91泡芙

Academic Advising

• Overview

  Students wishing to improve their ability to be academically successful during their collegiate experience can receive supporting instruction through the Academic Advising Office. Advising staff can provide course requirements needed for graduation, help students track their progress, discuss academic policies, as well as connect students with appropriate campus resources. Students having academic difficulties are encouraged to meet with the advising staff to develop a plan to achieve academic success.

  In addition, all first-year students will work with their faculty advisor and student success coach in creating a first year, student success plan. This plan will assist students to understand their choice to pursue an education at 91泡芙, enhance educational experiences, and the tools students can use to be successful. It will also assist students to recognize their strengths and discover areas that can be improved, and set up specific academic achievements in coursework at 91泡芙.

  Online and Graduate-level students can receive supporting instruction through the Academic Advising Office. Advising staff can assist with registration, provide information about course requirements needed for graduation, help students track their progress, discuss academic policies and deadlines, as well as connect students with appropriate resources.

• Contact

  Contact Information for Residential Undergraduate Students
  Email: advising2@nec.edu
  Simon Center, First聽floor
  Phone: 603.428.2562

  Contact Information for Graduate Residential, Graduate Online, and Executive Students
  Email: studentservices_gps@nec.edu
  Phone: 603.428.2297

  Contact Information for Online Undergraduate Students
  Email: advising2@nec.edu

• FAQ

  What is the add/drop period?

  The Add/Drop period is a time period at the start of the semester during which students can adjust their class schedule. For 14-week terms, the add/drop period is during the first five days of the semester. For seven-week terms, the add/drop period is during the first 3 days of the semester. If you need support with adding and dropping classes, contact Academic Advising.

   

  What does it mean to withdraw from a course?

  If it is past the Add/Drop period and you want to drop a course, you can submit a petition to late drop, however if the petition is not approved, you will need to withdraw from the course. Withdrawal results in a grade of WD that appears on your transcript. The WD grade does not count toward your GPA. You may re-take the course in a future semester.

  • For Undergraduate Residential withdrawal policies, click .
  • For Graduate withdrawal policies, click .
  • For Online Undergraduate withdrawal policies, click .

   

  What is the difference between my faculty advisor and my academic advisor?

  A faculty advisor and academic advisor can both support with selecting classes for upcoming semesters and tracking progress to graduation. Faculty advisors have expertise within the program that they instruct and are a good resource to discuss career and graduate program pathways and answer specific questions about program requirements. Academic advisor can assist with course registration and adding/dropping classes.

   

  How do I change my major?

  Students can change their major using the on the Registrars website. Students should contact their academic advisor and/or faculty advisor before submitting a major change form.

   

Disability Services

• Overview

  The Office of Disability Services (ODS) ensures equal access to all New England College programs and activities so that disabled students have a similar, if not identical, college experience as their non-disabled peers. The Office leads the 91泡芙 community in its commitment to recognizing disability as a valued aspect of diversity; creating inclusive, sustainable learning environments; and facilitating access across all campus activities.

  The Office of Disability Services partners with 91泡芙 students, faculty, and staff to find ways to overcome barriers that may keep students from full participation in the social and academic life of 91泡芙.

  The Office of Disability Services holds the following values:

  • Disability is a social and political concept that includes people with a variety of conditions who share common experiences.
  • The Office of Disability Services at New England College joins others in the higher education and disability rights communities in embracing the word 鈥渄isability鈥� rather than avoiding the term. While the Office uses identity-first language, staff will use people-first language with individual students upon request.
  • Inclusion and full participation are matters of social justice.
  • Design influences the way people are included on a daily basis.
  • Campus design is essential for achieving inclusion and full participation.
  • Creating usable, equitable, sustainable, and inclusive environments is a shared responsibility.

