DSpace at Agnes Scott College

Agnes Scott College Office of Internship and Career Development

 
Student Guide to Acing the Interview – 2019-2020 
Interviews are used by employers, grad schools and volunteer sites to: verify a candidate’s qualifications, evaluate fit with 
the organization/team, graduate program and more. Interviews are also critical to help you determine if the position, 
organization or grad program fits well with your goals, interests, and preferences. Therefore, it essential to prepare. 
Set Yourself Up for Success at Each Step of the Interview Process: 
 
Common Interview Formats 
Most organizations use a series of interviews to get to know candidates.   
     Phone Interviews are often used for screening or initial interviews to verify a candidate’s availability, base skills, and 
possibly salary range aligns with the position. These interviews are usually 15-30 minutes with 5-8 questions.  
• Choose a quiet place with good cell service and sit away from distractions. 
• Practice interviewing with a friend or record yourself using your phone, paying attention to your tone, level of 
enthusiasm, length of your responses (no more than 1 minute each) and how well you answered the questions. 
 Video Interviews are increasingly used to evaluate a candidate’s “soft” skills, such as communication and rapport 
building. Automated video interviews require a candidate to provide video responses to computer prompts. The candidate 
is usually given a few tries at a question. Skype-style interviews are two-way, face-to-face conversations with video.  
• Identify a quiet place with a solid digital connection and test your connection to the video interview platform.  
• Make sure your username and photo are professional.  
• Dress as you would for an in-person interview. (See below) Remove any unprofessional items in the background. 
• Save application documents on your desktop to share online if needed. 
• Practice (e.g. Skype with a friend). Learn where to direct eye contact. Ensure you are confident, pleasant & clear.  
 
Note: For either interview type above, you can have a cheat sheet of your strengths, skills and story topics available, 
either next to you or taped to the side of your computer screen! Make sure to be ready for the call 5-10 minutes early. 
 
If you need a land line, computer or quiet space, contact mzacarias@agnesscott.edu to book an interview room. 
 
 
      Face-to-Face or In-person Interviews are usually the final round. Organizations often mix one-on-one and panel 
(group) interviews to obtain feedback from multiple interviewers. Ask in advance about the agenda and participants. 
What to Wear 
Interview attire is more conservative than typical office wear, even for nonprofit, healthcare or public service organizations.  
• Wear a suit (pants or skirt) or tailored dress with close-toed, professional shoes. Cover up tattoos if possible. 
• AVOID: too short, sheer, low-cut or skimpy attire; heavy makeup/perfume; loud make-up or peeling nail polish. 
• Contact mzacarias@agnesscott.edu if you’d like suggestions for free or reduced price professional attire. 
What to Bring 
• Dark tote or other professional-looking bag that is well-organized and not too stuffed 
• Copies of current, proofed resume on 20 lb. paper or ask to print up to 5 copies in Buttrick G12 
• Padfolio and 2 pens to take notes about who you meet and the organization/job (Ask if it’s OK to take notes first.) 
• Reference list with complete and accurate contact information (if requested.) 
Plan to Arrive Early and Ready 
• Map it ahead of time, including parking. Be sure you know where you are going. 
• Go to bed early the night before. Allow time in the morning to review your answers to common questions. 
• Eat a light snack before hand – you don’t want a growling stomach. Do not smoke in your interview clothes. 
• Silence your phone and put it away before you walk in the door. Bring a book or magazine to read. 
Convey a Positive, Professional Presence 
• Introduce yourself with eye contact, smile and firm handshake to everyone you meet from receptionist to CEO. 
• Convey enthusiasm for the opportunity. Do not badmouth prior experiences/employers. 
• Remember/write down names or ask for business cards so you can send a thank you. 
• Use active posture and positive, engaging facial expressions to show you are listening. 
Pre-Interview Research: An Essential Step! 
Employers are put off when candidates are unfamiliar with the organization or position. Before interviewing, make sure to: 
• Review the organization: Explore its website and LinkedIn; Google them and use McCain’s Career Libguide to 
learn more; Read employee reviews on Glassdoor.com; reach out to alums on LinkedIn for interview advice. 
• Review the position posting. Identify skills, experiences, knowledge, and personal traits the employer seeks.  
• Make sure your LinkedIn profile and online portfolio/work samples are relevant and up to date. 
• Look up your future interviewers online: Consider their roles, careers, priorities, and what they might ask you. 
Common Interview Questions 
Organizations use a variety of interview environments, questions and assessments to evaluate candidates. 
Most Common Interview Questions are straightforward, but do require preparation. Prepare for these questions: 
Tell Me About Yourself:  Use the formula: present-past-future. Prepare a 1-minute response including only 
relevant info about: what you are doing now (major/internship/research/leadership 
role), what led you to that path, and what you hope to do in the future.  
Why did you choose ASC/your 
major? 
There is no correct answer. This question is designed to understand your 
priorities and decision-making. Develop a logical and meaningful answer. 
What are your strengths and 
weaknesses? 
Before the interview, make a list of your positive and negative attributes. When 
asked, mention a few of the most relevant positive ones and least relevant 
negative ones. Describe how you are working on the negative ones. 
Why should I hire you? Identify your most relevant skills/experiences and personality traits for the role. 
What questions do you have for 
me/us? 
Be ready to ask insightful questions you cannot answer online. Good options:  
o Organization: culture? what it takes to be successful?  
o Position:% of time on each task? typical growth path? training?  
o Application: Next step in the process? their timeline for making a decision? 
 
