? I berate myself, and before that gets out of hand, I call a friend because by now I know that blaming myself for what ¡ I feel only makes me think that buying a mocha-scented soy candle for $21 will make me feel better. It doesn't.

The street children.

It's their hands that haunt me. Little, brown hands. The fingers stretched out like the basket for limosna in church on Sundays.

The baskets were made of wicker, and we dropped our alms (four quarters) into them when I was a child, and the baskets ate the coins and I worried that we wouldn't have enough to feed them.

They looked like open hands to me, those baskets. Open hands and terror.

I wake up one morning and reach for my cell phone. I turn it on and hit a speed-dial button, but an automated voice answers me instead.

It has happened exactly as the customer-service representative said it would: A Sprint computer has shut off my phone. I can't place another call until I have paid the bill, a little more than $200, which I will in about two days when my paycheck appears in my Washington Mutual checking account. In the meantime, I have consulted with my support team, reviewed my options, and concluded that I can live without a cell phone for three days.

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2016

Homework Questions for Daisy Hernandez’s A Cup of Water Under My Bed 1. In the chapter “Before Love, Memory,” Daisy Hernández describes a number of the transitions she made in school, from kindergarten through college, and the challenges these transitions brought with them. a. Give examples of some of the challenges Daisy faced in school. b. Provide examples from your own school life of the challenges you faced and the ways you addressed them. c. Identify new challenges or transitions you expect to face in college.

List strategies you might employ to address these challenges.

2. In the chapter “Only Ricos Have Credit,” Daisy describes the debt she accrues in college. a. Describe the ways Daisy acquires this debt and the ways she tries to reduce it. b. Describe the strategies you might use to keep costs down and your debt limited while in college.

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2016

ADVISOR DIRECTORY

NSO Advisor Guide

127

2016

College/Area A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S A&S

Department Director, Academic Advisement Unit Administrator Front Desk Coordinator of Soc Sci Groups Coordinatory of Hum Groups Coordinator of STEM Groups Earth & Planetary Science & Environmental Science Biology and Latin American Studies Biology Biology BioChemistry, Chemistry

A&S

Criminology/Sociology

A&S A&S A&S A&S A&S A&S A&S A&S

Criminology/Sociology Criminology/Sociology Africana Studies, History, Languages, Russian Psychology Psychology Psychology Political Science Classical Studies, Comparative Literature, French, German, Portuguese, & Spanish

A&S A&S

A&S A&S A&S A&S

NSO Advisor Guide

Astrophysics, Math, Physics, Statistics AMST, ASIN (no longer offered), CCS, EAST, EURS (no longer offered), INST, MSST, PCST, PHIL, RLST, SUST, WMST Anthropology, English Linguistics, Sign Language, Economics Communication & Journalism At Risk, Speech and Hearing Sciences

Phone (Advisor) 277-7373 277-3493 277-7386 277-4385 277-3179

Email ssmith@unm.edu kwatland@unm.edu ajhussain@unm.edu wmcclary@unm.edu jbusta@unm.edu

277-4621

vineyard@unm.edu

Ragina Pena Karen Majors Aaron Russell Valarie Maestas Crystle Collier

277-4621 277-4621 277-4621 277-4621 277-4621

rapena@unm.edu majors@unm.edu arusse01@unm.edu vlepore1@unm.edu crystlem@unm.edu

Megan Eding

277-4621

meganeding@unm.edu

Monika Honeyestewa

277-4621

mhoneyes@unm.edu

Advisor Stephanie Hands Kathie Watland Alia Hussain William McClary Julie Bustamante Vacant Brian Vineyard

Nancy Diodati-Miller

277-4621

Location UAEC UAEC UAEC UAEC UAEC UAEC Northrop Hall Castetter Hall Castetter Hall Castetter Hall Clark Hall Social Science Bldg Social Science Bldg Social Science Bldg

nmille07@unm.edu

UAEC

277-2463 277-4621 277-4621 277-4621

koriley@unm.edu guambana@unm.edu jeserrano@unm.edu sbyrne01@unm.edu

Logan Hall Logan Hall Logan Hall Sociology Bld

Krista Navarette

277-7364 277-4621

kateem@unm.edu krisnava@unm.edu

Ortega 235 SMLC

Farah Nousheen

277-4621

nsousheen@unm.edu

UAEC

Russell Friendman

277-4621 277-4621

rfriedman@unm.edu

UAEC

mlippert@unm.edu

Econ Bld

277-3489

clangner@unm.edu

CJ 129 UAEC

Keelan O'Riley Simone Guambana Jennifer Serrano Sage Byrne Kate Merril

Meghan Lippert Vacant Cameron Langner

128

2016

A&S A&S A&S/Faculty

BA-Family Studies, BA/BS- Geography and At-risk.

