Welcome to University Survey

Congratulations on making it to Ohio State! We are so excited to have you here! 

Your academic advisors will be partners on your path through the university. We 

• answer your questions, 
• help you explore your career and educational goals, 
• help you develop plans to meet your graduation and post-graduation requirements, and 
• link you to resources to help you succeed. 

Review this information to learn more about how to make the most of our partnership.  

OSU can feel overwhelming if you don’t know what to expect. Even if you have taken university-level classes before, OSU has different policies and services, so Survey class (usually an 1100 class taken in your first semester) helps introduce the tools, rules, and resources to help you make the most of your time here. 

So, what is different about Ohio State?

OSU has its own names for things. 

Every university (usually called “institutions” when we are talking about a school that isn’t Ohio State) has its own terms for frequently used offices and processes, so transferring can seem like moving to a country that speaks a different language. 

• Common terms
• University terms
• OSU’s structure

OSU has its own calendar.

Ohio State has specific deadlines for common tasks such as dropping a class or requesting grade forgiveness. You can find them on the Academic Calendar. But there are some general patterns you should know. As you review the information below, a “term” is the length of the class; it can be a whole semester or a portion of a semester.

The dates above are general patterns; you should always check the Academic Calendar to confirm actual dates, but understanding the pattern will help you get a sense of when some decisions need to be made, and what your remaining options are.

Many policies and processes control adding and dropping classes. For example, new students must request help from an advisor to change their schedule in during their first semester at Ohio State. After that, students can change their own schedules until the end of the first week of classes. But adding a class with the instructor's permission may require you to submit a form signed by the instructor to your advisor regardless of how long you have been a student at the university. And an advisor can't add you to the class if doing so would exceed the legal room capacity limit! So if you ever have a scheduling question, contact your advisor.

OSU has rules that guide everything we do. 

You should review these rules now, and you can review them again at any time. It’s important to understand that not knowing about a rule will not excuse you from consequences if you don’t follow it, so let your advisor know if you have questions. 

• Buckeye’s Guide to Academic Policies
• Advising website
• Academic Misconduct
• Code of Student Conduct
• Protecting your privacy 

Let's practice! Review the resources above to learn more about OSU's grade scheme. Answer these questions: 

• How does a student receive an Incomplete?
• What are the two types of COAM sanctions?
• Which off-campus students does the Code of Student Conduct apply to?

Most importantly, every Buckeye is capable of success. 

Every student is required to attend pre-college education, but not ever student has the opportunity to attend college. Getting the most benefit from that opportunity isn't something you do on your own - you will have academic advisors to refer you to offices that can help when you face challenges. You also have a whole lifetime of managing and overcoming difficult situations which have taught you some of the skills you will need to be successful. For example, you may already have strategies for managing your homework calendar, and you may have good communication skills to solve problems with your roommate. Still, at OSU you may face new challenges that will require you to learn new success skills, such as moving to the front of a large lecture hall to minimize distractions or finally learning how to study effectively because you may not have needed to study much in high school.

Whatever experience you bring with you, you belong at Ohio State because you can do hard things. 

Learning is different after high school

• In elementary school, students are expected to memorize information. In assignments and assessments, they repeat or reproduce the information. For example, 4x4=16.
• In middle and high school, students learn processes (like math equations). In assignments and assessments, they recreate the process by applying classroom information to the situation. For example, students may learn about ionic bonds and are asked to draw the electron configuration for an H2O molecule. 
• In college/university, students are expected to review material ahead of class; instructors check your understanding through asking you to answer in-depth questions, relate the information to other kinds of learning you’ve already done, and complete practice problems. In assignments and assessments, you may be asked to identify themes or compare and contrast concepts, theories, or authors. 
  • In advanced classes, students are asked to combine information from various materials (from both within and outside of class) and analyze or critique it. In assignments and assessments, you may be asked to synthesize new knowledge, theories, applications, or interpretations of the information based on the class material.

OSU is BIG. 

This means that if you realize you need help with something, you will probably have to ask for it. This could mean asking a question in class, emailing your advisor to request a resource, or going to your instructor’s office hours (which is time they set aside to help students with questions and homework). 

