Office of Student Success Services

Why the Numbers Matter

By Patrice Darby, Director of Student Success Services 

Office of Student Success Services (OS3)

College success is shaped by habits, engagement, and timely-decision making. There are some key numbers and calculations that students need to understand in order to be successful in their college career: the average number of credits they need to earn per semester to graduate in four years, how a GPA is calculated, and why a “W” is better than an “F”.

At St. Mary’s College of Maryland all students need to earn a minimum of 128 credits to graduate. If you divide those 128 credits by four years, then by two semesters each year, you get 16 credits per semester.

Many families are concerned that their students will take 16-18 credits their first semester. This is an appropriate amount of credits. Taking a semester with 18 credits balances out a semester at 14 credits so that students can still graduate in four years. A student who consistently takes 14 credits each semester will take four years, plus an extra semester and will still be short two credits!

“Sixteen to succeed” is what we tell students over and over to help them remember that they need to average 16 credits each semester to graduate in four years. In addition to earning at least 128 total credits, students must earn at least 44 credits that are at the 300- or 400-level, and have at least a 2.0 cumulative GPA.

Most people have a vague understanding of what a GPA is. The Grade Point Average (GPA) is calculated by multiplying the number of credits for a course by the quality points for the grade that is earned and then dividing that number by the total number of credits.

A grade-point average (GPA) is calculated on the basis of the following quality points:

A  =  4.0

A- =  3.7

B+ = 3.3

B =   3.0

B- =  2.7

C+ = 2.3

C =   2.0

C- =  1.7

D+ = 1.3

D = 1

F = 0

What does this mean!? Let’s say a student is taking four classes. They have a B+ in FAKE101, which is four credits, an A in NOPE101, which is four credits, a B- in RISE101, which is four credits, and an F in HELP101, which is 1 credit. Below, you’ll see the points for each grade.

To calculate the GPA, we multiply the number of credits by the quality points associated with the letter grade and add that together for each class. Finally, we divide all of that by the total number of credits.

This process looks complicated, but there are two important things to understand. First, the grades of a class with fewer credits don’t affect the GPA as much as the grades in a class with more credits. Second, the bigger the number on the bottom is, the harder it is for a student  to significantly change their  cumulative GPA. First and second year students  need to take their grades seriously because they have the greatest opportunity to move their GPA. A first year student who has earned 16 credits and has a 1.0 GPA can raise their cumulative GPA to a 2.0 by the end of the next 16 credit semester by earning a B average. A junior who has earned 80 credits and has a 1.0 GPA can only get their GPA up to a 1.34 by the end of the next 16 credit semester by earning a B average.

By Winnie Essel Student Support Specialist at the Office of Student Success Services

As your student sets out on their college journey, there are two important skills they’ll need to master: managing assignment due dates and following college course sequencing. These two areas can make all the difference in their academic journey and we’re here to help you understand how you can support your Seahawk along the way!

Understanding Assignment Due Dates

In college, life moves pretty fast, and assignments can pile up quickly. Meeting due dates is important not only for grades but also for reducing unnecessary stress. Here are some tips to help your student stay on top of due dates:

1. Check the Syllabus: At the beginning of the semester, each professor gives the class a course syllabus that outlines important deadlines, assignments, policies, and exams. Encourage your student to check their syllabi regularly, as this is the best location for all course information.
2. Professor Preference: Professors may use different platforms to share class updates. Some may post assignment due dates on online learning systems (like Blackboard or Google Classroom), others may send emails and some may prefer to make in-class announcements. Remind your student to pay attention to their professor’s preferred method of sharing information so they can avoid missing important information.
3. Be Organized: It is very important for your students to organize their due dates in a way that they will be able to keep track of their assignments. Encourage them to write out their assignment due dates in a planner, or on a calendar and refer to it often so they don’t miss anything. Once they have these dates mapped out they should also make a plan for when they intend to work on each assignment.
4. Consequences of Missing Assignments: Missing assignments can have a big impact on grades. Students need to be aware that some professors will not accept late work, some will accept late work but with a penalty, and others may be more flexible with their due dates depending on the reason. That being said, your students need to communicate with their professors as soon as possible if they feel like they may miss a deadline. If you notice that your student is struggling with time management and keeping track of assignment due dates, send them to the Office of Student Success Services (OS3). We’re here to help!

