The following are relevant Guilford Policies and Procedures for academic advisors. Please view the College Catalog to browse more information.
FERPA is a federal law that protects the privacy of student education records. It provides students (or parents of dependent students) the following rights:
- The right to inspect and review the student’s education records maintained by the school.
- The right to request that a school corrects records the student or parent believes to be incorrect. If the school does not elect to revise the student record, the parent or student may request a formal hearing.
- The right to prevent the school from disclosing information from a student’s education record, with specific exceptions.
- These exceptions allow school officials access to students’ education records if such access is due to legitimate educational interest, such as in teaching, advising, educational support, financial aid, or institutional research.
Guilford College may release grades and academic progress information to parents and/or legal guardians if a student provides written consent to the Registrar’s Office or if either parent has claimed the student as a dependent on the parent’s most recent income tax statement. Students may provide written consent by submitting a FERPA Disclosure & Consent Form to the Registrar’s Office.
Guilford College may release financial aid and student accounts information to parents and/or legal guardians if a student provides written consent to the Registrar’s Office, has designated parents and/or legal guardians as Authorized Users on TouchNet, or if either parent has claimed the student as a dependent on the parent’s most recent income tax statement. Students may provide written consent by submitting a FERPA Disclosure & Consent Form to the Registrar’s Office (pdf of Catalog. 149-150)
Title IX of the Education Amendments of 1972 (“Title IX”) prohibits discrimination on the basis of sex in any educational programs or activities that receive federal funding, whether they take place in the facilities of a school or at an event sponsored by the school at another location. While perhaps best known for its application to program equity, such as in athletics, Title IX also applies to sexual harassment (including sexual assault) that prevents students from participating fully and equitably in educational opportunities. Guilford College is committed to upholding the principles of Title IX by responding promptly and thoroughly to all complaints/reports of sex discrimination, harassment or violence.
Students with Disability/ ARC
PROCESS FOR REQUESTING ADA ACCOMMODATIONS
- Any student seeking ADA accommodation(s) due to a documented disability must complete the ARC Registration Agreement form. This form can be located on the ARC website.
- Students can submit the ARC Registration Agreement form along with the current appropriate disability-related documentation to the Director of the Accessibility Resource Center (ARC), Guilford College, 5800 W. Friendly Ave., Greensboro, NC 27410. Faxes may be sent to 336-316-2946. Disability documentation, relevant email correspondence, and questions regarding accommodation and services may also be sent to firstname.lastname@example.org.
- Once the ARC Registration Agreement form and the necessary disability-related documentation are received by the ARC, students will need to schedule an intake interview appointment to meet with the Director or Assistant Director. This meeting is designed to develop their individual academic accommodation plan and needs in order to determine what are deemed reasonable and appropriate academic accommodations and adjustments.
- Once the intake appointment is complete and an individual academic accommodation plan is assigned by the ARC Director(s), students will need to communicate in person or in writing with the Director or the Assistant Director to complete their individual accommodation letter request. This is not an automatic process, and therefore, students will need to request a new academic individual accommodation letter request each term they wish to receive their academic and/or classroom accommodation needs for their enrolled course(s).
- The Director or Assistant Director will provide the student and their requested professor(s) an electronic copy of their individual accommodation letter request. Students are responsible for communicating and negotiating with each professor about their individual academic accommodations and/or classroom needs.
- The Directors strongly recommended that students discuss their accommodations and individual needs with their advisor and/or other College personnel, where appropriate, so that appropriate course, campus recommendations and/or referrals may be made.
Satisfactory Academic Progress (SAP)
All recipients of federal financial aid must maintain a satisfactory rate of progress toward the completion of a degree and must be in good standing based on a cumulative grade point average. Undergraduate students must meet the following:
After earning 22 credits, a student must have earned a cumulative GPA of 1.6 or greater
After earned 54 credits, a student must have earned a cumulative GPA of 1.8 or greater
After earning 87 credits, a student must have earned a cumulative GPA of 2.0 or greater
Frequency: Satisfactory Academic Progress will be evaluated at the end of the spring term regardless of whether the student received financial aid in that enrollment period. Students not meeting SAP requirements will be notified by letter and an email sent to their Guilford College account. If a student fails to meet SAP, they will immediately be placed on financial aid suspension.