You also need to take responsibility for your own learning, time management, and keeping track of important information. This level of independence and responsibility may be different from what you experienced in high school or at smaller universities.

What am I responsible for?

• Reading your OSU email daily
• Letting your instructor know when you’ll miss class, and arranging to make up the work or complete it early
• Making and attending advising appointments every semester
  • Student responsibilities when working with advisors
• Reviewing your syllabus for each class at the beginning of the semester and ensuring you understand the requirements, due dates, grade scale, and expectations of the class
• Planning enough time to complete all assignments, readings, and practice problems for a course so that you can come to class ready to participate and answer questions
• Understanding the requirements for maintaining your scholarship or other forms of financial aid
• Asking questions when you don’t know the answer to, and clarifying the requirements of an assignment when they are vague (e.g. – Is it OK to work with other students on this homework?)
• Meeting with career services every year
• Practicing courage – like having uncomfortable conversations when something needs to change, sharing your perspective, taking classes you’re not sure you’ll like, and meeting a wide variety of new people
• Accepting responsibility when appropriate
• Seeking help as soon as possible when a difficult situation occurs

OSU has many resources

If you have a need or an interest, there is probably a resource or a student organization that matches it. 

Getting involved on campus will help make a large university feel cozy while also creating a large network of peers and staff who can help you with job offers, professional opportunities, and more. 

• Struggling in a class
• Student Org list
• Personal issues

Every student has a reason for attending Ohio State. Maybe you want to complete a specific degree, to have a special type of experience, to earn admission to a graduate program, or to prepare for a job or career field you’re interested in. 

Defining why you are here helps guide some of your academic decisions. Sharing your goals with advisors helps them recommend useful options for you to choose from. Here are some examples:

• I want to be a doctor, so I will choose a social science GEN course in Psychology to help me work better with others.
• My ideal job requires a lot of travel, so I’m completing the Intercultural Competence for Global Citizenship certificate to make my resume stand out.
• I’m passionate about improving the lives of children, but I don’t know what career paths exist in that area, so I plan to volunteer with BuckeyeThon to meet others with similar interests and learn from them.
• I want to develop lifelong friendships, so I’m going to pledge one of the divine nine fraternities/sororities.

It’s important to remember that there are almost no right or wrong decisions. Your advisor will usually help you identify multiple possibilities and explain how they will help, but it will be up to you to make the final choice. 

To understand what academic decisions you will be asked to make, it helps to understand Ohio State’s curriculum and your options. 

What is a curriculum?

The curriculum is the group of classes, the order of classes, and the closely related additional experiences (like internships) that help a student prepare for life after college. The curriculum is created by faculty in your department, who are experts in your area of study, along with recommendations from employers and professional organizations (such as accrediting bodies, who set standards for education programs in certain professions like nursing or engineering).

What is included in a curriculum?

In Ohio, a bachelor’s degree usually contains a minimum of 120 credit hours.

• Major classes – these are usually the classes you’re most excited to take. Lower-level classes introduce the basic theories in an academic field, while upper-level classes teach advanced approaches.
• Electives – these are classes that you have more choice over. 
  • Major electives – provide specialized study in specific topics within the major.
  • General electives – classes you can take to earn additional credits, explore minors you’re considering completing, or learn something you’re interested in that is unrelated to your major. An example of a general elective would be ARTSSCI 2121 – Academic Online Research. 
• General education – the GE teaches a broad foundation of problem-solving approaches, a variety of frameworks to use to interpret the world, and multiple career skills such as communication and data use.
  • GE overview

Degree components overview

What are my other options?

