Studying the data, intentional collaboration, and asking students what they need are keys to improving outcomes.
On Wednesday, the U.S. Department of Education (ED) and the Institute for Higher Education Policy (IHEP) held the Attaining College Excellence and Equity Summit: Holistic Advising and Wraparound Services in Washington, D.C. Speakers addressed evidence-based practices, collaboration, access, and advising.
U.S. Secretary of Education Dr. Miguel A. Cardona spoke about his experience as an undergraduate student. Despite doing well academically, as a first-generation college student, he felt lost. He went to the dean of the College of Education at Central Connecticut State University and said, “I need help, or I’m out.” His story illustrated the need for comprehensive advising with an essential focus on access.
The day’s panels and speakers discussed a wide range of issues and provided attendees with information on raising the bar for advising and student support.
Johns Hopkins University senior Daivik Chawla was the first person to emphasize the importance of student voices in student support. He appreciated the impact that peer mentors had on him and became a peer advisor as a sophomore.
“Advising and strong peer relationships have incredible potency,” said Chawla. “I also worked as a study consultant, where I was able to empower some of my peers by teaching them effective study strategies and time management scheduling.”
That was also emphasized with the panel, Experiencing the Power of Peer-to-Peer Advising, moderated by Dr. Chris Morphew, dean of Johns Hopkins University School of Education, on which mentor Timothy Huang and mentee Jeevika Setzer discussed their experiences. As of 2020, Johns Hopkins expanded this to a year-long program. Mentors go through a week of training prior to new student orientation. Throughout the year, mentors can provide mentees with information about mental health resources available on campus.