Behavioral Interview Questions assume past behavior predicts future performance. Questions like “Describe a time 
when (fill in the blank),” ask you to share specific experience instead of how you’d handle a situation. Consider when you: 
Tried to do something & failed  Showed initiative and took the lead Missed an obvious solution  
Had to go above and beyond the 
call of duty to get a job done 
Used persuasion to influence 
someone’s opinion 
Used good judgement and fact-
finding skills to solve a problem 
Dealt with conflict Faced a stressful team situation  Set a goal & achieved it  
To answer these questions succinctly and effectively, tell stories of relevant experiences using the SAR method: Describe 
Situation you were in; Action you took; Result or Response you created). Identify stories from: 
Internships Work experience Volunteering/Service 
Class Projects Travel/Study Abroad Campus Leadership 
Athletics Awards/Accomplishments Mentored Research 
Choose and practice stories: 
• That are multifaceted and can be used to convey a variety of lessons or endings 
• Where you were the main person or one of the main people leading, making decisions or doing work 
• Where you can quantify or explain how you specifically created a positive result or response  
 
Other Applicant Assessments & Interview Types 
Computer Assessments are used by many organizations to assess personality, proofreading, analytical ability, 
quantitative skills or office software expertise (e.g. Word, Excel, PowerPoint). LinkedIn Learning (free for students) offers 
online courses to review/strengthen your skills. For personality assessments, it’s best not to prepare for or overthink the 
questions, because the focus is on identifying if your personality is a good match for the role or team.  
“The Airport Test” is a term for questions used to get to know a candidate on a personal, but still professional level. It 
refers to how a candidate would get along with a team over time, as if they were “stuck at the airport.” To questions like, 
“What was the last book you read?” or “What do you like to do for fun?” provide an honest, non-controversial answer!  
Case/Simulation Interviews are typically used by management consulting and investment firms to assess a candidate’s 
analytical skills. The candidate is asked to analyze a hypothetical problem and share how they would address it. Review 
case interview advice on McKinsey & Company, Boston Consulting Group and other consulting firms’ websites.  
Technical Interviews are used when a position requires specific skills that are not easily learned on the job – e.g., 
computer programming/coding, statistical analyses, numerical problems, mastery of technical software, editing or public 
speaking. The candidate is given a timed “assignment” to complete while at the interview. 
Practice, Practice, Practice  
Practice is the #1 recommendation. You are encouraged to take advantage of the following resources for practice: 
 Practice Interviews with Alumnae in fall and spring (RSVP required – watch your email!) 
 Mock interview with a Career Coach (schedule via COMPASS) 
 Industry-specific advice from alumnae who have agreed to conduct practice phone, video and case interviews 
Follow-up – Written Thank Yous are Crucial! 
Send emails to all decision makers and influencers within 24 hours. Thank them for their time, reiterate your interest, and 
briefly refer back to your interview conversation, including an example of how you meet one of the key qualifications.  
 
Also, thank alumnae and others who helped you prepare. Keep them posted. Every communication is a chance to 
strengthen and learn from your network.  
Questions or need help preparing for an interview? Use compass.agnesscott.edu to schedule an appointment.  
Thank you to Alumna Jasmine Adams Langevine ’07 for contributing to this guide. 