• Double majors – you can complete two majors if the combination will create a strong starting point for your after-graduation plans. For example, a student who wants to be a genetic counselor could major in Molecular Genetics and Psychology.
  • Dual degrees - there are some majors that can’t be combined; usually the majors have multiple specific requirements. Students interested in combining specialties can complete two degrees at the same time. For example, a student who wants to create adaptive music equipment for people with body differences could complete a Bachelor of Music Education and a Bachelor of Science in Design.
• Minors – a minor provides an overview of a different field of study. Minors are usually 12-15 credit hours, about half the minimum size for a major.
  • Certificates – a certificate provides another option for getting an overview of a special topic. Certificates can be taken independent of a degree, or while completing a degree.
• Service Learning – some classes include built-in community involvement; they offer opportunities to practice leadership on a local level and begin creating a network of working professionals to learn from. This could be an option for students with limited time for similar experiences outside of the classroom. Explore Service Learning.
• Undergraduate research – this option helps students gain experience with the research process as well as creating and sharing new knowledge. Some research can be done for academic credit, and some can be done as a paid, volunteer, or extracurricular activity. Explore Undergraduate Research and Creative Inquiry.

Check out the First Year Success Series topics

Check your understanding

If you've explored the links provided, by now you should be able to:

• Describe your general or specific academic goals
• Explain the purpose of the general education
• List some general or specific additions to your major curriculum that could help you reach your goals

You just got here! Why would we ask you about life after graduation? Because we are excited for you to start building toward that life as soon as possible. 

Begin by clarifying your career preferences. Then, you can start to work toward that goal or backward from that goal: 

• you can identify which majors are common pathways to a career that you’ve chosen, or 
• you can identify common careers for your major and choose the one that meets most of your preferences.

Questions to ask yourself about your ideal job

• What work most appeals to me?
  • Work environment – Indoor/outdoor, formal or informal settings, office or home, fast-paced or laid back, desk work or working with your hands
  • Work context – working independently/partnered/in teams, routines or constantly changing, autonomy, safety on the job
• Who do I want to work with? Children, families, or special groups
• What impact do I want my work to have? This could be contributing to larger causes, influencing or leading others, or solving important problems. Nonprofit work, business work, and advocacy work are types of impact work.

Learn more about different careers with FOCUS 2 Career

Personal considerations that affect career choices

• How will work fit into the rest of your life? Do you want to work business hours, variable shifts, nights and weekends? 
• Do you envision a single income or dual income household? Would a partner accept a job with a lot of travel?
• Does the work you’re considering align or conflict with your personal values? 
• Will your career require additional education such as graduate or professional school? How does this fit into your timeline for moving, contributing to your family’s care, purchasing a home, or other personal goals?

Learn more about pre-professional planning

Career preparation requires a balance between thinking ahead and making decisions in the present. It’s also a combination of academic preparation, personal preparation, and job-related preparation. 

Once you have a clear understanding of the type of future you’re preparing for, explore Ohio State’s resources to find opportunities to develop the skills that will make you an strong applicant. 

Career support

OSU offers both general career services and some colleges within Ohio State, such as the Fisher College of Business and Arts and Sciences, offer career services for their students. Explore career support options.

Networking

A network is simply a group of people you know, some of whom know each other, who can share information or make referrals for you. For example, OSU campuses offer a network of education professionals such as faculty, residence hall staff, Buckeye Link counselors, and advisors who help students. 

During your education, you should build your network of personal and professional connections. You do this by taking opportunities to meet new people in social, academic, and career/volunteering/research settings. You should maintain ongoing relationships with them over time, so that if you approach them for help later, they know what’s going on in your life and studies. It also means that you should learn what is going on in their lives and offer to connect them with people you know or information you’ve read/received so that the relationship isn’t one-sided. 

Networking is about making and nurturing mutually beneficial relationships over time. This is very important in today’s job market, where some jobs aren’t even posted and where employers appreciate referrals from current employees; it’s also important in landing gig work for contractors and start-ups.

Networking opportunities

• Career fairs are a good way to meet with employers, get an idea of the types of jobs they have to offer and what makes a good candidate for a job. Explore career events.
• Student organizations offer ways to make friends with peers who share common interests, and organizations focused on career or academic topics also bring in professional guest speakers and alumni. Find a student organization.
  • Student Activities enable students to get involved in leadership, community service, and government. Explore student activities options. 
  • Campus Activities provide local programming and ties to your campus community and regional OSU campuses have their own campus activities calendars. Your advising website and/or campus website often has links to these resources.
• Alumnifire is our online community to connect for career advancement, mentoring, affinity groups, or staying in touch with what is happening at Ohio State. Join Alumnifire

Your networks also include your family, neighbors, and work colleagues. Try talking to them about your studies and goals the next time you see them. And keep the conversation going after you’ve moved; the more separate your paths become, the more you each create new networks that you can link each other to.