BA/MD BA/MD Africana Studies

Miquela Ortiz Upston Michelle Gallegos Bryn McCabe-Kelly Robert Jefferson

277-4621 277-0771 277-2117 277-5644

miquela@unm.edu michelleg@unm.edu bmccabe@unm.edu jeffersonr@unm.edu

UAEC UAEC UAEC

A&S/Faculty A&S/Faculty

American Studies Arabic

Rebecca Schreiber Mohamed Ali

email 277-2538

rschreib@unm.edu mohamed@unm.edu

A&S/Faculty A&S/Faculty A&S/Faculty

Asian Studies AstroPhysics Bio-Chemistry

Lorie Brau Trish Henning Rob Orlando

277-3683 277-3166 272-8184

lbrau@unm.edu henning@as.unm.edu rorlando@salud.unm.edu

A&S/Faculty A&S/Faculty A&S/Faculty

Chinese Classical Studies Chicana-Chicano Studies

Lisha Xu Dr. Osman Umurhan Irene Vasquez

277-2538 277-0998

lxu@unm.edu umurhan@unm.edu ivasquez@unm.edu

Humanities 426 Ortega 351B Ortega H RM 351B PANDA BLDG BMSB 255 Ortega H RM 351B

A&S/Faculty A&S/Faculty A&S A&S

Comparative Lit & Cultural Stud Earth & Planetary Sciences Economics (Graduate) English

Susanne Baackmann Maya Elrick Daniela Wilken Dolores Lopez

277-3206 277-5077 277-5560 277-6349

theodor@unm.edu dolomite@unm.edu mdaniela@unm.edu delopez@unm.edu

A&S A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty

English (101,102, 219, 220) Environmental Science Environmental Science European Studies Languages Fall Languages Spring French

Gloria Sands Laura Crossey Joseph Galewsky Christine Sauer Natasha Kolchevska Steve Bishop Steve Bishop

277-5576 277-5349 277-4204 277-1963 277-4772 277-6344 277-6344

gsands@unm.edu lcrossey@unm.edu galewsky@unm.edu Sauer@unm.edu nakol@unm.edu sbishop@unm.edu sbishop@unm.edu

A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty

Geography and Environmental Studies German Greek History International Studies International Studies

Kim Seidler Katrin Schroeter Monica Cyrino Kimberly Gauderman Christine Sauer Eleni Bastea

277-5041 email 277-3644 277-2556 277-1963 277-8513

kseidler@unm.edu katja@unm.edu pandora@unm.edu kgaud@unm.edu sauer@unm.edu ebastea@unm.edu

A&S A&S/Faculty

Interdisciplinary Film & Digital Media Italian

Vacant Rachele Duke

277-7371

rduke@unm.edu

A&S

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129

Ortega H RM 349C Northrop H 227 SSCI 1019 Hum. 213 Humanities 215 Northrop H 339 Northrop H 222 Ortega 229 Ortega 323C Ortega 323C Bandelier West 212 Ortega 347C Ortega 347B MVH 1104

CJ 129 Ortega 327C

2016

NSO Advisor Guide

Ortega H RM 351B Ortega 347B LA and Iberian Inst

A&S/Faculty A&S/Faculty

Japanese Latin

Machiko Bomberger Monica Cyrino

277-1180 277-3644

machib@unm.edu pandora@unm.edu

A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty

Latin American Studies Linguistics Linguistics Math & Statistics Museum Studies (UG-Cert, GR-Minor) Navajo/Dine (minor) Peace Studies (minor) Philosophy (Graduate) Philosophy (Undergraduate) Physics Physics Physics Political Science Portuguese Psychology (graduate)

Amanda Kay Wolfe Jill P. Morford Janine Rivera Ana Parra Lombard Anne Marie Carpenter Carole Uentillie Desi Brown Ann Murphy Anne Baril Trish Henning Mousumi Roy Alisa Gibson Peter Kierst Leila Lehnen Rikk Murphy

277-2961 277-6353 277-0928 277-5250 277-0786 277-6353 256-0668

277-5009

akwolfe@unm.edu morford@unm.edu jriveraunm@unm.edu aparra@math.unm.edu anacke@unm.edu cuentill@unm.edu peace@unm.edu avmurphy@unm.edu philundergrad@unm.edu henning@phys.unm.edu mroy@unm.edu agibson@unm.edu pkierst@unm.edu llehnen@unm.edu rikk@unm.edu

A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty A&S/Faculty Architecture & Planning Architecture & Planning ASM

Religious Studies Russian Russian Studies Signed Language Interpreting Signed Language Studies Spanish & Portugese Speech and Hearing Sciences Speech and Hearing Sciences Speech and Hearing Sciences Sustainability Studies

Lisa Gerber Natasha Kolchevska Natasha Kolchevska Phyllis Wilcox Barbara Shaffer Kate Merril Phyllis Palmer Cathy Binger Melinda Dolan Terry Horger

277-4009 277-3713 277-3713 277-0928 277-0928 277-7364 277-4456 277-4453 277-4453 277-3325

lgerber@unm.edu nakol@unm.edu nakol@unm.edu pwilcox@unm.edu bshaffer@unm.edu kateem@unm.edu ppalmer@unm.edu cbinger@unm.edu mldolan@unm.edu thorger@unm.edu

Humanities 467 Ortega 229A Ortega 229A Hum 118

Academic Advisor

Angela Pacheco

277-4847

delong@unm.edu

Pearl

Graduate Academic Advisor Manager of ASM Advisement

Elizabeth Rowe Tracy Wilkey

277-1303 277-3290

erowe@unm.edu twilkey@unm.edu

Pearl ASM Adv. Ctr.