Student Guide to Acing the Interview

Agnes Scott College Office of Student Conduct and Community Standards

UNDERGRADUATE 
POLICIES AND 
PROCEDURES
THE CORNERSTONE 
OF AGNES SCOTT  
COLLEGE LIFE
The cornerstone of Agnes Scott life is the Honor 
System, which is founded on the support, the mature 
judgment and the personal integrity of each student. 
By entering Agnes Scott, students voluntarily pledge 
support to the regulation and spirit of the community. 
As a member of this community, students accept a 
definite responsibility for themselves and for their 
fellow students, which leads to responsible freedom 
within the structure of the Honor System.
The Honor System is an expression of trust in students 
and in their willingness to uphold the ideals of the 
community. Under the Honor System, regulations—
both social and academic—are based upon their value 
to the community and to the individual student. 
Policies Section 
The following is a listing of some offenses that are 
considered to be inconsistent with responsible 
student behavior and in violation of the Student 
Code of Conduct. This is not intended to be a 
complete or exclusive description of inappropriate 
conduct. Any inappropriate conduct is subject to 
disciplinary action, even if such conduct is not 
described herein, elsewhere in the Student 
Handbook or in other college publications.
1. Violations of academic integrity.
2. Forgery, unauthorized alteration or 
unauthorized use of any document (e.g., 
medical documents, college documents, 
records, instruments or forms of identification).
3. Intentionally furnishing false information to 
the college, or intentionally initiating or causing 
to be initiated any false report; warning; or 
threat of fire, explosion or other emergency.
4. Use of force against any person or property or 
the threat of such force.
5. Gender-based harassment and sexual misconduct.
6. Hazing.
7. Bullying and harassment of any kind, 
whether physical, verbal or written, including 
gestures or language, electronic or otherwise, 
by any individual(s).
8. Discrimination directed at, but not limited to, 
age, color, ethnic or national origin, gender, 
handicapping condition, disability, marital 
status, political or social affiliation, race, 
religion or sexual orientation.
9. Conduct that threatens the mental health or 
physical health or safety of any person or 
persons, including hazing, drug and/or alcohol 
abuse, attempted suicide and other forms of 
destructive or self-destructive behavior.
10. Unauthorized entry into, unauthorized use of or 
misuse of college property, including computers 
and data voice communication networks.
11. Intentionally or recklessly endangering the 
welfare of any individual or intentionally or 
recklessly interfering with any college activity 
or college-sponsored activity.
12. Use, possession or storage of any weapon, 
dangerous chemical, fireworks or explosives, 
whether or not a federal or state license to 
possess the same has been issued to the 
possessor.
13. The distribution of alcohol, narcotics or 
dangerous drugs on college property or 
among members of the college community, if 
such distribution is illegal, or the possession 
of a sufficiently large quantity of alcohol, 
narcotics or dangerous drugs as to indicate an 
intention to distribute illegally.
14. Disorderly conduct, which includes public 
intoxication; lewd, indecent or obscene 
behavior; gambling; and conduct that tends to 
degrade the college or its members.
15. Use and/or possession of illegal substances 
and/or underage consumption of alcohol in 
connection with any on-campus or  
off-campus activity. 
16. Theft of college services or theft of, or intentional 
or reckless damage to, college property, or 
property in the possession of, or owned by, a 
member of the college community, including 
the knowing possession of stolen property.
17. Shoplifting and/or any other misconduct on 
or off campus.
18. Intentional or reckless misuse of fire safety 
equipment.
19. The violation of the ethical code of one’s 
intended profession either by graduate 
students enrolled in any of the college’s 
professional or graduate programs or by 
undergraduate students in clinical courses or 
settings related to their intended profession.
20. Academic dishonesty, including, but not 
limited to, plagiarism and cheating, and other 
forms of academic misconduct, such as 
misuse of academic resources, facilities, 
software, data, equipment, networks or any 
act that hinders the academic process.
21. Violations of federal, state or local law where 
such violations have an adverse effect on the 
educational mission of the college.
22. Failure to comply with the reasonable request of 
college officials (any college personnel acting as 
an agent of the college), including public safety 
officers acting in performance of their duties.
23. Knowingly providing false testimony or 
evidence, or disrupting or interfering with the 
orderly conduct of a disciplinary conference 
or hearing, violating the terms of any 
disciplinary sanction imposed in accordance 
with this code, and any other abuse of the 
college’s disciplinary procedures.
24. Stalking/domestic violence/dating violence.
Culpability is not diminished for acts in violation of 
this code that are committed in ignorance of the 
code or under the influence of alcohol, illegal drugs 
or controlled substances.
Disciplinary Process
• Campus community member (faculty, staff, or 
student) fills out an incident report.
• The report is sent to the Director of Student 
Conduct and Community Standards to assess if 
the student(s)/student organization(s) may have 
violated the college policies.
• An initial meeting request is sent by the 
president of the Honor Court, Judicial Board, 
Graduate Council or Director of Student 
Conduct and Community Standards.
• The president assigns an investigator(s) and/or 
an advocate. 
• Interviews are held with the accused 
student(s), and the reporter.
• A hearing for the case takes place two to three 
weeks after the initial meeting request if 
students are in session.
• If a student is found “responsible” at the 
hearing for violating polices, the student may 
be assigned appropriate sanctions.
• The student may appeal the sanctions assigned 
by Honor Court, Judicial Board or Graduate 
Council.
• Follow up meeting with the Director of Student 
Conduct and Community Standards 
Grounds for Appeal 
Students may only appeal on the following grounds:
• There is new evidence which is likely to change 
the results.
• There is a substantial reason why the evidence 
should be re-evaluated.
• There was a violation of judicial process.
• The sanction(s) imposed are too harsh given 
the findings.
Appeals must be approved by the Director of 
Student Conduct and Community Standards or Vice 
President of Student Affairs/Dean of Students.
Students Rights
Students who are accused of violating the Honor 
Code can expect the following rights afforded to 
them during their student conduct process:
• Written notice
• The opportunity for a prompt and fair hearing
• A record of the hearing and an expeditious 
written decision
• An appeal, if applicable 
• Access to review and inspect the information 
contain in their disciplinary file
• Assistance of the student conduct officer 
throughout the process
How to Report a Student Conduct 
Violation 
agnesscott.edu/dos/student-conduct
Mission Statement 
The Office of Student Conduct and Community 
Standards at Agnes Scott College provides educational 
outreach and facilitates an impartial student conduct 
process for students, faculty, and staff.  
Vision Statement 
To promote ethical leadership and citizenship by 
educating and empowering students, faculty and 
staff to “live honorably” by demonstrating mature 
judgment and personal integrity, within and beyond 
the Agnes Scott community.
HONOR COURT AND 
JUDICIAL BOARD PROCESS
or
or
 An incident report is filed by a campus 
community member.
OPTIONAL: The student 
chooses to appeal. 
An initial review is conducted  by the 
student conduct ocer. 
A violation is found. 
The case is sent to the 
president of Honor Court or 
Judicial Board based on 
violation type. 
The appeal is approved and verified 
by the student conduct ocer.   
(OPTIONAL: the student may choose
to appeal to the student body instead. 
Guidelines can be found online.)
HONOR COURT
The accused student is appointed two members 
of Honor Court: an investigator and an advocate.
OR
JUDICIAL BOARD
The accused student is appointed two members 
of Judicial Board: two investigators.
A hearing date is scheduled.
The student writes a statement to be 
read at the hearing in lieu of the 
student’s presence at the hearing. 
The student is found not responsible.
The case is closed.
The student is found responsible. 
Sanctions are applied 
to the student.
Sanctions are 
applied to the 
student.
The student appears at the hearing 
to address any questions.
A final decision is made by the Honor Court or 
Judicial Board on whether the student is found 
responsible or not responsible. 
No violation 
is found. 
The appeal 
is denied.
APPEAL PROCESS
The appeal review is conducted by 
the student conduct ocer. 
Note: If Honor Court or Judicial Board is not in session, the Director of Student Conduct and Community 
Standards will serve as the investigator and advocate for cases sent to the Judicial Review Committee.