Internships and student jobs

Internships and student work allow you to experience actual work settings. Internships tend to occur in areas closely related to your major, while student work can occur in unrelated settings. Both options give you a chance to practice professional behavior, and to learn skills that can advance your career. For example, a biology major working in campus dining learns about antiseptic, sterilization, and safety protocols. Those are important skills for lab work.

• Explore internship resources
• Student jobs
• Work-Study jobs

Reminders

If you have personal resources that can connect you with volunteering, observation, work, or internships please take advantage of them! Ohio State offers resources to add to your own career resources, so also use those as often as you need them. 

Check your understanding

If you explored the resources provided above, by now you should be able to:

• Describe your most important career goal and a secondary goal
• Find at least one university opportunity that can help you meet these goals and explain what you hope to gain from it to your advisor during your next advising appointment

In Getting Started and Charting Your Path you learned key questions to help you gather information to make important decisions. 

Once you have the information you need, there are lots of ways to make your decision. For example, you could:

• Combine your knowledge about your own preferences and skills, and use your intuition to choose an option you’ll be successful in
• Make a list of positives and negatives for each decision option and choose the option with the most positives/fewest negatives
• Gather advice from your advisor, trusted friends, and important family members and then make your choice
• Color code each option based on how it makes you feel to eliminate the least desirable option and reveal your preferred choice
• Assign a star-rating to each option based on multiple criteria such as interest in the topic, contribution to career goals, and confidence in your ability in this subject so that options with more stars meet more of your needs

How you make your decision is less important than making the decision. You will be presented with lots of decisions, so you’ll get lots of practice developing a decision-making process that you feel confident with. 

All decisions have trade-offs and in many situations there isn’t a “right” or perfect option. Getting comfortable with the consequences of your decision is also something you’ll get practice with while in college. Don’t forget – not making a decision is also a decision, but the consequences may be worse than either option you could have chosen. 

Each semester, you’ll need to make decisions about which classes to register for. 

Gathering Scheduling Information

Scheduling Considerations

Look for Flexibility

Sometimes following rules and sticking to our own ideas of perfection makes decisions harder. There are lots of places you can be flexible in your schedule planning.

• Can you take courses in the summer to allow yourself to take a lighter course- load during a different semester?
• Is there a class you can take at a nearby institution (or at home over the summer) and transfer to OSU to keep yourself on track?
• Could you graduate in summer instead of spring?
• Sometimes the only available class is not taught by your preferred instructor or is a class you’re afraid will be challenging – how can you work through that (e.g. - study groups, tutoring, supplemental instruction through Khan Academy, etc.)?
• Is there a commonly substituted course for this requirement? 
• Can your schedule be temporarily adjusted to allow you to take a course that is only offered at a specific time this semester(many schedules offer some wiggle-room for short term adjustments, especially if they’re only a couple times per week)?

If you need help finding places to be flexible in your scheduling process, talk to your advisor.

Check your understanding

If you explored the resources above, by now you should be able to: 

• Find the academic path information for your major
• Use a scheduling tool to track the classes you have taken and plan your classes for next semester
• Correctly sequence the courses in your academic plan for the next year by checking the courses' prerequisites
• Describe a least two ways you will think flexibly about your schedule for next semester

If you can't do the things listed above, ask your advisor or survey instructor.

It can be tempting to look at other Buckeyes and be impressed at how well they are performing. But no Buckeye achieves success alone; we expect our students to recognize when they need help and seek help early. 