   

  The Office of Disability Services works to:

  • Help each student develop self-advocacy skills and strategies
  • Provide timely and equitable accommodations when a barrier is experienced
  • Promote awareness of disability inclusion and disability laws to students, families, and the 91泡芙 community
  • Keep current regarding trends and issues related to disability, access, and inclusion
  • Assist students in learning to use adaptive technology and computer software when needed
  • Provide faculty with resources to make their classes more accessible by design
  • Provide staff with programs focused on disability inclusion and access as a civil right
  • Work with all college departments to proactively shape the design of campus environments to be accessible, reducing the need for individual accommodations

• Policy and Statement Regarding Reasonable Accommodations

  91泡芙 believes disabled students are valued as part of our campus diversity and strives to create usable, equitable, and inclusive learning environments. Due to the design of a course or program, students may experience barriers to their full and meaningful participation. When this occurs, students should request accommodations through the process outlined below. It is 91泡芙 policy to comply with all applicable federal and state laws prohibiting disability discrimination.

  91泡芙 is committed to ensuring equal access to all of its programs, services, and activities. All disability-related accommodations are processed and managed through the Office of Disability Services. Students who would like to request accommodations (such as extended time on tests, permission to tape lectures, wheelchair accessibility, etc.) need to work directly with the Office of Disability Services through an interactive process. The Office of Disability Services uses a variety of types of information to determine reasonable accommodations, including (but not limited to) a student鈥檚 report of their experience with disability through the Student Self-Assessment and interactive conversations with ODS staff, supporting documentation from qualified providers, and the knowledge and expertise of ODS staff as it pertains to accommodations in higher education in general and the programs and services of New England College specifically.

  Supporting documentation should be provided by a qualified healthcare provider or evaluation specialist with expertise relevant to the student鈥檚 condition. It should also be signed, dated, on official letterhead, and include the credentials of the provider. Supporting documentation should also be specific to the student and provide detailed information as to the student鈥檚 condition and how it impacts their ability to engage in daily living activities. Individualized Education Programs (IEPs), minutes from Section 504 planning meetings, or letters from school officials may be helpful, but often do not provide the sort of detailed information regarding a student鈥檚 condition and how it impacts their ability to engage in daily living activities for the purpose of determining accommodations in higher education.

  Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (504), the student is responsible for disclosing that they have a disability to each person the student contacts for an accommodation. The College maintains the right to determine appropriate reasonable accommodations through the interactive process. Accommodations are determined on a case-by-case basis, based on what a student needs for access, and may be different than the accommodations the student received in high school or at other institutions.

  It is important to remember that all requests for accommodations must be processed and approved through the Office of Disability Services. Accommodations cannot be provided retroactively, so it is important for students to make their course-specific requests in a timely manner at the beginning of each term or semester or as soon as a barrier or need is realized.

  Registering with the Office of Disability Services:
  To begin the accommodations process, students should:

  1. Submit a request for academic or campus life accommodations.
  2. Submit supporting documentation regarding their condition and how it impacts their ability to engage in daily living activities. It is also helpful if students complete a Student Self-Assessment.
  3. Meet with Office of Disability Services staff to review the request and develop a menu of accommodations to select from moving forward.

   

  Using Accommodations:
  Due to the varying nature of course structures and policies in higher education, accommodations are determined on a case-by-case, course-by-course basis. Once a menu of accommodations has been developed, at the beginning of each term or semester students should:

  1. Log into the accommodations management system to make course-specific accommodations requests.
  2. Meet with ODS to briefly review and finalize accommodations for the term or semester. The Office of Disability Services will send Notices of Accommodations for each class to the student and their selected faculty members.
  3. Students then reach out to their faculty to verify receipt and discuss details of using their approved accommodations as needed (e.g., testing location for accommodated exams).
  4. Notify ODS right away of any unexpected barriers to access or if there are issues regarding the use of their accommodations.

