Equity mindedness in academic advising
Date
2019
Authors
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Journal ISSN
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Publisher
University of Delaware
Abstract
This Educational Leadership Portfolio documents my efforts to improve student success outcomes in the Associate in Arts Program (AAP) at the University of Delaware using equity-minded, proactive advising. The status quo in higher education is to focus efforts on deficits and the implementation of compensatory programs for students deemed at risk of not completing the degree. In contrast, in my work with AAP students, I implemented an equity-minded approach to advising. ☐ The first improvement goal was to improve the frequency and quality of academic advising interactions. The second improvement goal was to improve credit completion, which is an intermediate measure for graduation rates. To accomplish these two improvement goals, I implemented three improvement strategies. My first improvement strategy was to establish proactive advising policies and procedures. The second improvement strategy focused on advising curricula administered via First Year Seminar, Sophomore Seminar and Transition Seminar. The third improvement strategy was a Finish in Two policy, in which students were advised to earn a minimum of 30 credits each academic year to encourage on-time graduation. ☐ Collectively, the outcomes for the improvement goals and strategies inform recommendations for program improvements. Credit completion and frequency of advising improved. To further impact student success outcomes, AAP needs to improve the quality of advising. Based upon the findings, there are three opportunities for programmatic improvements: 1) improved faculty advisor training and support, 2) accessible curriculum guides for students and advisors with explicit explanation of the Finish in Two policy, and 3) a streamlined First Year Seminar curriculum.