Recognizing distress signs

Stress and distress can disguise itself in a lot of ways, especially during major life changes. Even good changes - like starting college - create stress since you’re spending more energy adjusting to your new situation. Here are some ways you may notice stress hiding in your life:

• If you have an existing medical or mental health condition, you may notice your symptoms get worse/more frequent/less predictable, are harder to manage, or need higher medication dosages
• You may notice major changes in daily energy levels (high or low) or sleeping too much/too little (not by choice)
• Others may mention your extreme concerns about what people think about you, or constant worrying
• You could experience emotional numbness, or frequent episodes of anger or sadness
• Friends may point out changes in your ability to focus on the things you’re doing (including missing class, misplacing items or forgetting things)

Finding support when you need it

OSU offers many resources to help you take care of yourself during this time and change. The good news is that any office is a good starting point to get help because they’ll get you connected to any other places that can meet your needs.

Personal Support

• Student Wellness Center - Wellness is a process that allows students to reach their full potential; it involves being happy and satisfied with life, having basic needs met and contributing to your community. From financial coaching to sober living, OSU’s wellness services cover a wide variety of areas.
• Counseling and Consultation Services - CCS provides individual and group mental health services, psychoeducation, prevention, and outreach services to currently enrolled students; most services are provided with no additional fees. Check out the PsychBites podcast for short skills building and tips, drop-in with a counselor during a Let’s Talk consultation, or check to see if there is an embedded counselor in your area.
• Disability Services – SLDS collaborates with students who have long- and short-term disabilities to coordinate support services. This could mean helping arrange disability parking/transportation after a foot surgery or ASL interpretation for Deaf and hard of hearing students.
• Student Health Services – SLSHS offering a range of health care services to the university’s student population. Some services are available to all enrolled students, while others can be billed to your insurance. Contact shs@osu.edu with questions.
• The Office of Civil Rights Compliance –a university-wide resource to receive, investigate, and resolve reports of discrimination, harassment, abuse, and sexual misconduct. They process ADA accommodation requests, connect students with support resources, and submit legally required reports to the appropriate authorities. 
• Student Advocacy – the Student Advocacy Center helps students navigate OSU’s policies and structures to resolve issues that are preventing students from completing their studies. They could help students who experienced an apartment fire find new housing, or they may help a student file an Academic Misconduct appeal.
• Buckeye Link – the Buckeye Link office is your single point of contact for a variety of offices that students don’t usually interact with much. They can answer questions about Financial Aid, academic deadlines, transcripts, tuition bills, and more. 

Academic Support

• Technology support – Ohio State is uses dual factor authentication to protect many of its systems, and also offers Microsoft 365 to all students. Getting logged in and set up can be challenging. If you have questions about your user ID, password, email, Microsoft account, or other related issues, IT support is available.  
• Tutoring – If you’re struggling with understanding concepts in a course, consider attending tutoring. It helps if bring some specific questions or examples of the problems you’re stuck on. 
• The Dennis Learning Center – Sometimes studying is a struggle because you never really learned good study habits (maybe because you never needed them). The DLC can help with study skills, time management tips, strategies to avoid procrastination, and more.
• The Writing Center - the Writing Center offers help with writing for any member of the university community.

Self-Help

An advanced help-seeking skill is knowing when you may be able to find your own answers. 

For answers about rules, deadlines, and policies try the  University Registrar’s website, and for answers about university processes check out the Academic Advising website. 

• Buckeye’s Guide to Academic Policies
• Academic Calendar
• Scheduling Help

You can also search your old emails for information that was sent to you such as deadline reminders or On Campus newsletters. Review recent emails from your advisor or advising office for events and drop-in hours; and don’t forget that your advisor will make notes about your appointments in OnCourse, so it can be especially helpful to review those for resource names or course recommendations.  

In general, using the search bar on the Ohio State website will return multiple possible answers, and you could filter out the most useful answer based on whether it applies to your major. 

If you’ve searched for your answer and can’t find it, contact your advisor. Let them know where you looked so that they don’t send you back to the same resources, and so that they can correct or make updates to the materials. 

Check your understanding

If you explored the resources above, by now you should be able to:

• Send information about a campus resource or office to your friend that matches a specific need they may have 
  • Describe what the resource or office you've chosen does and how it can help your friend
  • Explain how to contact or access that resource or office