ASM ASM ASM ASM

Last name ending in "A" & 3/2 program Academic Advisor Last name B-C Academic Advisr Last Name D-G Academic Advisor Last name H-L

Florencio Olguin Andres Rigg Matthew Vallejos Damon Hudson

277-3290 277-3290 277-3290 277-3290

folguin@unm.edu arigg@unm.edu matthewv@unm.edu hudsond@unm.edu

ASM Adv. Ctr. ASM Adv. Ctr. ASM Adv. Ctr. ASM Adv. Ctr.

130

277-3166 277-4521 277-1514 277-5104

SMLC Rm 395 Hibb 320 Anth RM 161 HUM 547 HUM 553 800 Yale 800 Yale 800 Yale SSB 2057 Ortega 455 Logan Hall

Ortega 235 1700 Lomas 1700 Lomas 1700 Lomas Castter 163B

2016

ASM ASM ASM ASM Education Education Education Education Education Education Education Education Education Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Education/Faculty Engineering

Engineering

NSO Advisor Guide

Academic Advisor Last name M-P Academic Advisor Last name Q-T Academic Advisor Last name U-Z Academic Advisor (graduate) Director, Center for Student Success Student Success Specialist COE Main COE Main COE Main COE Main COE Main COE Main COE Main Athletic Training ECME/Family Studies/ HDFR Exercise Science Health Ed/Comm Health (A-E) Health Ed/Comm Health (F-J) Health Ed/Comm Health (K-O) Health Ed/Comm Health (P-T) Health Ed/Comm Health (U-Z) Nutrition Nutrition Physical Education Physical Education Secondary-Bilingual Secondary - Communicative Arts Secondary - Math Secondary - Modern Languages Secondary-Science Secondary-Social Studies Secondary-TESOL Special Education Dual Special Education Dual Special Education Dual Special Education Dual Director, ESS Advisement & services Coordinator of Student Advisement/Admission Officer, PreMajor/General Engineering

Joshua Gallegos Rebecca Rodriguez Tiffini Porter Erick Rodriguez Smith Frederick Brittany Padilla Natalie Becenti Maureen Johnson Vacant Leyna Aragon Tina Rivera Quena Echeverri-Gonzales Shannon Jaramillo Susan McGowen Dr. David Atencio Dr. Len Kravitz Dr. Magdalena-Avila Dr. Eli Duryea Dr.Christina Perry Dr. Lorenda Belone Dr. Elba Saavedra Dr. Jean Cermai Dr. Deborah Cohen Dr. Gloria Napper-Owen Dr. Glenn Hushman Dr. Rebecca Bloom-Martinez Dr. Penny Pence Dr. Anne Madsen Dr. Mia Sosa-Provencio Dr. Kathryn Watkins Dr. Glenabah Martinez Dr. Sylvia Celedon-Pattichis Della Gallegos-Atencio Dr. Liz Keefe Dr. Erin Jarry Dr. Clare Stott Steven Peralta

277-3290 277-3290 277-3290 277-3290 277-3190 277-3190 277-3190 277-3190

jgalle01@unm.edu rjrodriguez@unm.edu tjp0217@unm.edu erodriguezj@unm.edu smithxix@unm.edu coeac@unm.edu coeac@unm.edu coeac@unm.edu

277-3190 277-3190 277-3190 277-3190 277-1355 277-3757 277-4136 277-8175 277-8187 277-1983 277-5826 277-3243 277-0937 277-6430 277-8180 277-5248 277-4972 277-6959 277-8178 277-4533 277-2338 277-6047 277-2536 277-5018 277-1587 277-0731 277-1499 277-1415

coeac@unm.edu coeac@unm.edu coeac@unm.edu coeac@unm.edu yorex@unm.edu atencio1@unm.edu lkravitz@unm.edu avilam@unm.edu duryea@unm.edu cperry2@unm.edu ljoe@salud.unm.edu esaalve@unm.edu jerami@unm.edu dcohen02@unm.edu napperow@unm.edu ghushman@unm.edu rebeccab@unm.edu ppence@unm.edu madsen@unm.edu msosaprovencio@unm.edu watkins@unm.edu glenie@unm.edu sceldon@unm.edu dgalle06@unm.edu lkeefe@unm.edu ejarry@unm.edu clareks@unm.edu speralta@unm.edu

ASM Adv. Ctr. ASM Adv. Ctr. ASM Adv. Ctr. ASM Adv. Ctr. Travelstead Travelstead Travelstead Travelstead Travelstead Travelstead Travelstead Travelstead Travelstead JC Simpson Hall JC 1160 JC JC JC JC JC HH 154 HH 155 JC 1155A JC 126 HH 248 HH 201 HH 214 HH HH 296 HH 206 HH 232 HH 104 HH 269 HH 138 HH 141 CEC 2105

Lourdes Garcia-O'Keefe

277-8716

lokeefe@unm.edu

CEC 2082

131

2016

Engineering

Pre-Major/General Engineering (Parttime) Pre-Major/General Engineering Pre-Major/General Engineering Pre-Major/General Engineering (Parttime)

Engineering Engineering Engineering

Mechanical Engineering Manufacturing Engineering (Grad) Computer Science

Engineering

Civil Engineering/Construction eng/mgt Nicole Bingham

277-6633

nicluna@unm.edu

Engineering

Electrical/ Computer - Undergraduate

Yvonne' Nelson

277-1435

nelsony@unm.edu

Engineering

Electrical/ Computer - Graduate Chemical Engineering - Undergraduate & Graduate Nuclear Engineering - Undergraduate Nuclear Engineering - Graduate Biomedical Engineering - Graduate NanoScience & MicroSystems (NSMS) Engineering - Graduate Unit Administrator, ESS & Native Americans in STEM Associate Director, ESS & UNM Engineering Financial UNM Engineering Internships & STEP