Understanding Course Sequencing

Just like students need to plan for when they are going to get each assignment done during the semester, they also need to make a plan for when they’re going to take each class during their time here at SMCM.

Why is it important?

Students will have to take prerequisite courses before taking higher-level courses in their major. Prerequisites are building blocks for learning. These courses help the students learn the necessary information before tackling harder courses. For example, they may have to take Spanish 101 before taking Spanish 102. Think of it as beating level 1 in a video game to unlock level 2. Students who stray from recommended course sequencing are at higher risk of burning out and delaying graduation. Luckily, there are built-in structures in place to help students succeed. The key is to stay informed and trust the process.

What are the considerations for determining the right course sequence for your child?

Major and minor checklists

SMCM provides a checklist of required courses for each major and minor. Encourage your child to review these lists carefully and map out when they plan to take each course required for graduation. Make sure they are aware of any required prerequisites needed for upper-level (300- and 400-level) courses. Academic advisors and OS3 Staff are here to help, but it’s your student’s responsibility to understand the course sequencing for their major.

How did they manage their high school course load?
If your student had a full schedule in high school and handled it well, they may be equipped to take a heavier course load. This may especially be the case if your student took a lot of AP/IB and honors courses or dual enrollment courses. On the other hand, if your student struggled to manage their high school course load, then they may need to start off with a lighter course load until they can adjust to the demands of college courses.

What are their goals after college?
If your student plans to attend a graduate program, they should be aware of any courses required to apply for their program of interest. For example, if your student plans to go to medical school after college, they should make sure that they include the prerequisite courses in their course sequencing plan (e.g., calculus and certain chemistry and physics courses) because they will be needed in order to apply to medical school.

When do they plan to graduate?
The goal is to graduate in four years. To achieve this goal, students need to make sure that they are taking the right number of courses each semester so that they can graduate on time. If your student plans to graduate early, then their course sequencing plan should reflect that. It is also important to consider whether your child is a part-time or full-time student. Full-time status is a minimum of 12 credits, but at SMCM we encourage students to aim for 16 or 17 credits to succeed and graduate on time.

Can you/they afford to take classes during the winter/summer?
Some students take advantage of winter and summer courses to lighten their regular semester load, to retake a course, or to speed up their timeline for graduation. However, it is important to know that these courses come at an additional cost. If your student is considering taking a winter/summer course, you should consider whether you can afford winter/summer courses and whether they can handle the compacted class format offered during those semesters.

By staying on top of both assignment due dates and course sequencing, your student will stay on track for success without unnecessary stress or delays. Not only will they feel more in control of their academic life, but they’ll also be laying the groundwork for a smooth path to graduation and beyond.

Please join staff members from the Office of Student Success Services, Counseling Services, and the Office of International Education for our well-received Webinars (held on Zoom) this spring semester.

Tuesday, Jan. 13, 2026, from 7-8 p.m.: “Reset, Recharge, Refocus: A Parent’s Guide to Academic Standing & Support Services”
Presented by: OS3 Staff: Patrice Darby, Associate Director for Student Support and Winnie Essel, Student Support Specialist

College transitions can be bumpy—and the end of the fall semester often brings both surprises and opportunities for growth. In this engaging, parent-focused webinar, we’ll explore how students can bounce back from academic setbacks, navigate academic status notifications, and use campus resources to start the spring semester strong.

Zoom Link:

• Join Zoom Meeting
• https://smcm.zoom.us/j/87802935039?pwd=ltYzbbrnpBzjG9fSbXuhwIEMagBEqf.1
• Meeting ID: 878 0293 5039
• Passcode: 409207

 

Tuesday, Feb. 10, 2026 from 7-8 p.m.: “The Wellness Playbook: Navigating Health & Counseling Services at College”
Presented by: Deborah Bello, Director of Health Services and Jess Jolly, Director of Counseling Services

Join us for The Wellness Playbook: Navigating Health & Counseling Services at College, a practical webinar designed to give information to parents/family members so you can help your student make the most of the support available on campus. Learn how your student can access medical care, mental health services, preventive resources, and after-hours options—plus tips for helping your student advocate for themselves and stay healthy throughout the semester. Whether your student is new to campus or looking to better understand what’s offered, this session will equip you to help your student thrive.