Undergraduate Policies and Procedures

Internship and  Research Sites (*recent Scottie sites) 
 
Major in Women’s, Gender, and       
Sexuality Studies 
Contact The Office of Internship and Career Development for more information. 
This major invites students to explore gender and its intersections with 
sexuality, race and ethnicity, nationality, disability and class. Controver-
sial issues are approached from various viewpoints inspiring critical 
thinking. Students in this major will have increased knowledge about 
women and gender, honed critical thinking skills and effective oral and 
written expression. 
Seek out opportunities to develop 
these skills and experiences:  
Career Fields 
Advocacy  
Education 
Human Resources 
Law 
Media/Publications  
Population Analytics 
Social/Public Service 
Women’s Health  
Campus & Community Involvement 
 Get involved during your undergraduate career, both on     
campus and in the local community:  
Ahimsa House* 
CARE 
Day League (Rape Crisis Hotline)* 
Feminist Women’s Health Center* 
Forever Family 
Genesis Shelter* 
Georgia WAND* 
Global Village Project* 
National Organization for Women* 
Women’s Resource Center* 
Youth Pride Atlanta 
Learning Beyond the 
Classroom 
 
Campus Involvement  
Triota 
Daughters of Gaia 
Young Women’s Leadership  
SUMMIT Peer Advisors 
Community Engagement 
Centre of Hope for Women in Crisis 
Lady Butterflies 
Georgia Wand  
The Day League 
  
  
  
Research & Analysis 
 Race, class, gender & identity policy 
and analysis 
 Analyzing best practices for inclusion 
Communication & Teamwork 
 Leadership & team collaboration 
 Presentation skills 
 Diversity awareness skills 
Project Leadership 
 Grant writing 
 Program coordination 
 Fundraising 
 Organization and time management 
Digital Fluency 
 Statistical analysis software (SAS, SPSS, 
Excel) 
 Storytelling (video, blog, social media)         
        
 
Build your career literacy and applied knowledge by follow-
ing industry groups and news. Join professional associations 
as a student member to attend events highlighting industry 
news and professional networking. Ideas include:  
National                
Association for    
Female Executives 
Feminist Majority 
Foundation 
Equality Now 
National Council 
of Negro Women 
Southeastern 
Women’s Studies 
Association 
League of Women 
Voters 
National            
Organization for 
Women 
National  
Women’s Studies  
Organization 
United Nations 
Women Watch 
Contact The Office of Internship and Career Development for more information.   Updated 4/3/19 
Digital Media Assistant 
Intake Coordinator 
Human Resources Coordinator 
Program  Manager 
Development Assistant 
Alumnae in the Workplace 
Entry - Level  Mid - Career * Late - Career * 
Advocacy Director 
Counselor 
Social Worker 
Development Manager 
Program Director 
Lawyer/Judge 
Executive Director  
Lobbyist 
Public Service Leader 
American Civil Liberties Union (ACLU) 
Policy 
 
Atlanta Public Schools 
Counseling 
 
Colorado Doula Agency 
Owner  
 
Common Cause Georgia 
Non-Profit Management 
 
Cricket Wireless 
Strategy 
 
Decatur Healing Arts 
Teaching 
 
Georgia House Democratic Caucus 
Legislature 
 
Georgia Institute of Technology 
LGBTQIA Resource Center 
 
Grady Memorial Hospital 
Health Professions 
 
Goodman, McGuffey Lindsey & Johnson 
Human Resources 
 
Kramer & Alfano Law 
Attorney 
 
Neal And Wright 
Human Resources 
Keeping Up With the Trends 
* May Require Graduate Degree  