Elmyra Grelle

277-2600

egrelle@unm.edu

CEC 3020 ECE bldg, Rm 115 ECE building #114

Sarah E. Dominguez Sarah E. Dominguez Elaine Finke Linda Bugge

277-5606 277-5606 277-2692 277-6824

skieltyk@unm.edu skieltyk@unm.edu efinke01@unm.edu lbugge@unm.edu

FEC 209D FEC 209D FEC 207 CE 2041G

Linda Bugge

277-6824

lbugge@unm.edu

CE 2041G

Douglas Williams

277-0431

dougwms@unm.edu

CEC 2089

Elsa Maria Castillo Vacant

277-5064

elsac@unm.edu

CED 2084 CEC 2092E

Engineering Engineering Engineering

Engineering Engineering Engineering Engineering Engineering Engineering Engineering Engineering

Engineering Fine Arts Fine Arts Fine Arts Fine Arts

NSO Advisor Guide

Interdisciplinary Film & Digital Media CFA Advisement Center (PreMajors & Declared Majors) CFA Advisement Center (PreMajors & Declared Majors) CFA Advisement Center (PreMajors & Declared Majors) CFA (Educational Coordinator)

Vacant Lynn J. Conner Carlon Ami

277-1104 277-3046

ljconner@unm.edu carlon@unm.edu

Maurice Thompson

277-4354

moncisco@unm.edu

Anna Mae Apodaca John E. Wood Kyle Beenhouwer

272-7000

aapodaca@unm.edu jw@unm.edu b2h4jk@unm.edu

Kyle Beenhouwer Deanna Sanchez-Mulcahy

277-4817

Jennifer Lucero

277-4817

Olla Ibrahim

277-4817

Vacant

277-4817

132

CEC 2101 CEC 2093 CEC 2097 CEC 2101 Mech Eng. Bldg RM 202 Farris RM 100

b2h4jk@unm.edu

Robert Hartung Hall 2414 Central Ave SE - RM 220

dmulcahy@unm.edu

CA 1103

jennlu@unm.edu

CA 1103

ollaibrahim@unm.edu

CA 1103 CA 1103

2016

Fine Arts Fine Arts/Faculty Fine Arts/Faculty Fine Arts/Faculty Fine Arts/Faculty Fine Arts/Faculty Fine Arts/Faculty

CFA Advisement Center (Primary advisor for all Music & Music Ed students) Art Ed Art Ed Art Ed Cinematic Arts Faculty Advisor Dance Faculty Advisor Music Faculty Advisor Music - Theory/Comp Faculty Advisor

277-4817 Rachel Perovich Laura Lampela (A-H) Nancy Pauly (I-P) Linny Wix (Q-Z) Adan Avalos Amanda Hamp Keith Lemmons David Bashwiner

277-5319 277-0496 277-5533 277-6262 277-4332 277-4905 277-2126

Fine Arts/Faculty

CA 1103 MH 205 MH 204 MH 202

dbashwin@unm.edu

CA 2103

dalby@unm.edu rcarlow@unm.edu

CA 2106 CA 1109

stacia@unm.edu

CA B435 CA 1103

CG CA 2107

Music Ed - Instrumental Facutly Advisor Bruce Dalby

277-2707

Regina Carlow Stacia Smith

277-2126 277-4332

Fine Arts/Faculty

Music Ed - Vocal Faculty Advisor Theatre & Design for Performance Facutly Advisor

Fine Arts/Faculty

Interdisciplinary Film & Digital Media

Deanna Sanchez-Mulcahy

277-4817

dmulcahy@unm.edu

IFDM

Interdisciplinary Film & Digital Media Biom Medical Research Education Programs EMS Medical Laboratory Sciences Nursing Nursing Nursing Nursing Occupational Therapy Physical Therapy Physical Therapy Physician Assistant

Chrislyn Lawrence

277-0581

claw@unm.edu

Alec Reber Davette De La O - Sandoval Margaret Alba Sara Pichette Jeri Belsher Nissane Capps Miguel Pena Christina Garcia-Tenorio Beth Jones Rosalia Vejar Natalie Mead

272-1921 272-5757 272-0090 272-0858 272-4223 272-4223 272-4223 272-6967 925-4584 272-6956 272-1402

areber@salud.unm.edu Ddelaosandoval@salud.unm.edu malba@salud.unm.edu spichette@salud.unm.edu Jbelsher@salud.unm.edu ncapps@salud.unm.edu mpena64@salud.unm.edu christinagarcia@salud.unm.edu BMJones@salud.unm.edu rloyavejar@salud.unm.edu NMead@salud.unm.edu

Pre-Dental Pre-Medical (UNM) Pre-Medical (UNM) Pre-Optometry Associate Director of Pharmacy advisement Pre-Pharmacy

Charles Tatlock Cindy Garcia Rudy Hunter Vacant

925-78014 Ctatlock@salud.unm.edu 272-4766 CAGarcia@salud.unm.edu 925-6027 ladelton@salud.unm.edu