Zoom Link:

• Join Zoom Meeting
• https://smcm.zoom.us/j/87802935039?pwd=ltYzbbrnpBzjG9fSbXuhwIEMagBEqf.1
• Meeting ID: 878 0293 5039
• Passcode: 409207

 

Tuesday, March 10, 2026, from 7-8 p.m.: “Passport to Possibilities: A Guide to Study Abroad at SMCM”
Presented by: Aurora Margarita-Goldkamp, Director of International Education and Sabrina Priouleau, Associate Director of International Education

Join the Office of International Education for a presentation on one pillar of the SMCM’s Honor College Promise: study abroad. Explore dozens of approved program options – from Costa Rica to Bhutan – along with an overview of the financial aid, credit transfer, application timelines, and more. Come with any and all questions you have about your student’s potential academic adventure abroad!

Zoom Link:

• Join Zoom Meeting
• https://smcm.zoom.us/j/87802935039?pwd=ltYzbbrnpBzjG9fSbXuhwIEMagBEqf.1
• Meeting ID: 878 0293 5039
• Passcode: 409207

 

Tuesday, April 14, 2026, from 7-8 p.m.: “The Year-End Boost: Helping Your Student Finish Strong and Plan What’s Next”

Presented by: OS3 Staff: Joanne Goldwater, Associate Dean for Retention & Student Success/Seahawk Family Liaison and Patrice Darby, Associate Director for Student Support

As the year wraps up, students are balancing finals, motivation dips, and big decisions about what comes next. During this webinar we will highlight simple, effective ways you can help your student finish the semester strong without adding pressure. We’ll cover strategies for staying organized, maintaining momentum, and navigating end-of-year academic tasks with confidence.

We’ll also look ahead to summer and Fall ’26, exploring how students can use the break to recharge while still preparing for the year ahead. From meaningful summer opportunities to course planning and campus resources, you’ll leave with clear insight on how to support your student’s smooth transition into a successful next chapter.

Zoom Link:

• Join Zoom Meeting
• https://smcm.zoom.us/j/87802935039?pwd=ltYzbbrnpBzjG9fSbXuhwIEMagBEqf.1
• Meeting ID: 878 0293 5039
• Passcode: 409207

SMCM Parent/Family Newsletter Full Article for OS3 Website

Brace Yourselves … They’re Coming Home

Joanne Goldwater
Associate Dean for Retention & Student Success/Seahawk Family Liaison
Office of Student Success Services (OS3)
December 2025

Your college student is about to re-enter your home for a month. For some of you, this is the first time they will be home since you dropped them off in August. For others, your student never left home; the difference is, they will be around a lot more because they don’t have classes, activities, etc. on campus between Dec. 19 – Jan. 19. Are you ready to navigate this time together? Brace yourself!

Be Prepared. Try Not to Be Rattled.

• They believe that they are independent adults. They have been “on their own”, making their own decisions about what to eat, when to eat, when to go to bed, when to study, etc.
• Their time schedules may be a lot different than yours. Bedtimes, meal times, when they do their laundry, etc. may have changed since they were in high school.
• Their appearance may have changed. Hair color, length and style, tattoos, piercings, their clothing may be different.
• They are formulating their own ideas. They have been listening to and learning from people from different backgrounds and cultures, with different ideas and perspectives.
• It may take some time for your student to adjust to being home again. It may take some time for YOU to adjust to your student being home again.
• Your student may miss their college friends and may be a little sad. They may refer to school as “home.” (This is a good sign!)

Establish Expectations

Be prepared to discuss and ask questions:

• • Meals together
    • Ask: Which meals will you attend with the family?
  • Family events
    • Ask: Are you willing to attend [fill in the blank] family events/outings while you’re home?
  • Curfew? (Remember: for students living on campus, they haven’t had a curfew.)
    • Ask: What time should I call the police to inform them you are missing?
  • Spending time together
    • Ask: What do you want to do when you come home during the Break?
  • Use of the car
    • Discuss: If and when they can borrow the car. Do you expect them to fill up the tank?
  • Laundry
    • Discuss: Do you expect them to do their own laundry while they are home?
  • Guests
    • Discuss: Will you allow friends to visit? If so, when? What are the sleeping arrangements going to be?
  • Chores
    • Discuss: What chores do you expect your student to do while they are home?