Major in Women’s, Gender, and Sexuality Studies

Agnes Scott College Center for Sustainability

SUSTAINABLE 
EVENT PLANNING 
GUIDE
CENTER FOR SUSTAINABILITY
AGNES SCOTT COLLEGE
SEPTEMBER  2019
WELCOME TO THE GREEN 
EVENT PLANNING GUIDE!
~CENTER  FOR  SUSTA INABIL I TY  TEAM  
CONTACT US
CENTER  FOR  
SUSTAINABILITY
Campbell 204
sustainability@agnesscott.edu
SUSAN  KIDD  '78
Executive Director
sakidd@agnesscott.edu 
(404) 471-6080
EMMA  DUFRESNE  '19
Sustainability Fellow
edufresne@agnesscott.edu 
(404) 471-6499
KARINA  LEUNG   '18
Sustainability Fellow 
kleung@agnesscott.edu 
(404) 471-6499
SOCIAL MEDIA
FACEBOOK
@sustainableasc
TWITTER
@sustainableasc
INSTAGRAM
@sustainableasc
Planning an event for your organization 
can be a complicated and sometimes 
stressful task. It's no surprise that 
adding the additional considerations of 
throwing a sustainable event can be 
daunting.  In this guide, we hope to show 
that not only can planning a sustainable 
event protect the environment, but it 
can also save your organization money. 
With these broken-down tips, we set out 
to assist you in throwing events that 
provide more vibrant, eco-friendly, and 
humanity-centered events. 
GOALS:  WHY PLAN SUSTAINABLE EVENTS?
Promote  Sustainable 
Actions within the 
Agnes Scott 
Community
Reduce  Waste
and Negative
Environmental
Impact
Support  the Local
Economy Through
Conscious
Purchasing
Educate  Guests on 
the Sustainable 
Aspects of the 
Event
BEFORE THE 
EVENT 
What waste will my event 
produce?  
How can this be avoided? 
Minimize printed materials such as flyers, 
handouts, and table tents. 
Advertise digitally through Facebook events, 
posting flyer images on relevant pages, or 
electronic invitations. 
Manage guest lists and tickets online. 
Invest in reusable promo materials such as a 
dry erase or chalkboard.  
Avoid using a year on promo material so that 
they may be reused every year.
Advertisement & Promotions
Pre-Planning
Request recycling and composting bins ahead of 
time on online EMS Form.  
Purchase reusable or recyclable plates and cutlery. 
Use the Student Green Fee Fund to help offset 
costs for sustainable purchasing! Contact 
sgff@agnesscott.edu  
Select an eco-friendly caterer and communicate 
your needs clearly (bulk items, no cutlery or serving 
tools). 
DURING THE 
EVENT 
How can I make this 
process as easy as 
possible 
for the attendees?
Donate or compost leftover food.
Direct your guests and participants on how 
they may dispose of or recycle their
products.
Use bin signage, stationed volunteers, a 
presentation slide, an announcement, or 
reusable table tents to inform about
sustainable aspects of the event.
Announce disposal methods when guests
arrive stand up and remind them at the end
of the event.
Designate volunteers to assist guests in 
sorting waste.
If all products are recyclable or compostable, 
consider setting the trash can aside. 
Waste Disposal & Education
Buy from caterers who use compostable/recyclable 
packaging.
Provide sauces, chips, sides, etc. in bulk (in bowls or 
saucers). 
Use recyclable/reusable dining ware.
Use pitchers and reusable cups for water.
Provide pint-sized containers for cream, milk, 
sweeteners, etc.
Giveaways
Consider giveaway items that are reusable, local or 
American-made, fair-trade, or made from recycled 
materials. 
Avoid items such as key chains, sunglasses, 
magnets, that are likely to be thrown away or are 
un-recyclable.
Provide speakers with eco-friendly gifts. 
Food
AFTER THE
EVENT 
Save unused materials for future events. 
Make sure to recycle or compost all 
leftover waste. 
Take note of what things are being 
wasted and thrown away so that it can 
be avoided in the future.
Designate an individual to bring 
composted materials to bring to 
composting station in Evans. 
Turn off any equipment and lights. 
Congratulations!
You've successfully held a sustainable event.
Contact the Center for 
Sustainability with any 
questions or concerns: 
 
sustainability@agnesscott.edu
HOW TO RECYCLE AT 
AGNES SCOTT COLLEGE
To Single-Stream! 
Plastics #1-7 
Paper (dry) 
Newspaper 
Magazines 
Aluminum Cans
No food or l iquids go in recycling!
TIPS ON RECYCLING 
DURING YOUR EVENT
Common Plastics You May
Encounter at Your Event
Other Recyclables at
Events
Some of these items include: 
-plastic utensils (forks, knives, spoons, plates,
cups) 
 
This includes things like aluminum cans! 
 
No food or l iquids go in
recycling!


Sustainable Event Planning Guide

Agnes Scott College Center for Student Involvement

Agnes Scott College Chapter of Mortar Board National College Senior Honor Society