North Campus North Campus North Campus

Krystal McCutchen Garrett Watts

272-0583 272-2960

NRPH

Fine Arts/Faculty Fine Arts/Faculty

Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences Health Sciences

NSO Advisor Guide

rperovich@unm.edu lampela@unm.edu npauly@unm.edu lwix@unm.edu aavakis@ybn,edy ahamp@unm.edu klemmons@unm.edu

133

KMcCutchen@salud.unm.edu GWatts2@salud.unm.edu

North Campus North Campus North Campus North Campus North Campus North Campus North Campus North Campus North Campus North Campus Surge 252

2016

Health Sciences Health Sciences

Megan Speck Bruce Hofkin

272-4992 277-3598

mlspeck@salud.unm.edu brunoh@unm.edu

Health Sciences

Pre-Pharmacy - Admissions Advisor Pre-Vetrinary Radiological Sciences & Nuclear Medicine

Stevee McIntyre

272-5254

stmcintyre@salud.unm.edu

Health Sciences

Population Health

Scott Olds

272-2165

ROlds@salud.unm.edu

Health Sciences

Public Health (Masters)

Gayle Garcia

272-3982

garciag@salud.unm.edu

Health Sciences

Dental Hygiene

Cindy Guillen

Cguillen@salud.unm.edu

Health Sciences

Todd Hynson Tracy Skipp Mariah Harrison Lukas Cash Catherine Montoya

277-0112 277-8276 277-2631

tjskipp@unm.edu mariah09@unm.edu lcash@unm.edu cnm@unm.edu

UAEC UAEC UAEC UAEC

Honors UCAC UCAC UCAC UCAC UCAC UCAC UCAC UCAC UCAC

Registrar (HSC) Liberal Arts & Integrative Studies Program Manager Liberal Arts & Integrative Studies Liberal Arts & Integrative Studies Native American Studies Academic Advisement and Curriculum Specialist Program Manager Nursing & Non-Degree Pharmacy & Undecided Nursing & Undecided Nursing NAS, Med Lab, & EMS Dental Hygiene & Undecided Radiologic Sciences & Undecided Pre-Health

272-4513 505-2728427

Menelek Lumumba Laura Valdez Bradford Beck Gerardo Luna Jeremiah Vasquez Kelley Parker Marlene Sanchez Menelek Lumumba Valerie Tafoya James McKinnell

277-2631 277-2631 277-2631 277-2631 277-0744 277-8284 277-2631 277-2631 277-2631 272-0311

mlumumba@unm.edu lvaldez@unm.edu bbeck@unm.edu gmtz@unm.edu miah@unm.edu kdparker@unm.edu mhs@unm.edu mlumumba@unm.edu vtafoya17@unm.edu jmckinnell@salud.unm.edu

UAEC

University Libraries

OILS (graduate)

Linda Wood

277-4131

woodl@unm.edu

Zimmerman

University Libraries

OILS (under graduate)

Chris Larranga

chrisla1@unm.edu

Extension Campus Office of University Advisement Office of University Advisement Office of University Advisement

West Side

Nicole Baca-Montano

277-4241 505-9258670

nbacamontano@unm.edu

Zimmerman West Side Campus

Director, Univeristy Advisement Coordinator of Academic Advisor Training

Vanessa Harris

277-2631

vgharris@unm.edu

UAEC

Shannon Saavedra

277-5403

shein@unm.edu

UAEC

Dual Credit Advisor

Dee Dee Hatch-Sanders

277-2631

dhatchsanders@unm.edu

UAEC

LAIS LAIS LAIS NATV

NSO Advisor Guide

134

NRPH

Family Practice 165B Family Practice 165B 2320 Tucker Rd. Rm 207

Thynson@salud.unm.edu

UAEC UAEC UAEC UAEC UAEC UAEC North Campus

2016

Office of University Advisement Office of University Advisement Office of University Advisement

LoboAchieve Support

Sarah Nezzer

277-2631

snezzer@unm.edu

UAEC

Graduation Express/Project

Jen Conn

277-2631

jconn@unm.edu

UAEC

Senior Academic Advisor

Kelsey Molo

molok@unm.edu

UAEC

Law SPA

Registrar (Law) Public Administration

William Jackson Gene Henley

277-7000 505-2773649 277-1095

jackson@law.unm.edu ghenley@unm.edu

Law school

Extended Learning

Online

Melissa McCarthy

mmccar01@unm.edu

Extension Campus

West Side Los Alamos, Academic Student Success manager

Joseph Moreno

Grace Willerton

Branch

Los Alamos, student Success Associate Los Alamos, Academic Advisor/Student Program Advisor

Branch

Los Alamos Enrollment Manager

Kathryn Vigil

277-3487 505-9258686 505-6614692 505-6633402 505-6625919 505-6614688

Branch

Taos: TRiO Student Support Services, Sr. Student Program Advisor (duties include academic advisement)

Branch

Taos: Senior Student Success Associate (duties include academic advisement)

Branch Branch

Branch

Branch

NSO Advisor Guide

Taos: Senior Student Success Associate (duties include academic advisement)

Taos: Senior Student Success Associate (duties include academic advisement)