Advice

• Don’t schedule every minute/evening of their time while they are home. They will want time to visit with their friends.
• Some students (e.g. those taking a Winter course, those finishing an Incomplete from the fall semester, those trying to get ahead on the start of the Spring semester, students working on their St. Mary’s Projects or other research work) may have academic work to do during the Break.
• Give them time to recover and recuperate from an intense period (exam week). They are tired, burned out. They may be irritable and sleep-deprived upon arrival at home. They are likely looking forward to some home-cooked meals. Be supportive. Give them some space.
• Don’t expect things to be the same as they were before they left for college.
• Refrain from nagging or criticizing.
• Try not to over-indulge your student.
• Re-establish YOUR house rules.
• If you have “re-purposed” their old bedroom, make sure they have a place for themselves to be alone.
• Embrace the emerging adult they are becoming!

Spending quality time with your student during Winter Break can be precious and full of memories. Following these tips will help to ensure the memories are good ones for all of you!

By Joanne Goldwater, Associate Dean for Retention & Student Success/Seahawk Family Liaison

At St. Mary’s College of Maryland—the National Public Honors College—we deeply value the partnership between families and the College. Parents and families play an essential role in helping students make the transition from home to campus life. We know how much you care about your student’s well-being and success. You’ve been there every step of the way—cheering them on, guiding their choices and helping them navigate challenges.

Just because your child is now a college student, your role doesn’t disappear—but it does change. Our job as educators is to help students take the lead in their own lives: to become independent thinkers, problem solvers and decision makers. Your job, as parents and families, is to shift from being in the driver’s seat to being a trusted co-pilot—still offering wisdom and encouragement, but letting your student steer.

We See Families as Partners, Not Pilots

We love that our SMCM parents care deeply. We also know that sometimes that care can turn into a bit too much control. Over the years, we’ve met every kind of family: helicopters who hover, lawnmowers who smooth every bump, snow plows who clear every obstacle, drones who monitor from afar and mama (and papa) bears ready to protect at the first sign of trouble.

We understand those instincts—they come from love. But college is the time for students to learn how to wake themselves up for class, solve their own roommate conflicts and speak directly with professors or staff when issues arise. When families step back a little, students step up a lot.

Our goal is to help your student develop confidence, resilience and the ability to handle life’s challenges independently. We don’t go to your student’s room to wake them up for class—and neither should you.

We Support Student Independence

At St. Mary’s College, students learn to think critically, act ethically and take responsibility for their choices. This growth takes time—and sometimes a few missteps. We encourage you to coach from the sidelines rather than take the field. Ask guiding questions like, “What’s your plan to handle that?” or “Who could you talk to on campus about this?” These small shifts empower students to problem-solve and build self-confidence.

Your trust allows us to do our best work: helping students make connections, find purpose and discover their own voice.

We Respect Student Privacy (and Encourage Communication)

We often hear from parents who want updates about grades, attendance or conduct. Under the Family Educational Rights and Privacy Act (FERPA), we cannot share a student’s educational records—including grades—without their written consent. While this may feel frustrating at first, FERPA helps students take ownership of their academic journey and learn accountability.

We encourage families to have open conversations with their student about how and when to share information. At the same time, as the Seahawk Family Liaison, I am always happy to discuss general policies, processes and campus resources. If you have a concern, I’ll listen, offer guidance and connect you to the right place—while still respecting your student’s privacy.

We’re in This Together

You are not being pushed out—you’re being invited to walk beside your student in a new way. According to Grace Seemiller, “Gen Zers’ top role models are their parents….” (Seemiller, Grace: Generation Z: A Century in the Making). Think of yourself as a co-pilot: you have valuable experience and perspective, but your student is learning to fly solo. With your encouragement and our support, they’ll develop the skills, confidence and independence they need for life beyond college.

At St. Mary’s College of Maryland, we take pride in fostering a community of care where families, faculty and staff all work together to help students succeed. Thank you for trusting us with your student’s journey. We’re honored to partner with you as they grow, learn and take flight as proud Seahawks.