Black Cat Week Handbook

Agnes Scott College

SpARC 2019 schedule and abstracts

Agnes Scott College Office of Financial Aid

Satisfactory Academic Progress Policy for Student 
Financial Aid 
The following academic progress policy for undergraduates applies to all students who receive 
federal financial aid and/or Agnes Scott College need-based grants. State regulations require that 
GTEG, HOPE, and/or Zell Miller recipients be subject to this policy as well. 
Maximum time frame: To quantify academic progress, a school must set a maximum time 
frame in which a student is expected to complete a program. For an undergraduate program, the 
maximum time frame cannot exceed 150 percent of the published length of the program measured 
in credit hours attempted. Undergraduate programs require 128 hours for graduation. The 
maximum time frame for students in these programs, based on attempted hours, is 192 attempted 
hours (128 x 150% = 192). As stated in terms of years, students are normally expected to 
complete an undergraduate degree by the end of four years of full-time study. Therefore, students 
will forfeit their eligibility to participate in federal financial aid programs after six years of full-time 
enrollment, or 150 percent of the normal expected time frame. 
Academic rules governing the policy 
 Transfer credits accepted for the student's academic program or degree are counted
when measuring the maximum time frame to complete the degree or program.
 Pass/Fail Courses: These hours do count within the total of attempted and completed hours.
 Withdrawals/Incompletes: Grades of W and I are counted as courses attempted and count
toward the maximum time frame.
 Audited Courses: Students do not earn any academic credits for audited courses. They
do not count in the calculation of “attempted hours.”
 Double Majors and/or Minors: Students who pursue a double major/minor will normally be
expected to complete all degree requirements before reaching 192 attempted hours to
continue receiving federal financial aid.
 Change in Majors: Students who change their majors will normally be expected to
complete all degree requirements before reaching 192 attempted hours to continue
receiving federal financial aid.
 2nd Bachelor's Degree: A student who has already been awarded a bachelor's degree
may apply for a second degree only if approved by the college to do so.
 Students working towards a second bachelor's degree are no longer eligible for Federal
Pell Grants or Federal SEOG Grants.
 Undergraduate students are limited in how much they can borrow under the Federal
Stafford Loan Program. These limits are not increased for students working on a second
bachelor's degree.
Satisfactory Progress Definition 
To earn an Agnes Scott College undergraduate degree, students must successfully complete 128 
credit hours. For a student to be considered as progressing normally, their ratio of earned hours to 
attempted hours (or pace toward degree completion) must be no less than 75 percent of all hours 
attempted. Attempted hours are those hours for which students were still officially registered 
beyond each semester's published last date to drop without a W grade. Withdrawals are counted as 
attempted hours. 
Qualitative Standards—Grade Point Averages 
At each evaluation point, a student must have achieved a specific cumulative GPA based on their 
class standing to remain eligible for federal financial assistance. First-year students must have 
at least a 1.600 GPA; sophomores must have at least a 1.800 GPA; juniors must have at least a 
1.950 GPA; and seniors must have a 2.000 or higher. 
In addition, in accordance with federal regulations, by the end of the second calendar year 
of enrollment the student must have at least a GPA that is consistent with the college’s graduation 
requirements to be considered making satisfactory progress for continued participation in federal 
aid programs. Students who do not meet this test will be ineligible to participate in federal financial 
aid programs until this deficiency is corrected. 
Grade Changes 
Students must report any grade changes that impact their aid eligibility directly to the Office of 
Financial Aid. Grade changes must be submitted by October 1 for fall semester aid applicants and 
by February 1 for spring semester aid applicants. Students must notify the Office of Financial Aid 
once their final grades have been posted. 
Procedures 
Each aid recipient's record will be evaluated at the end of Spring semester each year to determine 
that the student is meeting the standards described above. If the student has reached the 
maximum number of scheduled hours without earning a degree, the student will no longer be 
eligible for further participation in federal financial aid programs. 
Federal regulations require that these standards apply to all students, even to first-time aid 
applicants who have previously enrolled at Agnes Scott College, or to those who have not been 
formally placed on probation under a prior policy. 
Financial Aid Probation 
If a student loses eligibility after the end of the Spring semester review and seeks to have their aid 
reinstated, they must appeal to the Financial Aid Appeals Committee. If the student has not 
reached the maximum number of scheduled hours and the Financial Aid Appeals Committee, after 
confirming that the student has fallen below the completion ratio standards for satisfactory 
progress or the required minimum GPA, approves the appeal, the student will be placed on 
Financial Aid Probation and notified of the decision. 
A student on financial aid probation will receive a separate letter that will outline the 
academic requirements they must meet in order to receive aid for the following semester. If they 
then meets the terms of the probation, they will be permitted to continue to participate in the 
federal financial aid programs for a subsequent semester. Students who have been placed on 
probation shall be considered to be making satisfactory academic progress for the purposes of 
receiving financial aid as long as they continue to meet the academic requirements outlined in their 
probationary letter. The Office of Financial Aid will review the records of students who are on 
financial aid probation at the end of each semester. If the student does not meet the terms of the 
probation, the student will forfeit eligibility for all federal and state financial aid programs. 
Loss of Eligibility Due to Lack of Satisfactory Progress 
A student who has lost eligibility to participate in federal student aid programs for reasons of 
academic progress can regain that eligibility only by enrolling at Agnes Scott College at their own 
expense and demonstrating that they are capable of completing a semester without any failures, 
incompletes, or withdrawals and showing the ability to complete their degree requirements. 
Students who have withdrawn or have been academically dismissed from the college but who 
are subsequently given permission to re-enroll are not automatically eligible to continue to 
participate in federal, state, or institutional aid programs. Admission decisions are totally separate 
from financial aid decisions. 
Right to Appeal 
Students have the right to appeal their loss of federal financial aid. Appeals must be filed within 30 
days of notification that aid eligibility has been lost or 30 days after a semester begins (whichever 
comes first). A letter of appeal must be sent in writing to the Office of Financial Aid. The appeal 
may not be based upon the student’s need for the assistance or lack of knowledge that the 
assistance was in jeopardy. An appeal would normally be based upon some unusual situation or 
condition that prevented the student from passing more of their courses, or which necessitated 
that they withdraw from classes. In addition, in their appeal the student should indicate ways they 
have sought assistance from various academic and other support services. Examples of possible 
situations include documented serious illness, severe injury, or death of a family member. Students 
must also complete a SAP Academic Plan with their SUMMIT Advisor which will form the basis for 
their probation plan. 
Appeal Approval Conditions 
Appeals can only be approved if the Financial Aid Appeals Committee determines that 
 the student will be able to meet the college’s satisfactory academic progress standards
after the next payment period; or
 the student has agreed to follow an academic plan that, if followed, will ensure that the
student can meet the college's satisfactory academic progress standards by a specific
point in time.
Students whose appeals are granted will receive aid on a conditional basis for one semester. 
The conditions will typically be as arranged with their SUMMIT Advisor on the SAP Academic Plan. 
The Financial Aid Appeals Committee will review the student's record at the end of the semester to 
determine their status for the following semester. Students who fail to meet the conditions outlined 
in their individualized academic plan during their conditional semester will not be able to submit a 
subsequent appeal. 
If there are no grounds for an appeal, or if the appeal is denied, the student may still be able 
to regain eligibility for future semesters. This would require enrolling at Agnes Scott College at their 
own expense without financial assistance until they meet the satisfactory academic progress 
standards. 