Elizabeth Rademacher

Melissa Torres

Bella Rodriguez

575-7376250

Erica Holmes Trujillo

575-7376290

Ariana Delmerico

Pamela Shepherd

135

575-7376274

575-7376200

jmoreno@unm.edu

Woodward Hall 157 West Side Campus

eradema@unm.edu gwillert@unm.edu torres23@unm.edu kaguilar@unm.edu

bperez@unm.edu

Padre Martinez Student Services Center, Klauer Campus

ericaholmes@unm.edu

Taos Pueblo Hall West, Klauer Campus

adelmerico@unm.edu

Padre Martinez Student Services Center, Klauer Campus

pshepherd@unm.edu

Padre Martinez Student Services Center, Klauer Campus

2016

NSO Advisor Guide

Branch

Taos - Upward Bound, Program Coordinator (duties include pre-college academic advisement)

Branch

Jenny Miranda

575-7793981

jenmiran@unm.edu

Taos: Sr. Student Program Advisor (duties include academic advisement)

Chenoa (Turquoise) Velarde

575-7373774

velardet@unm.edu

Branch

Taos: Accelerate, Program Manager

Victoria Gonzales

575-7376231

vsg@unm.edu

La Posta Road/Paseo del Pueblo Sur Taos Pueblo Hall East, Klauer Campus Taos Pueblo Hall West, Klauer Campus

Branch

Taos: TRiO Student Support Services, Program Manager (duties include academic advisement)

Avelina Martinez

avelina@unm.edu

Branch

Taos: CAMP, Program Mngr

Juan Montes

575-7373697 575-7373720

Padre Martinez Student Services Center, Klauer Campus

juanmm@unm.edu

114 Civic Plaza Drive

Branch

Taos: CAMP, Senior Academic Advisor (duties include academic advisement)

Mayra Gutierrez-Ramirez

575-7373720

mgutier7@unm.edu

114 Civic Plaza Drive

Branch

Taos: CAMP, Student Recruiter (duties include academic advisement)

Nicole Romero

575-7373721

nicole16@unm.edu

114 Civic Plaza Drive

Branch

Taos: CAMP, Student Program Advisor (duties include academic advisement)

Christal Garcia (Martinez)

505-7373720

cmarti17@unm.edu

114 Civic Plaza Drive

Branch

Taos: TRiO Student Support Services, Sr. Student Program Advisor (duties include academic advisement)

Pamela Shepherd

pshepherd@unm.edu

Padre Martinez Student Services Center, Klauer Campus

Branch

Gallup: Director

Jeannie Baca (On ELA)

Branch

Gallup: Acting Director of Student Affairs Jayme McMahon

Branch

Gallup - Enrollment Manager

Suzette Wyaco

136

575-7373776 505-8637500 505-8637508 505-8637623

jbaca101@unm.edu jmcmahon@unm.edu swyaco@unm.edu

2016

NSO Advisor Guide

Branch

Gallup

Sheryl Luther

Branch

Gallup

Michelle Lee

Branch

Gallup

Wyatt (David) Stiger

Branch

Gallup

Shynal Robinson

Branch Branch

Gallup Gallup (Nursing)

Adrienne Tsethlikai Vacant

Branch

Gallup (Trio)

Adrienne Tsikewa

Branch Branch

Gallup (Trio) Gallup (Trio)

Anslem Bitsoi Vacant

Branch

Gallup

Anthony Billy

Branch

Gallup (Zuni) - Operations Manager

Bruce Klewer

Branch

Gallup (Zuni)

Laura Leeklea

Branch

Valencia, Advisement Specialist

Tracy Owen

Branch

Valencia, Sr. Academic Advisor

Val Garoza

Branch

Jamie Mayfield

Branch

Valencia: STEM & Transfer Advisor Valencia, Student Success Manager, Learning Communities

Branch

Test administrator

Josh Owen

Branch

Career Services

Sarah Clawson

Branch

Valencia Registrar

Frances Duran

Branch

Gallup (Veterans)

Nick Brokeshoulder

Branch

Gallup (ARC)/Career Services

Mary Lou Mraz

Kim Crowder

137

505-8637660 505-8637534 505-8637607 505-8637746 505-8637737 505-8637654 505-8637518 505-8637755 505 7826012 505-8637605 505-9258915 505-9258571 505-9258573 505-9258500 505-9258925 505-9258500 505-9258585 505-8637645 505-8637527

slutherw@unm.edu tsinnami@unm.edu dstiger@unm.edu shynal@unm.edu adriene@unm.edu

tsikewa7@unm.edu

GH B213

abitsoi@unm.edu

akbilly@unm.edu bklewer@unm.edu g27865@unm.edu tracyb@unm.edu vgaroza@unm.edu jmayfield@unm.edu kcrowde1@unm.edu jowen2@unm.edu sjclawson@unm.edu fduran@unm.edu nbrokesh@unm.edu mloumraz@unm.edu

2nd floor GH 2205

2016

505 8637757 Branch ARC ARC ARC ARC ARC

Gallup Career Services Director of ARC Associate Director Program Specialist Program Specialist Program Specialist

Emily Ellison Joan Green Amanda Butrum Karla Paul Carol Bartlett Tonia Trapp

Athl. Acad. Serv.

Associate AD

Les Myers

Athl. Acad. Serv.

Football

Athl. Acad. Serv.

277-3506 277-3506 277-3506 277-7573 277-3506

ellisone@unm.edu jegreen@unm.edu ajbutrum@unm.edu Kpaul01@unm.edu cbartlet@unm.edu ttrapp@unm.edu

Derek Sokoloff

277-1753

sokoloff@unm.edu

Keyana Smith

277-6536

keyanasmith@unm.edu

Brian Ferguson

277-0721

bferg@unm.edu

Quinton Freeman

277-6537

qfreeman@unm.edu

Athl. Acad. Serv.