SMCM Parent/Family Newsletter Full Article

Student Self-Advocacy for Academic and Personal Success

Margaret Hurst, Academic Coaching Fellow

Office of Student Success Services (OS3)

November 2025

Going to college is a big step in a student’s life. It brings new freedom and responsibility. Students have to manage their time, take care of personal needs like laundry and meals, form new friendships, and keep up with schoolwork. This can be a lot to handle.

One of the most important skills students can develop during this time is self-advocacy—the ability to speak up for themselves and get the help they need. Parents and family members can support this growth by helping students become more aware of themselves, their goals, the resources around them, and how to communicate effectively.

1. Know Yourself: Building Self-Awareness

When students leave home for college, they are learning more about who they are. They continue to figure out what they believe in, what they want, and what they are good at.

Understanding both strengths and challenges is key. For example, a student might be great at managing time but need help with writing. Knowing this helps them use their strengths and ask for help when needed.

How families can help:

• Talk about what your student is good at and what they want to improve.
• Discuss how their strengths can help them in college.
• Help them think about ways to work on their challenges using campus support.

2. Set Goals and Stay Focused

Setting goals gives students direction and motivation. Short-term goals help with everyday tasks, and long-term goals give a sense of purpose.

Encourage your student to ask:

• Why am I going to college?
• What do I want to achieve this semester?
• What clubs or activities interest me?
• What do I want to do after graduation?

How families can help:

• Help students set goals for each semester.
• Talk about their bigger dreams and how college can help them get there.
• Show how short-term actions connect to long-term success.

3. Take Responsibility

College students must manage daily tasks like doing laundry, eating on time, sleeping enough, and keeping track of assignments. Unlike high school, there may not be reminders about due dates. Students need to take charge of their time and responsibilities.

How families can help:

• Make a list of things they’ll need to manage on their own.
• Encourage your student to practice life skills and tasks such as doing laundry, cleaning bathrooms, and planning and cooking meals while your student is at home.
• Point them toward campus offices that offer help when needed, such as the Office of Student Success Services (OS3) in Glendening 230.

4. Use Campus Resources

There are many helpful services on campus, but some students don’t know about them or are unsure if they should use them. Using resources like tutoring, the Writing and Speaking Center, or academic advisors is not cheating—it’s smart!

Also, students should learn about their rights and responsibilities on campus. This helps them understand what to expect from the school—and what the school expects from them.

How families can help:

• Encourage students to explore resources like tutoring, counseling, or professors’ office hours.
• Remind them to ask for help when they face a challenge.
• Remind them to read the Student Handbook, To The Point.
• Help them feel confident using the support systems available.

5. Practice Good Communication

Talking to professors or staff can feel intimidating at first. But learning how to communicate clearly and respectfully is a skill that helps now and later in life.

In-person conversations are often best. If a student needs to write an email, it should be polite and professional. Practicing these skills builds confidence.

How families can help:

• Encourage students to talk face-to-face with staff and professors.
• Practice conversations or role-play common college situations.
• Talk about how to write clear and respectful emails.

Let Students Take the Lead

As a parent or family member, it can be tempting to fix problems for your student. But it’s often better to guide them and let them solve problems on their own. This helps them grow more confident and independent.

Sometimes they will make mistakes—and that’s okay. Learning from failure is part of becoming an adult.

Helpful Campus Resources

• Office of Student Success Services (OS3): Academic support, tutoring, and help with college life.
• Academic Advisors: Help with choosing classes and planning majors.
• Office of Accessibility Services: Support for students with disabilities.
• Student Affairs: Offers health and counseling services, athletics, student clubs and activities, housing support, safety, and more.

For more support, families can contact:
Joanne Goldwater, Associate Dean for Retention and Student Success/Seahawk Family Liaison
(240) 895-4388
families@smcm.edu

Final Thoughts

Self-advocacy is a skill that takes time to develop. When students understand themselves, know their goals, use the help around them, and communicate well, they can succeed in college and beyond.

Parents and families play a big role in preparing students for this journey—not by solving every problem, but by helping students learn to solve problems for themselves.