Satisfactory Academic Progress Policy for Student Financial Aid

Agnes Scott College Dalton Gallery

Cochran, Gus

Ruby, Nell

Dusseault, Ruth

Harvey, Lilia

Peifer, Janelle S.

showing/thinking

  
 
A Student Guide to Informational Interviews – 2019-2020 
Who? 
Are you unsure what career you want to pursue? Or, do you think you know, but want to be sure? 
Do you want advice from professionals so you have a better shot at getting an internship, research position or job? 
Then Informational Interviews are for YOU!  
What?  
Informational interviews are the opposite of traditional interviews. Instead of you 
being interviewed, you interview a professional about their career path and what 
advice they have for you. This conversation should be requested and led by you (see 
steps below) and last no more than 30 minutes. Note: Informational interviews 
should only be used to ask professionals for INSIGHT and ADVICE, not for a 
job/internship.  
When?  
The sooner, the better! The Office of Internship and Career Development at Agnes Scott encourages students to begin 
informational interviews during the spring of first year, combining these with career panels, speakers, treks and 
internships to learn about potential careers and build a professional network. See below for our recommendations.  
 Info Interviews  
(per semester/summer) 
Networking Events per year 
(panels, alumnae talks, career treks) 
First Year 2+  2+ 
Sophomore 3+  3+ 
Junior 4+  4+ 
Senior As many as possible As many as possible 
Where? 
Informational Interviews are requested by you, but should occur in a location convenient to the person you are 
interviewing. That could be by phone, video call, or at their office. See the “How” section for example requests.  
 
Why? 
Instead of hearsay or the portrayal of a career on television or in a movie, informational interviews provide real-world 
insight into a specific profession, industry or department. Most professionals are willing to share information regarding:   
• Career Path - their journey from internship to post-college job through current job - what they have enjoyed? found 
frustrating? what attributed to their success? what they might do differently?  
• Current Role - description of typical day, roles and responsibilities, schedule and workload 
• Department - structure of department within organization, culture, typical background, opportunities for promotion  
• Organization - basic structure, recruiting process, growth, culture, leadership 
• Industry - competitors, challenges, trends shaping changes in hiring, best ways to network/find opportunities 
• Advice - training required, best internships for breaking into industry, other people to contact 
These professionals can also alert you to future career opportunities and internally advocate for you to be considered.  
How? Tips for Successful Informational Interviewing: 
1) Prepare Your Communication Toolkit: Resume and LinkedIn and no Digital Dirt.   
• Review Resume Guide, Templates and LinkedIn Checklist on the Internship and Career Development website. 
• After revising your resume, proof & upload it to agnesscott.joinhandshake.com/login for Career Coach’s review.  
• Once completing your LinkedIn profile as much as you can, you may sign up in COMPASS for a LinkedIn review. 
• Clean up your social media (Instagram, Twitter, etc.) before reaching out to professionals.  
• Google yourself to make sure you know what might come up if a professional tries to “check you out.” 
  
