​Seeing academics in the long term

In the pursuit of an improved advising system, Duke has decided this year to revamp the Trinity academic dean model. Starting with the Class of 2019, students will have one academic dean who stays with them for all four years. This replaces the old system where a pre-major dean would pass their students off after major declarations. This four-year model is a step in the right direction, though broader efforts are needed to improve academic advising and students’ academic four-year experiences.

The biggest value offered by this model is for students who do not have a ‘typical’ career at Duke. Many students never interact with their deans beyond what is necessary, but those who do are often coping with mental or physical health issues, serious academic struggles or conduct issues beyond ordinary advising questions. That deans can now hold on to one four-year file for a student enables them to better provide support. Many of these challenges intersect with students of backgrounds very different from campus life, be it in terms of socioeconomic status, race or first-generation status. Deans should especially be aware of how these students can struggle to navigate an institution like Duke. These responsibilities do not require a deep understanding of the material the student is studying, but they do require a meaningful relationship with the student as a person. Thus, the continuity provided by a four-year dean is a huge benefit to the students who regularly consult their dean, especially in comparison to the previous dean switch about halfway through college often worsened by a whole semester abroad.

The downside of having a dean who is unlikely to specialize in a student’s eventual major is that students remain in need of academic guidance. In the past, we have suggested that the relationship between academic advisors and advisees be improved, specifically by clarifying the role of these advisors. Many first-years come expecting advisors who do more than point to relevant department web pages. Advisors who can really help students navigate and find their place in specific classes and what the road down a major looks like should be the goal instead of advisors who are often more knowledgeable in broad academic guidance.

But academics go far beyond our advising structure. There is a lack of strong structure, tradition and culture around academic exploration and understanding. The Majors Fair and previous Academic Homecomings were broad calls to attention for students, but a number of other events suggest themselves. Departments should host meet-and-greets where students can meet faculty and understand at superficial and deeper levels what their peer and faculty networks look like. These connections boost students into graduate school, jobs and understanding of interdisciplinary options. Coffee chats instead of office hours with Directors of Undergraduate Studies would make approaching them less intimidating as well. Students should be able to describe their major and interests the same way a Program II student would describe theirs. Just because a student has a more traditional program of study doesn’t mean that they should not analyze and think about their academics in a critical way, and increasing academic cohesiveness moves students in that direction.

Although the recent advising model update and department connection events are important, we urge the administration to continue examining how we can build a stronger academic culture at Duke. The shift we envision is one that emphasizes student and department interaction in a broader but deeper way.