Financial Aid Suspension: Suspension of financial aid eligibility occurs the semester immediately following the spring review period. Under suspension, a student is not eligible for federal and state financial aid. In addition, students will lose their eligibility for Guilford College scholarship or grant aid. Students have two options to reestablish their federal and state financial aid eligibility.
These options are:
- Pay for the next semester or session on their own and have the SAP status reevaluated after successful completion of the semester, or
- Submit a completed Satisfactory Academic Progress Appeal Form.
Maximum Time Frame Suspension: Any student who has exceeded the maximum time frame requirements for the appropriate degree program will be placed on a maximum time Financial Aid suspension. Students in this group will be required to appeal and provide the Office of Financial Aid with an academic plan that has been approved by their Faculty Advisor. The academic plan must be followed as prescribed and will be reviewed at the end of each semester until graduation from Guilford College. Students will not be permitted to receive institutional grants or scholarship unless approved through the Office of Financial Aid in conjunction with the institutional scholarship or grant provider’s approval. In most cases, aid will be limited to federal financial aid only.
Notification: Letters explaining the SAP status along with instructions on the appeal process will be mailed to the student’s permanent home address on file with Guilford College. It is recommended that students keep their permanent home address up to date with the Registrar’s Office. Email notifications to the student’s Guilford College email account will also be sent.
Credit by Exam
Guilford College awards credit for Advanced Placement (AP), International Baccalaureate (IB), and CLEP examinations. Students may receive academic credit for up to a total of 32 credits for those examinations that correspond to courses in the Guilford curriculum. Credit is awarded for AP scores of four or five, IB scores of four through seven on the Higher Level tests, and CLEP subject exam scores of 55 or higher (p. 164)
Guilford College accepts for transfer credit undergraduate courses from regionally accredited institutions, as long as the following criteria are met:
- The grade earned is C- or higher
- The course is similar to an existing Guilford course or otherwise compatible with Guilford’s curriculum
Courses to be applied to major, minor and general education requirements at Guilford must be approved by the appropriate chairperson, following the learning outcomes, course descriptions, and syllabi for both the proposed transfer course and the corresponding Guilford course or curriculum. The final evaluation of transfer of credits is approved by the registrar. All transferred credits will be listed on a student’s Guilford transcript. Only credits are transferred, not grades.
There is no maximum on the number of credits transferred from regionally accredited four-year institutions. A maximum of 64 credits total may be transferred from regionally accredited two-year institutions. Guilford does not award academic credit for courses completed at nonaccredited educational institutions, for work taken on a non-credit basis, for job-related experience, or for non-academic experiential learning (p. 154).
No student may be registered to take more than four credits of coursework in any three-week session. Students can consult with the Associate Academic Deans for permission to combine coursework at other institutions with an experience in the three-week session.
Students must submit a petition to the registrar requesting permission to overload under the following circumstances:
the student wishes to take more than
- 14 credits in a twelve-week session
- 16 credits in summer school
- 12 credits during the 10-weeks summer term
- 8 credits during a five weeks summer term
Please note that no overload petitions for the 12-week session will be approved without students being registered for a course in the corresponding 3-week session.