 
2) Identify Your Objectives. What do you hope to learn? Are there careers or organizations that pique your interest? 
What coursework do you prefer? Build on what you enjoy to identify potential areas about which to learn more.  
3) Make a List of Organizations and Roles/Professionals of Interest. For more ideas, consult your current network: 
• Alumnae you meet through networking events, are referred to by the Internship/Career Development Office, 
or find on LinkedIn (Search LinkedIn for people, target industries, orgs or professions) 
• ASC Faculty and Staff - many have friends/family outside the college who might work in your field of interest 
• Supervisors (Internship, volunteer or work) – they can draw upon both personal and professional networks 
4) Ask with Intention. Contact potential interviewees via LinkedIn or email with a professional message. Introduce 
yourself, explain your connection to them, and ask for 20 – 30 minutes of their time for insight into on their 
career/organization/industry. NEVER ask to meet for a meal or an alcoholic drink. If emailing, attach your resume for 
their easy reference. It is also helpful to suggest a day/timeframe where you have a lot of flexibility. Examples: 
• “Dear Ms. Rogers, I am interning in the ____ department and my supervisor, Sally Smith, suggested I talk to you 
to learn more about your career in accounting. Would you be willing to spend 20 minutes with me to share your 
career journey and provide a glimpse into your role as a financial analyst? I am available any day after 2pm.” 
• “Dear Ms. Brown, I am a sophomore at Agnes Scott College and really enjoy my math and psychology courses. I 
see from LinkedIn that you have a successful career in Market Analytics, and I would love to hear about your 
journey from psychology major to your current position. Would you be willing to speak with me for 20 minutes 
by phone so I can ask you some questions about your career path? I do not have class on Tuesday/Thursdays.” 
5) Prepare for the Meeting. Once someone says yes to your request, you must prepare thoroughly and professionally. 
You requested the meeting, so it is your role to lead the conversation and convey respect for their time and advice. 
• Promptly ask and confirm the specifics of the interview – location, time, etc. Confirm the number on which you 
should contact the person (if by phone). Also, re-confirm the day before with a short, courteous email. 
• Research the professional and his/her organization (product/service, locations, client/service base, news and 
social media). You don’t want to ask questions that are easily answered by LinkedIn or the organization website.  
• Prepare ~ 5 written, appropriate, relevant questions. Review your objectives about what you want to learn, but 
the best questions are usually ones that focus on the professional’s career path: 
- Tell me about your career journey from college to your current role.  
- What factors do you think attributed most to your success?  
- What advice would you give someone like me who is interested in your industry or profession?  
- Is there anyone else you would recommend I speak with? 
- For more ideas, visit: https://www.careercontessa.com/advice/questions-to-ask-informational-interview/ 
6) Lead a Professional Interview. 
• If by phone, ensure a quiet place and clear connection. Be available on time. 
Introduce yourself – “Hello, this is Taylor Smith. Is this still a good time to talk?”  
• If in person or via video, dress professionally. Silence and put away your phone. Be 
on time and give a firm handshake. Make eye contact, smile and be attentive. 
• Watch the time to honor your request for a 20-30 minute meeting. Skip to your 
last questions if needed to wrap up. 
7) Thank you and Follow-up. 
• Thank the professional at the time AND by email/personal note within 24 hours. 
• Invite them to connect on LinkedIn. Keep in touch with updates, ideas discussed, 
articles of interest, internships, your graduation. Thank them again for their advice. 
• If they referred you to someone else, reach out to that person within a week and 
always loop back to let them know where that referral takes you.  


A Student Guide to Informational Interviews

1st Year Resume Assignment (2020) 
 
How does a resume relate to SUMMIT curricular learning outcomes? 
 
● Identify and assess one’s values, interests, and abilities (SUMMIT SLO) 
● Demonstrate knowledge and skills essential for global engagement (GBL SLO) 
● Demonstrate and document your leadership capacity in a diverse women's college environment (LDR SLO) 
 
Why do I need a 1-page, professional resume NOW? 
 
● Summer and school-year internship/research/job applications (on and off campus) 
● Requests from faculty for recommendations and major advising 
● Connections to alumnae for career information and mentorship 
● Selection for special opportunities on and off-campus, including: Schmidt Global Student Leaders, Hubert Scholars, 
Network of Executive Women events and career treks to local employers 
 
How do I create a resume? 
 
1) Attend one Resume Workshop offered in Campbell Auditorium - Room 128 (“The Frannie”) from 2:00-2:50pm on 
these Fridays: January 17, January 24, and January 31. Prize drawings will be held at each workshop! 
 
2) Use workshop info and the Resume Guide & Templates to create/revise your resume: 
https://www.agnesscott.edu/internship-and-career-development/career-guide.html. Make sure your resume meets the 
resume criteria below. 
 
3) Submit your proof-read, 1-page PDF document to Handshake by Sunday, February 23 to be reviewed by 
Career Development staff. 
 
4) Use GBL 102 reflection activities and assignments to create the Journeys bullets to add to your resume. 
 
5) Revise your resume based on feedback from Career Development staff and content feedback from peers.  
 
6) Submit your revised, proofed document to Handshake by Monday, April 20th. 
 
*Resume Criteria (Use this checklist before submitting your resume for review!) 
 
• No colors – black and white only 
• No images, tables or text boxes (online application systems often cannot “read” these) 
• Clear font – no less than 10 pt size; use same style throughout  
• At least 3 Section Headings including EDUCATION and LEADERSHIP (see Resume Guide for other possible section titles) 
• Global Journeys listed under EDUCATION section with bullets describing what you have learned in the course   
• Items in each section of your resume listed from most to least recent, by end date 
• Bullets starting with verbs that describe how you contribute(d) to a job, club or team (use SAR method from Resume Guide) 
• No personal pronouns (I, my, our, etc.) 
• 1-page, with margins no less than .8” all the way around 
• No typos, misspellings, inaccurate information or formatting inconsistencies 
 
*Note: There is not one perfect format for a resume, but everyone needs a 1-column, black and white resume that is readable 
by the online application systems used by for-profit, nonprofit, academic and governmental organizations to screen applicants.  
 
For resume questions or quick reviews, come to walk-in hours in Buttrick G-26: Wednesdays & Thursdays 2-4pm. 


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