It Takes A Village:
The Role of Academic Advising & Support on HBCU Campuses
Tuesday, March 1 fromm 2 to 3:30 p.m. in FTZ 313 (webinar)
Historically Black Colleges & Universities (HBCU) have been positioned at the forefront of conversations surrounding social justice, equity and racial identity development for traditionally marginalized students in higher education. Administrators, alumni, faculty and students are unabashedly vocal about the cultural benefits associated with these institutions. HBCUs are noteworthy in their ability to provide a culture of care, academic excellence, and social upliftment. While Black colleges represent only three percent of postsecondary education in the U.S., they have maintained a significant role in producing mass amounts of Black graduates (Arroyo & Gasman, 2014). Despite limited resources, many HBCUs are able to claim strong retention and graduation rates of students from diverse backgrounds that would in other spaces be deemed academically underprepared or incapable of degree attainment (Williams, et. al., 2019). While these gains have commonly been attributed to campus culture and culturally competent pedagogy, it is important to acknowledge the role of academic advising as a key component to the gains in student success at HBCUs.
While models vary across the HBCU landscape, many institutions have adopted primary role advisors who can provide dedicated service to students’ academic needs and holistic development. HBCU advisors, primary role and faculty alike, employ advising approaches and practices that go beyond the traditional scope of advising concepts and norms. The value of Black colleges lay in their ability to use strengths-based and culturally-centered approaches to enriching the college experiences on their campuses. As academic advisors continue to serve as frontline personnel in many respects, it is important that the advising profession 1) remain committed to understanding the interconnectedness of HBCU advising to the fabric of student success, and 2) engage deeply in the expertise and knowledge of HBCU advisors to identify approaches to supporting traditionally underserved students.
Sponsored by the NACADA Historically Black Colleges & Universities Advising Community this webinar will explore theoretical concepts of other-mothering (Giuffrida, 2005; Strayhorn, 2014) and the village pedagogy (Harris III, 2012). The presenters will highlight how the work of advisors at HBCUs is distinctly different from other institutional types and provide effective strategies that PWI advisors and fellow HBCU advisors can employ to enhance our advising toolkits. Presenters will also provide insight into the challenges faced by HBCU advisors including burnout, limited resources, and balancing large caseloads with increasing amounts of responsibilities.
Academic Advising Core Competencies that will be addressed in this presentation include:
C1 — The history and role of academic advising in higher education
C4 — Academic advising approaches and strategies.
I1 — Institution specific history, mission, vision, values, and culture.
I5 — The characteristics, needs, and experiences of major and emerging student populations.
R1 — Articulate a personal philosophy of academic advising.
R2 — Create rapport and build academic advising relationships
R4 — Plan and conduct successful advising interactions.
Facilitator: Paul Calarco
Certificate Credit: Teaching & Learning
Category: Classroom Management
or
Certificate Credit: Academic Advising
Category: Foundations of Advising
Published: Fri, 25 Feb 2022 13:02:55 +0000 by t.farleywyckoff