 

 

The Role of the Academic Advisor

By Joanne Goldwater, Associate Dean for Retention & Student Success/

Seahawk Family Liaison

Academic Advisors are valuable members of your student’s support network at the College. By the time you read this, they should have already met with their advisor to discuss courses to take next semester (ask them what they discussed with their advisor). Encouraging your student to meet with their advisor is a good idea. Advisors can be advocates, provide guidance, help craft personal statements, share tips, and help your student be successful.

What is an academic advisor?

• An academic advisor is an on-campus resource who helps students plan their academic journey.
• They advise the student on �����Ƶ curriculum, major/minor, and other graduation requirements, as well as courses they should take.
• They can provide information on internships, graduate schools, careers after college, and study abroad opportunities.
• They can write recommendations for graduate school and serve as job references.

What should students expect from an academic advisor?

• Help with identifying academic interests and career goals.
• Accurate information about degree requirements, college policies, and programs.
• Suggestions for courses to take. (However, students must bring a list of courses they want/need to take to their advising appointment, after reviewing the major/minor checklist).
• Advice on writing appeals (for example, to add or drop a course after the deadline, etc.).
• To be treated with respect and dignity.

How should students engage with their academic advisor?

• Students should come prepared with questions, a list of courses they want or need to take (along with a plan B and plan C in case the classes they want to take are no longer available), challenges they are facing, etc.
• Students are ultimately responsible for making sure they are meeting all of their academic requirements. So, they should keep track of this info on their major/minor checklist, and bring that checklist to their advising appointment with their advisor.
• Students should build a good relationship with their advisor and get to know their advisor by asking them questions, such as:
  • What brought you to SMCM?
  • How long have you worked here?
  • What do you like most about working with students?
  • What’s your area of expertise?
  • What study tips can you share with me?

How does my student change their academic advisor?

• There are different reasons why a student may need to change advisors:
  • The student changes their major.
  • Another advisor might be a better fit.
• The student may have been assigned to an advisor outside of their major due to capacity issues.
  Students should seek an advisor within their major ASAP. Students are responsible for asking a faculty member to serve as their advisor. If the faculty member agrees, the faculty member will contact the Registrar’s Office to make the change official. If the student has trouble finding an advisor within their major, they can contact the Registrar’s Office or the Office of Student Success Services for assistance.

Where can my student go to for more information about academic advising?

• Students can go to the Office of Student Success Services (OS3) for more information about academic advising.

Academic Advisors are part of the Seahawk Success Network (SSN). They want to work with their advisees (the students!). Parents and family members can help by encouraging your student to meet periodically with their advisor and come prepared for those meetings to make the best use of their time.

 

 

College breaks (Thanksgiving and Winter) are upon us! This time of year college students make their way back home for an extended visit. Perhaps your student has been visiting during the semester or this upcoming break is the first time that you’ve seen them since drop-offs back in August. If either situation applies to you, it may be helpful to check in with your student – not only in regards to their academic progress, but also their mental health. Here are a few tips for checking in on your student’s wellness.

1. If talking about mental health is not something you often discuss, please know that you are not alone. Even a brief check-in can be useful and promote a sense of support and a bond between you and your student. It may be hard to talk about this topic, but that’s okay. Sharing that this topic is new for you can help your student to understand where you are coming from and that you care. Comments like “ I know we don’t talk about this, but I want to make sure you know I’m here for you if you need me. How are things going for you?” can help start the conversation regarding your student’s well-being. Doing activities together while talking can help to promote a sense of connection and break the ice. Try talking during a shared activity such as walking, cooking, or a game.
2. Sometimes conversations don’t go as planned. Moments of silence can be ok. Allow your student some time to think or come back to the conversation when they are ready. Try asking open ended questions such as “Tell me about how this semester has been for you so far?” This may open up more discussion. If you do have concerns about your student, also consider asking questions such as “I noticed you seem more tired than you have before. I’m wondering if this is due to your workload, stress, or something else?”
3. Listening can be a powerful tool. It’s ok if you don’t have all the answers, the act of simply listening can serve as a way to connect if your student is in need of help in the future. It’s ok if you may need a moment during a conversation. Try taking some deep breaths during stressful or emotional topics.
4. Get to know the resources that your student can use. If your student admits that they are struggling with classes, classwork, or feeling high levels of stress, depression, and anxiety – suggest that they use on-campus services such as The Wellness Center or the Office of Student Success Services (OS3). Ask if your student has friend groups, advisors, or other students or staff that they consider to be supportive and suggest that they make a plan to connect. Take what they say seriously. If you are worried about your student’s well being or they mention topics such as self-harm or thoughts of suicide, it can be hard to hear. Encourage your student to work with a therapist. If your student tells you that they are thinking about hurting themselves, contact a crisis hotline such as dialing “988” to  get advice and help for your student. Your student can also dial 988 to talk to a trained counselor. The 988 crisis hotline is available in Spanish and can also be texted.

