Davidson students receive dozens of emails each week advertising campus opportunities, but many still struggle to identify which experiences matter most. A new advising initiative, still in development, aims to streamline those resources and guide students more intentionally from their first year through graduation.
The initiative, called “Distinctly Davidson Advising,” emerged from the college’s 2024 strategic planning process. The plan described advising as often fragmented and called for a more cohesive, four-year approach.
The proposed model would “build a four-year advising and learning-for-life program that guides students in exploration and self-reflection, assisting them to develop intellectually, personally and professionally,” according to planning documents.
Cindy Hauser, associate dean for advising strategy and development, said the idea grew out of a recognition that while Davidson offers extensive resources, not all students access them equally.
“Some students do a great job of finding all those opportunities, making all those connections […] and some students don’t,” Hauser said. “We don’t want that. We want all students to have that same opportunity.”
Shelley Rigger, Vice President for Academic Affairs and Dean of Faculty said that the initiative aims to create a more consistent advising experience across campus.
“The goal of a new advising model is to make the best possible use of the human resources on campus to provide a consistent, coherent advising experience to every student over all four years,” Rigger wrote in an email to The Davidsonian.
One of the initiative’s primary goals is to organize campus resources into a more-accessible structure. Rather than relying on emails or word-of-mouth, administrators are considering a centralized framework that highlights relevant opportunities based on a student’s class year and interests.
“I don’t know how students have any idea what’s going on half the time,” Hauser said. “There’s 15 things happening this week.”
Students said navigating campus information can feel inconsistent, even when resources are available.
Katie Pany ’29, a biology major, said she primarily relies on WildcatSync and campus posters to find events, but has noticed gaps across platforms.
“Sometimes there’s stuff that’s posted on Instagram, but it’s not on WildcatSync or anywhere else,” Pany said. “So my friends will be like, ‘Do you want to do this? And I [wouldn’t] have known about it beforehand.”
The model would also emphasize reflection and long-term development. Administrators said they hope students will build the ability to “tell their story” over time by connecting academic, extracurricular and professional experiences.
“The more we do that, and the [sooner] we do that with you over four years, by the time you get to that fourth year, you kind of get that down,” Hauser said.
Rigger said advising also plays a central role in connecting students to broader support systems.
“Advising is one of the points of entry and sources of information for students looking for support, whether that be academic, social, emotional, or career-facing,” Rigger wrote. “Advisors should be knowledgeable about the support that exists for students and prepared to help students access it.”
While administrators emphasized the importance of advising relationships, students said currently, the quality of those relationships can vary.
Hayden DeRousie ’29, an intended educational studies major, said her experience has been largely positive, citing her advisor’s familiarity with Davidson’s curriculum.
“I can ask him questions about classes and professors […] and I feel very confident that he knows the answer,” DeRousie said.
However, she added that not all students share that experience. “It just feels very hit or miss, and I don’t feel like that should be the standard for holistic advising here,” DeRousie said.
Another potential component under consideration is expanding alumni engagement. The program has explored structured opportunities for students to connect with alumni for mentorship, informational interviews and career exploration, beginning as early as the first year. Hauser emphasized that these ideas remain in development and would aim to build on existing alumni involvement rather than place new demands on graduates.
Planning documents also outline a potential shift in advising structure. One model being considered would divide advising responsibilities between multiple roles, including academic advisors, four-year developmental coaches and alumni “network guides.” Administrators said the goal of these potential changes would be to provide more consistent support across intellectual, personal and professional domains.
The initiative is currently in the development phase, with administrators conducting “asset mapping” to evaluate existing resources and identify gaps. According to a recent email to faculty, work is underway to develop training materials and pilot a new advising model as early as this summer.
Student input has also shaped the proposal. Rigger said students have been involved throughout the process, including through committees and focus groups. Hauser also said she has met with a range of student groups, including athletes, international students and students with disabilities, to better understand advising experiences across campus.
Pany said one challenge in the current system is that advisors are not always aligned with students’ academic interests.
“My advisor was in a completely different department and didn’t really know a whole lot about my area of interest,” she said, adding that advising became more helpful after declaring her major.
She suggested that offering more flexibility in advisor assignments could improve the system, particularly for students who enter with defined academic interests.
Despite the proposed changes, administrators emphasized that the current system already has notable strengths.
“Our advising system prioritizes relationships, which is wonderful,” Rigger said, adding that differences in advisor experience can lead to inconsistency. “We are adding resources to the advising process to make advising more consistent.”
The program is expected to launch as a pilot rather than a full rollout allowing administrators to gather feedback and refine the model before broader implementation.
“We want to find out what aspects of our current thinking move us toward our goals, and which aspects need further development,” Rigger said.
While details remain in flux, administrators emphasize that the goal is not to replace existing systems but to build on them.
“We’re not doing anything wrong,” Hauser said. “But we could [be doing] better.”