   

  Statement Regarding Reasonable Accommodations
  The Office of Disability Services works to identify and remove barriers to access and to promote inclusion to minimize the need for individual accommodations. Upon request, 91泡芙 will provide reasonable accommodations to otherwise qualified students to ensure equal access to educational opportunities, programs, services, and activities in the most integrated setting. When a request imposes undue hardship on the College, constitutes a fundamental alteration to a program, or compromises academic integrity, it may not be considered a reasonable accommodation.

• Relocation Policy and Procedure

  91泡芙 is committed to ensuring that its programs and activities are readily accessible to students, staff and faculty, and visitors with disabilities. Where classes, programs, events, or activities are scheduled in inaccessible locations, upon a request for access 91泡芙 may provide accessibility through a variety of methods, including the use of ramps, relocation to an accessible location (where other methods of providing access are not feasible or practical), or employing auxiliary aids and services, technology, or equipment to make the event accessible. In choosing among these methods, 91泡芙 will give priority to methods that offer classes, programs, events, and activities to persons with disabilities in the most integrated setting appropriate. Visitors, faculty, staff, and students are encouraged to read the full Relocation Policy for more information.

• FAQs

  What is the process for getting disability accommodations?
  To begin the accommodations process, students should:

  1. Submit a request for academic or accommodations.
  2. Submit supporting documentation regarding their condition and how it impacts their ability to engage in daily living activities. It is also helpful if students complete a .
  3. staff to review the request and develop a menu of accommodations to select from moving forward.

   

  To use accommodations, at the beginning of each term or semester students should:

  1. Log into to make course-specific accommodations requests.
  2. to briefly review and finalize accommodations for the term or semester. The Office of Disability Services will send Notices of Accommodations for each class to the student and their selected faculty members.
  3. Students then reach out to their faculty to verify receipt and discuss details of using their approved accommodations as needed (e.g., testing location for accommodated exams).
  4. Notify ODS right away of any unexpected barriers to access or if there are issues regarding the use of their accommodations.

   

  Is there a fee charged for accommodations?
  Most accommodations determined to be needed during the interactive process are included as part of the regular fees and tuition of the College. While the College may ensure access to College buildings or approve their use, personal services (ex.: personal care attendants) and devices (ex.: digital audio recording devices) are not provided by the College.

  What kind of accommodations are available?
  Accommodations are determined by the interactive process and might include extra time on tests, use of a computer for testing, recording lectures, lecture notes, books in alternative formats, etc.

  Although commonly requested, tutoring is not an accommodation, but it is a success resource available to all students at no additional charge. Tutoring services are available for more than 200 hours per week from early in the morning until late at night and in various locations on campus. Many tutors have college degrees and do subject tutoring, proofreading and editing, skills development, and strategies development.

  How is college different that high school in terms of my rights?
  Students in high school receive most of their rights to accommodations from IDEA, a federal law that entitles students to a K鈥�12 education. The responsibilities of from those of school districts. Colleges must provide equal access to an education under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, but are not required to produce a certain outcome. This means that each student has to meet all course objectives and degree requirements. Every effort needs to be made on the part of the College to make sure that students are not discriminated against based on a disability. The College meets this mandate by providing appropriate access and, if needed, reasonable accommodations to ensure the student has access to opportunities, programs, services, and activities.

  Can I get the same services that I had in high school?
  The process for determining services and accommodations is similar, but the results may be different. 91泡芙 will review a student鈥檚 request and supporting documentation as part of the interactive process for determining what accommodations are needed and may come to a different conclusion about what will be most helpful for the student at the college level. The differences in disability law at the college level may prevent accommodations the student had in the past, like extended deadlines for assignments or extra time on tests. On the other hand, a student may receive accommodations they have never had before that will be more helpful for a college student.

  What are the responsibilities of the student?
  Once a student is 18 or older and in college, they must individually disclose their disability status to each person they contact for an accommodation. Each semester or term, after reviewing and finalizing accommodations requests with students, Notices of Accommodations are sent to faculty and staff based on the student鈥檚 requests. Students are expected to arrange for testing accommodations five business days prior to the test. Professors are not expected to modify course objectives or course content or to provide individualized instruction or remediation.