The Counseling Center provides mental health assistance including walk-in counseling hours, peer support, short term counseling, and psychiatric medication management services.

To access our 24/7 helpline students may dial 240-895-4200. For more information please

To see our list of mental health providers within Maryland and across the country please visit Welltrack Connect, a referral system for college students seeking off campus mental health support. .

 

 

The Answer Is ….

By Joanne Goldwater, Associate Dean for Retention & Student Success/

Seahawk Family Liaison

“Part of being successful is about asking questions and listening to the answers.” (Anne Burrell) As parents and family members of SMCM students, we guarantee that your student will ask you some challenging questions. To help you prepare, we put together some potential questions and appropriate responses.

If your student asks:

1. “What can I do to raise my grade?”
   1. The answer is: Do the work. Go to class everyday. “Don’t ask for extra credit when you didn’t do the regular credit.” (Dr. Aaron Dinin)
2. Why are professors so strict about deadlines?
   1. The answer is: Professors (and administrators) are trying to help students prepare for graduate school and/or future careers. Deadlines in college and beyond are rarely as flexible as they were in high school. If you don’t turn in your work by the due date when you are on the job, chances are, you won’t have that job for long. It is important for students to learn how to manage their time so they can submit their work on time.
3. What’s the point of talking to the professor in a class I’m struggling with?
   1. The answer is: Ideally, you should be talking with the professor during office hours before you are struggling in a course. The point of talking to your professor is to get support. Your professor can explain confusing material, suggest strategies to improve, and may connect you with resources to help you succeed. It also shows you care about learning, which professors usually appreciate.
4. How should I study for a course in which I’m not doing well?
   1. The answer is: Focus on the basics: review your notes regularly, practice with examples or past problems, ask questions in class or office hours, and study a little each day instead of cramming. Form a study group, use flashcards, get a free tutor at the Office of Student Success Services (OS3). Get help with time management, study skills, getting organized, creating an academic action plan by working with a Peer Academic Success Strategies (PASS) Specialist or a staff member in OS3.
5. Should I choose a major/career in a field that is likely to be fairly stable and well paying but I’m not really excited about the work, or a field that may be more risky but I really enjoy it?
   1. The answer is: There is no right or wrong answer to this question. Please remember that your student will have opportunities to explore various fields of interest. They are not “locked into” a major. They have to be satisfied/happy with the choices they make since they will be the ones working in their chosen field for at least 40 or so years. It is all about what THEY need and want, not what you would like them to do.
6. I’m behind/feeling overwhelmed. What should I do?
   1. The answer is: First, take 4-5 long, slow, deep breaths. Then meet with the instructor to discuss what’s going on and what you need to do to get caught up. Then, schedule an appointment with a staff member in the Office of Student Success Services to get help on creating an academic action plan, discuss time management, sleep management, and getting back on track.
7. What’s the point of going to office hours?
   1. The answer is: Meeting with your instructors during their office hours (a.k.a. student visiting hours) is a great opportunity to get to know each other, ask questions, review materials discussed in class, find out what format will be used for an upcoming quiz/exam, ask the instructor about the grading rubric (that is, how the instructor will grade an assignment/quiz/exam), discuss feedback given on a paper/quiz/exam, learn more about possible internships/graduate programs/jobs after graduation, discuss the course/major/field of study.
8. Do I really need to do the homework/reading, especially if it won’t help my grade?
   1. The answer is: Absolutely! Instructors give homework to help you learn the material, gain confidence, build your foundational knowledge, and have the ability to actively participate in class discussions.
9. OMG! I missed the exam! What should I do?
   1. The answer is: Contact your instructor immediately and explain what happened. Beg for forgiveness and see if you can reschedule the exam (even if a penalty is given, that is still better than a 0). Then, figure out what caused you to miss this exam. Did you forget to set an alarm? Did you sleep through the alarm? Did you simply forget about the exam? Did you lose track of time? Learn from this and take steps to avoid missing future exams.
10. What can I do to make friends?
    1. The answer is: Get out of your comfort zone. Knock on your neighbor’s door and introduce yourself. Invite someone in your hall or in your class to join you for a beverage at Brew’d Awakening or the Daily Grind, or to eat a meal in the Great Room. Attend a club or SGA meeting. Volunteer for a community service activity at the Office of Community Outreach and Engagement. Start or join an intramural team. Attend a varsity sports event or a dance/musical/play performance, or lecture or Voices Reading, or a residence hall or Programs Board activity. Go to the Boyden Gallery Art Gallery in Montgomery Hall. Hang out at the Waterfront (wear sunscreen and water shoes!). Wander over to Historic St. Mary’s City, or go with someone to find the Hidden Grave at the Trinity Church cemetery, or head down to Church Point at sunset. Help out at the Kate Campus Farm. Take the River Runner bus into town. Catch a movie in Cole Cinema. There are lots of ways to meet people who can become your friend.