Mens Basketball/ Softball Track & Field, Womens Basketball, Volleyball Skiing/Tennis/Baseball/ Men's soccer/ Women's golf Men's Golf/Womens Soccer/Swim & Dive/ Educational Programming

Faith Mikalonis

277-8963

fmikalon@unm.edu

Athl. Acad. Serv.

Professional Intern: Football

Jesse Duran

jdduran@unm.edu

Athl. Acad. Serv.

CEOP

Professional Intern: Learning Specialist HEP - Director

James Gehrke Michael Heim

277-3154 505 2773154 277-6084

CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP

HEP - Senior Student Program Advisor Senior Program Manager EOC - Student Programs Specialist EOC - Sr Student Program Advisor EOC - Sr Student Program Advisor SSS - Program Specialist SSS - Program Advisor SSS - Program Advisor College Readiness Program Upward bound Upward bound Upward bound CAMP - Program Specialist CAMP

Ana Sanchez-Riddle Vacant Marcial Martinez Jenny Quinonez-Mba Sergio Leanos Dawn Bluesky-Hill Tania Garnas Brittany Tabor Stacy Collier Erin Weddington Robert Staszewski Gloria Valderrama Ivan Olay Diana Martinez- Campos

Athl. Acad. Serv.

Athl. Acad. Serv.

NSO Advisor Guide

138

277-2203 277-3096 277-3096 377-3230 277-3197 277-3192 277-2700 277-3516 277-0561 277-3096 277-5492 277-3096

jgerke@unm.edu mheim@unm.edu

marcialm@unm.edu jquinone@unm.edu pstorres@unm.edu dbluesky@unm.edu aramburu@unm.edu brt27@unm.edu emwedd@unm.edu rstaszewski@unm.edu gloavp@unm.edu jolay@unm.edu dmcamposs@unm.edu

MVH MVH MVH MVH MVH Student Success Ctr Student Success Ctr Student Success Ctr Student Success Ctr Student Success Ctr Student Success Ctr Student Success Ctr Student Success Ctr UAEC UAEC UAEC UAEC, 250 UAEC, 251 UAEC, 252 MVH MVH MVH UAEC UAEC UAEC UAEC MVH MVH

2016

NSO Advisor Guide

CEOP CEOP CEOP CEOP CEOP CEOP CEOP CEOP EM-SSSC EM-SSSC EM-SSSC Student Success Center

CAMP Director CEP - Program Specialist CEP - Program Advisor CEP - Program Advisor CEP - Program Advisor CEP - Program Advisor Ronald McNair - Program Advisor Coaching Coordinator Coach Coach

Trinidad Mendoaza Andrew Gonzalez Jose Villar Michael Hoodless Cree Gattison Celestina Torres Sergio Najera Kyle Farris Maria Stutsman y Marquez Ryan Gregg E. Celestina Garcia

277-3096 277-5321 277-5321 277-5321 277-5321 277-3747 277-5321 277-3098 277-2407 277-2010 277-2611

ccano@unm.edu andrewg@unm.edu jvillar@unm.edu michaelhoodless@unm.edu creeg@unm.edu stiney@unm.edu snajera@unm.edu kfarris@unm.edu mstutsmanymarquez@unm.edu greggr@unm.edu celestinagarcia@unm.edu

Support

Bernadette Hardy

277-2611

harcyb@unm.edu

Ethnic Centers

African American Stud. Serv.

Jamila Clayton

277-5645

claytonj@unm.edu

Mesa Vista 1130

Ethnic Centers

African American Stud. Serv.

Yolanda Moreno

277-5645

morenoy@unm.edu

Mesa Vista 1130

Ethnic Centers

Brandi Wells

277-5645

bcw29@unm.edu

Mesa Vista 1130

Ethnic Centers

African American Stud. Serv.

American Indian Stud. Serv. (Program Manager)

Daniel Begay

277-6343

dbegay24@unm.edu

Mesa Vista 1119

Ethnic Centers

American Indian Stud. Serv.

Ashley Tso

277-6343

aftso@unm.edu

Mesa Vista 1119

Ethnic Centers

American Indian Stud. Serv.

Vacant

Ethnic Centers

El Centro de La Raza

Dayra Fallad Archuleta

277-1923

dfallad@unm.edu

Mesa Vista 1153

Ethnic Centers

El Centro de La Raza

Armando Bustamante

277-3994

abustam1@unm.edu

Mesa Vista 1153

Ethnic Centers IMSD MARC GEO GEO GEO GEO Student Affairs STEM-UP STEM-UP

El Centro de La Raza Program Manager Program Manager Associate Director Program Manager Program Manager Advisement Specialist CEC - Program Coordinator CNM Connection Program Coordinator

Alejandro Rivera Lupe Atencio Shannon McCoy-Hayes Linda Melville Mark Cramer Mavel Marina Carolyn Kaltenbach Magdalena Dathe Juanito Marquez Kevin Smith

277-5020 277-3609 277-1404 277-4032 277-1901 277-4032 277-4032 277-9523

amendiaz@unm.edu latencio@unm.edu shannon@unm.edu lmelvill@unm.edu mcramer@unm.edu mavel@unm.edu ckaltenbach@unm.edu magdathe@unm.edu jmarquez72@unm.edu ksmith28@unm.edu