  How often can I change my accommodations, and what do I do if I don鈥檛 feel I am getting the help I need?
  The process of developing the right accommodations is always evolving. It is the student鈥檚 responsibility to let the Office of Disability Services know if something isn鈥檛 working as well as it could or if there is some difficulty communicating with a professor. We are here to help students solve problems and make informed decisions.

• Grievance Process

  If you have a concern about the specific accommodations you should be receiving but are not, you must contact the Office of Disability Services (ODS). At the time of notification, ODS staff will attempt to resolve the complaint. Any other questions about individual rights and responsibilities under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act may also be directed to the Director of Disability Services.

  If the Director of Disability Services is a party in the non-compliance complaint, the issue should then be directed to the Vice President of Academic Affairs for academic accommodations concerns or the Dean of Students for campus life accommodations concerns.

  Criteria for Filing a Grievance

  1. Documentation of the disability is on file in the Office of Disability Services
  2. Student has actively participated in the interactive process
  3. Copy of the letter of accommodation was given to the person providing the accommodation prior to the request for a conference
  4. An attempt has been made to work out this issue with the person providing the accommodation, but there was either no response or an inadequate response

  Please call or email if you have questions or want to set up a conference.

  Steps for Filing a Grievance
  Once all the above criteria have been met, students may file a grievance.

  1. Contact the Office of Disability Services
  2. Meet to discuss the nature of the grievance.
  3. Talk to other named parties and meet as a group if necessary. Set time frame for resolution.

• Accommodations Process

  Registering with the Office of Disability Services:
  To begin the accommodations process, students should:

  1. Submit a request for or accommodations.
  2. Submit supporting documentation regarding their condition and how it impacts their ability to engage in daily living activities. It is also helpful if students complete a .
  3. staff to review the request and develop a menu of accommodations to select from moving forward.

   

  Using Accommodations:
  Due to the varying nature of course structures and policies in higher education, accommodations are determined on a case-by-case, course-by-course basis. Once a menu of accommodations has been developed, at the beginning of each term or semester students should:

  1. Log into to make course-specific accommodations requests.
  2. to briefly review and finalize accommodations for the term or semester. The Office of Disability Services will send Notices of Accommodations for each class to the student and their selected faculty members.
  3. Students then reach out to their faculty to verify receipt and discuss details of using their approved accommodations as needed (e.g., testing location for accommodated exams).
  4. Notify ODS right away of any unexpected barriers to access or if there are issues regarding the use of their accommodations.

• Confidentiality Policy

  College students who are 18 or older are responsible for disclosing their disability to each person they contact for an accommodation and to advocate for themselves. Staff and faculty cannot share information unless the student signs an Information Release Form. All student disability records are kept confidential. The College retains the right to share information in situations where there is a particular need to know.

• Student Responsibilities

  Students are responsible for:

  • Initiating the accommodations process
  • Providing supporting documentation as needed
  • Engaging in the interactive process with the Office of Disability Services
  • Requesting their course specific academic accommodations each term or semester
  • Notifying ODS right away of any newly realized barriers, need for adjusting their accommodations, or issues using their approved accommodations
  • Arrange for testing accommodations at least five business days prior to each exam
  • Meeting the academic standards, program objectives, and course learning objectives established by the college, program, and professors

   

  Students are also responsible for:

  • Submitting campus life accommodations requests in a timely manner
  • Reviewing their approved campus life accommodations with ODS staff each academic year, prior to the room selection process
  • Complying with all campus life policies, procedures, and expectations as outlined in the Student Handbook and other campus life policies

   

  The Office of Disability Services staff are happy to meet with a student to discuss and plan the best approach to use when discussing accommodations with faculty and college staff. Remember, faculty and staff are accustomed to providing accommodations. Occasionally there are part-time faculty or new staff who are not familiar with the accommodations process and may have questions that can easily be answered. Students should refer questions about accommodations to the Office of Disability Services.