When (not if!) you get questions that you can’t answer or don’t know a good answer, please contact the Seahawk Family Liaison (families@smcm.edu) or a staff member in the Office of Student Success Services (240-895-4388). We’re here to help!

Making the Most of Parent/Family Weekend

By Joanne Goldwater, Associate Dean for Retention & Student Success/

Seahawk Family Liaison

Adapted from PaperClip Communications

At SMCM, we combine Parent/Family Weekend with Homecoming. This major college event is called Hawktoberfest & Family Weekend and is scheduled for October 17-18. For some parents/family members, this will be your first time seeing your student since dropping them off in August. This is a great opportunity for you to (re)connect with your student and the College.

Tip #1: Listen to Your Student

Listen as your student tells you about their classes, club involvement, how much they enjoy their lab or petting Meatball (the beloved campus cat) or dislike walking to classes in the rain. This is a wonderful time to communicate face-to-face. Ask open-ended questions (“What’s your favorite .…?” “What did you do ….?” etc.) Talk less, listen more when you are together. You may pick up some information that did not come through the texts or phone calls.

Tip #2: Try New Things

There are lots of activities to do during the weekend. Get out of your comfort zone and try something new with your student. Build a bamboo boat and race it or watch the Great Bamboo Boat Race. Attend the Seahawks’ Got Talent Showcase. Explore Historic St. Mary’s City. Go to the Boyden Gallery Art Exhibition. Check out the schedule of events for the weekend. Participating in activities on campus is how you and your student will feel more connected to the College.

Tip #3: Meet and Mingle

Get to know your student’s roommate(s) and friends. Talk with other parents, meet administrators (like me!), and faculty members you may encounter. Find out about the resources and services that are available on campus.

Tip #4: Ooh and Aah Instead of Huffing and Puffing

Try to be upbeat, cheerful, and positive throughout the weekend. This is not the time to be complaining, sharing bad news, or arguing. Make pleasant comments about the activities, people, etc. Compliment your student on their room decor rather than complaining about how dirty the room is. Think of this as an opportunity to reinforce and validate your student’s life-changing decision to attend college. There will be other times and avenues for dealing with less pleasant topics. And if you have feedback specific to Hawktoberfest, the Office of Alumni Relations shares a survey after the event.

Tip #5: Wardrobe Swapping Time

The days and nights are starting to get cooler. It would be a good time to consider bringing a load of cooler weather clothing to campus and taking some of your student’s warm weather clothing home for a few months. While you’re at it, this is a good time to restock their snacks, first aid kits, bring refills for medications, etc.

Tip #6: Put Yourself in Visitor Mode

You are on your student’s turf now (even if you are an Alum!). Let your student take charge and show you around the campus. Enjoy your visit!

Tip #7: Hide a Note

Want to make the good feelings from your visit last a little longer? Put a nice note under your student’s pillow or tucked into their laptop/computer keyboard so they find it after you leave campus. (Please do NOT go poking through their drawers or other private items!) They will appreciate your thoughtful sentiments.