Mesa Vista 1153 Castetter Castetter MVH MVH MVH MVH UAEC CNM

MVH MVH MVH 3011 MVH 3011 MVH 3011 MVH 3011 MVH 3011 MVH Casas Casas Casas

Mesa Vista 1119

139

2016

STEM-UP

Professional Intern

Shalaine Buck

Study Abroad

Study Abroad Director

David Wright

Study Abroad

Study Abroad Advisor

Vacant

Study Abroad

Study Abroad Advisor

Susi Knoblauch

277-4032

chknob@unm.edu

2121 Mesa Vista

Study Abroad

Study Abroad Advisor

Annette Mares-Duran

277-4032

amares2@unm.edu

ROTC-ARMY ROTC-Air Force ROTC-Air Force Veterans Resource Center Veterans Resource Center Veterans Resource Center Veterans Resource Center

Dept administrator Program Specialist Program Specialist

Pam Madrid Judy Ortiz-Aragon Julie Carr

277-1841 277-4502

pgmadrid@unm.edu m43058@unm.edu juliec@unm.edu

2122 Mesa Vista 1836 Lomas Blvd. NE

Director

James Rasp

VA Certifying Official

Hazel Mella

VA Certifying Official

Veronica Greigo Stephen Weinkauf

EM-SSSC

Program Coordinator Registrars (Assoc. Registrar Catalog/Residency) Registars (Assoc. Reg. Registration/Grades) Registars (Assoc. Reg. Registration/Grades)

EM-SSSC

sbuck07@unm.edu wrightd@unm.edu

2122 Mesa Vista 2120 Mesa Vista

jrasp@unm.edu

2122 Mesa Vista

277-0642

hmella@unm.edu

SUB 2002

277-0532

vmgriego@unm.edu

SUB 2002

saw3@unm.edu

SUB 2002

Elizabeth Barton

505-2774022

ebarton@unm.edu

Tanaya Brown

277-7742

dept_update-l@unm.edu

For Staff

Sheila Jurnak

277-6331

unmreg@unm.edu

For Students

Registrars (Transfer/Articulation/DARS) TA Manager

Glenda Johnson

Email

glendajo@unm.edu

EM-SSSC

Registrars (Transfer/Articulation/DARS)

Sherri DeLeve

277-2125

sdeleve@unm.edu

EM-SSSC EM-SSSC

Registrars (Transfer/Articulation/DARS) Registrars (Athletic Enrollment)

Allie Santiago Kelly Bickham

asant01@unm.edu bickham@unm.edu

EM-SSSC EM-SSSC EM-SSSC EM-SSSC

Registrars (Athletic Enrollment, Petitons) Registrars (Sr. Degree Audit Analyst) Admissions (Director) Admissions (Asso. Dir.)

Judi Halpern Suzi Vigil Matt Hulett Deborah Kieltyka

277-3148 277-7610 505-2777736 277-7609

EM-SSSC EM-SSSC

NSO Advisor Guide

277-3096

140

halpern@unm.edu siouxzee@unm.edu hulett@unm.edu deborahk@unm.edu

2016

EM-SSSC EM-SSSC EM-SSSC EM-SSSC EM-SSSC EM-SSSC EM-SSSC

NSO Advisor Guide

Admisison (Operations Manager) Financial Aid (Director) Financial Aid (Assoc. Director) Financial Aid (Operations Manager) Financial Aid (Supervisor) Communication Center (Operations Manager) Communication Center (Supervisor)

James Montoya Brian Malone Joseph Gonzalez Precilla Begay Elizabeth Jacquez Amador Anthony Gallegos Rebecca Granato

141

277-3120

277-2802 505-9256959

jmonto05@unm.edu bmalone@unm.edu joego@unm.edu G68350@unm.edu beti2626@unm.edu agalle02@unm.edu rebel@unm.edu

2016

Banner Forms

NSO Advisor Guide

142

2016

Commonly used Forms

LoboWeb/Content

INB

LoboWeb/Content

INB

View Unofficial Academic Transcript

SFAREGQ

Graduation

S2ADEGR

View Holds (update)

SOAHOLD

Tel

SPATELE

View Student Info

SGASTDN

Address

SUADDRQ

Student Application Information

SAAADMS

To find student net ID

SOAIDEN

High School

SOAHSCH

Person Identification Form

FOAIDEN

View Student Info Address Inquiry

SOADDRQ

Address

SOAFOLK

Course Summary

SHACRSE

Subject Sequence History

SHASUBJ

Search Course Catalog Prerequisites

SCAPREQ

Proxy

SPACMNT

Reg history/error

SFASTCA

Transfer course

SZAAMSS

Override

SFASRPO

Email

GOAEMAL

GPA

SHATERM

Banner ID

SPAIDEN

History with Grade

SFARHST

Social Security Number

GUIALTI

Credit Hours

SFAREGQ

Student Degree Information

SHADGMQ

Prior College Major/Minor

SOAPCOL

Class List Information

SFAALST

Attributes - cohorts

SGASADD

Student Sport Information

SGASPRT

View student info

SGASTDQ

Parent/Guardia Info

SOAFOLK

NSO Advisor Guide

143

2016

Note Page

NSO Advisor Guide

144

2016