• Contact

  If you have any questions, please contact the Office of Disability Services

  P: 603.428.2302
  F: 603.446.6811
  disabilityservices@nec.edu

Internships

• About Internships

  What Is an Internship?
  The National Society for Experiential Education defines an internship as 鈥渁 carefully monitored work or volunteer experience in which an individual has intentional learning goals and reflects actively on what he or she is learning throughout the experience.鈥�

  At 91泡芙, internships are academic, for-credit experiences involving an agreement between an employer, a faculty sponsor, and a student. The three parties involved will create a structured experience at an employment site where the student will provide the employer with their work, talent and energy, while gaining knowledge and experience in a particular field.

  Internships may be paid or unpaid (usually the latter), and may be in private, non-profit, or government organizations.

  For internship partners and opportunities, contact
  Career and Life Planning
  clp@nec.edu

  Academic Guidelines for Internships
  Internship Form

  As stated in the Academic Catalog, 91泡芙 recognizes the importance of integrating academics with learning experiences outside of the classroom. As well as participating in community service and volunteer work, students may elect internships within their major or minor disciplines. Specific guidelines for internships may be established by individual disciplines, but all internships are governed by the following regulations:

  • Internships are available to students of junior or senior status (60 credits or more), emotional maturity, and a strong sense of responsibility with good academic standing (meeting both College-wide and major-specific standards). Students must have at least half of the major requirements completed. Students are accepted into the internship program by an approval of a majority of the faculty within the sponsoring disciplines.
  • Internships may take place only at sites approved by the discipline.
  • Internships are conducted according to a contract jointly developed by the student, faculty sponsor, and internship site supervisor (employer). Ordinarily, completed internship contracts must be submitted to the head of the Collegium or Division and the Registrar no later than two weeks prior to the beginning of the semester in which the internship will take place.
  • Internships may be awarded from one to 16 credits. The amount of credit awarded for an individual internship is determined by the discipline and dependent on the complexity of the internship experience, the amount of conventional academic work assigned, and the amount of time spent on-site by the student intern.
  • No more than 16 internship credits may be applied towards the total credits required for graduation. Some disciplines allow fewer than 16 credits to be applied to major requirements.
  • Tuition for internships is the same as for other College courses and is subject to the same charges for overloads (18 or more credits).

   

  For Students: Steps to Take

  • Discuss your learning goals with your faculty advisor or the professor in your major who will sponsor the internship. Describe your goals for an internship and ask what kind of internship they think might be personally and academically appropriate for you.
  • Develop a r茅sum茅 of your current and prior experience. Career and Life Planning (CLP) can help you compose a r茅sum茅, and it is strongly suggested that you meet with a career advisor at CLP for this purpose.
  • Make a list of possible internship sites. Faculty will often be able to provide information on interesting sites, as well as contact information. CLP also offers a wealth of information on internship sites. CLP will also locate new internship sites according to student need, subject to the approval of the sponsoring faculty.
  • Once you have a list of possible sites, contact the appropriate person at the site to discuss the possibility of an internship.
  • IMPORTANT: Your faculty sponsor or CLP may wish to contact the internship site sponsor first. In this case, ask your faculty sponsor or CLP when they will be able to do this and when you can approach them for the contact and follow-up information. This will help keep you on schedule. In the case of new internship sites, CLP will make the initial call for you. Finally, CLP will help you with any letter, email, or phone call you will need to make.
  • Visit the site. After your initial contact with the site, make arrangements for an interview with the internship site sponsor. CLP will help you prepare for this conversation. At the interview, find out as much as you can about the prospective internship and find out who your actual supervisor will be.
  • Fill out the 91泡芙 internship contract with your faculty sponsor, determine how much credit you will be awarded for the internship, obtain all necessary signatures, and bring the completed contract to the Registrar. Keep a copy for your own records. Please make sure the contract gets to the Registrar prior to beginning the internship. You will not be awarded credit that is not recorded.