The Writing Program Placement
The Writing Program placement process will be completed during the Initiate course to determine whether a student begins their writing instruction at Guilford with English 101 or English 102. This process includes an evaluation of writing produced in the Initiate course and the responses to a questionnaire about their writing, reading, and critical thinking. Note: Students with scores of four or five on an English AP exam are exempt from ENGL 101 and will be given credit for ENGL 102. Historical Perspectives completes the foundational writing sequence allowing students to transition into further writing instruction in their majors and academic disciplines. Minimum grade to satisfy these requirements is a C- in ENGL 101 and a D- in ENGL 102 (p. 273)
Modern Language Placement
The Modern Language requirement is a two-course or equivalent sequence that prepares students to be lifelong learners of languages and cultures. Modern language courses are taken in order (the language 101 course, followed by language 102 or the approved study away or immersive experience) and focus on learning through developing novice-level skills in comprehending and producing speech and writing in a non-English natural language, and familiarity with some of the communities for whom that is a first or primary language. A student may also satisfy this requirement through one of the following means, all subject to final approval by the Department of Modern Language Studies:
- Pass two semesters of a modern, spoken or signed language at another accredited university. The chosen language must have cultural components. ASL can satisfy the language requirement.
- Place into language 201 (German & Spanish), 203 (French) or higher on one of Guilford’s language placement tests.
- Score four or higher on an AP modern language exam.
- Complete secondary school in a non-Anglophone country and in a language other than English. Completion of primary education in another language is not sufficient.
All incoming students without relevant transfer credits who have taken more than two years of French, German or Spanish and who wish to continue studying that same language must take a placement exam in the appropriate language before enrolling in a modern language course. Students who place out of the modern language requirement are encouraged to continue their studies of language by enrolling in 201, 202/220 or 301, according to placement. Students who score below the minimum (see below) must satisfy the modern language requirement by taking a 201-level course. Such courses are offered in French, German, Japanese and Spanish.
For the modern language requirement to be waived, a student must qualify for a learning disability as defined by the state of North Carolina. If the modern language waiver is granted, the student must substitute a course with an international or intercultural emphasis that has been approved by the Department of Modern Language Studies. Students must contact the coordinator of the Accessibility Resource Center to process the waiver. The coordinator of Accessibility Resource Center maintains the list of approved substitute courses. Substitute courses cannot double-count with other general education requirements.
International students whose native language is not English, and who completed secondary school in a non-Anglophone country and in a language other than English will be exempt from the modern language requirement. No credit will be awarded for their native language unless they wish to enroll in an advanced-level course.
There is no placement exam for Japanese. However, students who have previously studied Japanese are encouraged to speak with Hiroko Hirakawa before enrolling in a course.
French Placement Exam
German Placement Exam
Spanish Placement Exam
Business Math Refresher & Test
(NOTE: This is major-specific information)
Taking and passing the online business math refresher is required as a prerequisite to take BUS 332 Financial Mgt and BUS 347 Production & Operations Mgt.
The online Business Math Refresher is self-paced and can be taken from most PCs with internet access. The course begins with an initial assessment of approximately 28 questions and takes about 2 hours. The initial assessment identifies those areas in which you need to be refreshed and will open to students in tutorials.
Students must pay for the access code (up to $75 depending on your choice of weeks of access) during the registration process. On average students are able to complete 80% of the topics by spending 15 – 20 hours in the tutorial.
Once students have completed at least 80% of the topics, they are ready to take a proctored assessment at the college. This assessment is identical in format to the assessments in the online course. The passing score on the proctored assessment is 75%.
The Honors Program at Guilford College provides a supportive community for students who are committed to achieving academic excellence and have demonstrated their passion for learning. Through seminars, activities, and one-on-one collaboration with faculty, the program provides students with opportunities to deepen their knowledge and develop their problem solving skills.
Honors Program students come from all majors and disciplines; they are driven by intellectual curiosity and are eager to share their research with others. High-achieving students are invited to apply to this competitive program when admitted to the College and progress through the Honors curriculum across all four years. The program requires students to maintain a high GPA and to complete a senior thesis project in their major(s). Students in the program are also eligible for “senior stipends” to offset research costs or application costs for graduate or postgrad school (p. 159)
Admission Process: Most students are admitted to the Honors Program as entering first-year students. Based on standardized test scores, high school achievement, writing samples and recommendations, students are invited to apply to the program. In addition, currently matriculated students who have earned a cumulative G.P.A. of 3.5 or higher are invited to join the program.