   

  Professional Expectations
  It is true that, as a student, your first motive for participating in an internship is your own professional development. Nevertheless, it is important to remember that an internship obtained for credit at 91泡芙 is built on a network of relationships between yourself, your professors, and an employer. If you do well at the internship site, this will reflect positively on the whole 91泡芙 community. Conversely, if you fail to conform to simple professional standards, this will likewise reflect on our community. Unprofessional conduct on your part will make it harder to assist other 91泡芙 students who in the future may want to obtain an internship.

  The stronger we all are, and the better we perform in the workplace, the greater the chances that 91泡芙 students and graduates will obtain meaningful work experiences. We want employers to take an interest in 91泡芙 and look to us for assistance when they have work to do. Help us build our professional network. Make up your mind to commit your time, energy, and thought for the employer鈥檚 benefit when you obtain an internship.

• Prior to the Internship

  • Examine your goals honestly. Why do you want an internship? In order to obtain career-related work experience? Or simply to obtain additional credit for graduation? Either motive is fine, but it is important to be clear. Don鈥檛 promise an employer more than you plan to give.
  • Show up on time for your first interview. Make sure you have directions to the site well beforehand and keep these directions handy, along with the phone number of the site supervisor. Employers have a very low tolerance for tardiness.
  • Be prepared to converse professionally during the first interview. Think beforehand of what you want to say to the employer and how you want to introduce yourself. Think also of some questions to ask about the internship and the company/organization. Career and Life Planning (CLP) can help you plan such a conversation.
  • Make sure you and the site supervisor both have a clear understanding of what your work schedule will be.
  • Find out what the dress code at the site will be and plan accordingly.

• During the Internship

  • On your first day鈥攁nd every day following鈥攁gain, show up on time. No excuses.
  • If, due to illness or any other serious circumstance, you are unable to go to work at the internship, let your employer/site supervisor know as much in advance as possible. Notify your faculty sponsor as well.
  • Maintain a demeanor of professionalism at all times. This includes paying close attention to the written and unwritten standards of the workplace. In general, demonstrate initiative, eagerness to help, willingness to ask for guidance when necessary, and respect for the opinions of others. Remember that you work not only for your own benefit, but also to support your site supervisor and the company/organization. For a good introduction to the experience of a new work environment, see the article 鈥淭he Critical First Year on the Job,鈥� found in the Job Choices magazine (free to students) at CLP.
  • Notify your faculty sponsor immediately of any changes in your work schedule.
  • If a situation at work becomes difficult (unreasonable expectations, internship misrepresentation, unethical behavior, or sexual harassment), contact your faculty sponsor immediately.

• After the Internship

  • Thank your site supervisor for the experience you gained while an intern and for their support and guidance. You can do this in person at the end of your internship, but a thank-you note is always appropriate and appreciated. If you need assistance in writing this, contact a CLP career advisor.
  • Thank your faculty sponsor as well and turn in all materials required by your faculty sponsor for grading (e.g., final paper, charts and graphs, journal, etc.).
  • Think of how the contact made at the internship site might help you in your future career development and/or job search. Meet with a CLP career advisor to develop your own strategy.

Mentoring FAQs

• Mentors and Services

  Who are the Mentors?

  Mentoring is staffed with professionals from a variety of backgrounds and expertise. All Mentors have or are working to complete advanced degrees focused on understanding college-aged students.

  Though Mentors are not clinicians, they work collaboratively with professional staff from the Wellness Center and the Office of Student Access and Accommodations, actively referring students to both resources. Students must give permission for Mentors to communicate and collaborate with these offices.

  How are Students and Mentors matched?

  It is important that students and Mentors develop a positive rapport. We have a staff with diverse backgrounds and interests to promote engagement with a variety of students. In addition to an informal interview process, students and parents fill out an assessment of student strengths and challenges. This information is used to create the best match between a student and Mentor.

  How do Mentors support students?

  Mentors work to develop strong, positive relationships with students in order to understand, and help students understand, the strategies to help them learn best. Mentors focus on time management, organization, and study skill strategies, as well as enhancing self-advocacy skills and other issues associated with the transition to college. Finally, Mentors understand the resources, both personal and academic, at 91泡芙. They encourage the use of tutoring and receive tutoring reports to ensure support is seamless between Mentoring and Tutoring.

  Students have schedule appointments with their Mentor each week. Additionally, Mentors outreach to parents, faculty, and staff, dedicating up to three hours per week to each student.

  What happens during Mentoring appointments?

  During each appointment, time is dedicated to reviewing each course and assignments, developing short- and long-term plans. Students are encouraged to begin their coursework to meetings to take full advantage of the support and guidance of the Mentor. Additionally, appointments are structured as 鈥渃heck-ins鈥� for all areas of life at 91泡芙. These areas include awareness of important dates and deadlines. Time is also dedicated to problem-solving general issues including adjustment to living on campus, community involvement, social engagement, personal health and wellness, and additional academic support as needed.

  What are the expectations of students enrolled in Mentoring?

  In order for Mentoring to be successful, students must be active and engaged participants. Students need to attend meetings, communicate honestly with Mentors, and take action to problem-solve issues that may affect academic success. Students also need to be prepared to work on class assignments and apply strategies during and between appointments.

• Communication with Parents and Faculty

  Do Mentors communicate with parents?

  When students enroll in Mentoring, they give permission for Mentors to share academic information with parents. Academic information includes attendance information (when available), Mentoring meeting attendance, faculty feedback, course assignment information, and grades/indicators provided during the term.

  Mentors encourage students to share their accomplishments and challenges directly with their parents. Mentor communication is intended to follow these conversations and is typically done through e-mail.

  Do Mentors communicate with faculty?

  Faculty members receive comprehensive lists of students enrolled in Mentoring twice during the term as well as individual outreach from Mentors. Faculty are also contacted when there are indicators a student is at risk. While faculty are not required to respond to inquiries from Mentoring, the program has positive, collaborative relationships with faculty and generally receives timely feedback.

  On the occasions Mentors are not able to obtain information from a faculty member, information reported by students, graded assignments, NEWs and mid-semester grades, and a review of Blackboard (if available) are used to determine a student鈥檚 progress.

  When do parents hear from Mentors?

  In addition to the beginning and end of term, communication is focused around the time students receive academic indicators from the college (during weeks six and nine). Additional communications would be individualized based on the needs of the student during the term.

  What happens if there are concerns about a student during the term?

  Mentors notify parents if students have not attended Mentoring appointments or responded to outreach for a week. In collaboration with parents and the Director of Mentoring, an outreach and communication plan will be developed and implemented.

• Cost and Enrollment

  What is the cost of Mentoring?

  The fee for the 2021鈥�2022 academic year is $4,600. While most students enroll for a year, students can also enroll by semester for $2,500. Once enrolled, the fee is included in the term bill and can be covered by financial aid or included in the tuition payment plan. For more information on payment options, please contact Student Financial Services at 603.428.2226.

  How Do I Enroll?
  All students who enroll in Mentoring must meet the standard admissions criteria at 91泡芙. Students and parents must sign and submit the enrollment form. Forms can be faxed to 603.428.2234 or scanned and emailed to ebrooks@nec.edu. An interview may be required as part of the enrollment process. Document of a learning disability is NOT required for enrollment in the program.

  Space in Mentoring is limited. Once the program has filled, students will be placed on a waiting list and notified of additional openings when they are available until the end of the add/drop period.