Institutions have made significant strides in evolving student support services to better meet the needs of underserved communities. This shift from a deficiency mindset to an asset-based approach is transforming how colleges and universities engage with and empower their students. In this interview, Buffy Smith discusses the evolution of these services, the barriers higher ed leaders must address and the role collaboration plays in the learner ecosystem.
The EvoLLLution (Evo) How have you seen student services in higher ed evolve recently to better meet the needs of underserved communities?
Buffy Smith (BS): I have witnessed many colleges and universities make the shift from a deficiency framework or mindset to a more asset-based approach, perspective and model. This shift benefits the scholars we serve and the institution.
What I love about the shift occurring in higher ed is that we are focusing more on creating a learning community that prioritizes a strong sense of belonging for scholars. We have a responsibility to prepare, equip, educate and empower scholars to solve real-world problems.
Colleges and universities should create a culturally affirming learning environment. Scholars need a place where they have a sense of psychological security and safety—and feel comfortable stretching themselves, growing and challenging norms that are unjust. It is the responsibility of colleges and universities to provide the foundation for safety and to create a strong sense of belonging. We are seeing more institutions invest in student support services to provide that foundation.
Evo: What are some of the significant barriers and challenges that modern learners face, especially those in underserved communities?
BS: The financial barrier to higher ed remains significant for many scholars, especially those coming from under-resourced communities. Academic, social and mental health challenges have increased after the pandemic for many scholars. Therefore, we need to implement the right policies and practices that will help alleviate some of those barriers. If we don’t address the structural barriers, we’re not fully utilizing the talents and gifts of all our scholars.
At Dougherty Family College, we recognize that working more than 20 hours a week can have a negative impact on scholars’ academic performance. We took a proactive step to make sure scholars had an opportunity to have a paid internship experience embedded into their class schedule. Instead of scheduling classes five days a week, we dedicate one day a week for second-year scholars to participate in a paid internship and gain real world professional experience. It gives them the confidence to thrive in college and explore meaningful careers.
Evo: What type of approach does the college take when trying to help students overcome these obstacles?
BS: We address food insecurity by providing scholars with two free meals every day at school. Transportation can be a challenge, so we provide scholars with free metro transit passes.
We provide scholars with free textbooks to help them succeed in the classroom. We provide scholars with free laptops because digital inequality still exists. We approach our scholars’ learning process from a holistic perspective. We assess their needs, and we intentionally address those needs.
Creating a culture of affirmation and inclusion for our diverse group of scholars is important. They need a safe space where they feel seen, heard, valued, cared for and loved. They matter! We believe in the power of mentorship, and having scholars take classes as a cohort fosters strong, meaningful friendships and community.
The transition from high school to college is difficult and full of anxiety. We promise our scholars a nurturing and supportive community that will walk with them on this journey. We support them during some of their most difficult times.
Evo: In what ways do you support students academically?
BS: We support our scholars academically by helping them navigate the hidden curriculum. The hidden curriculum refers to the unwritten and unspoken norms, values, expectations and behavioral codes of conduct that scholars need to demonstrate to succeed in college. We have developed an intensive, high-impact mentoring model that focuses on helping our scholars understand the hidden curriculum in order to thrive in college.
We also practice high-impact teaching by focusing on culturally sustaining pedagogy. We want our formal curricula to reflect and affirm our scholars’ rich and diverse lived experiences. We design assignments and select texts that allow scholars to see themselves as producers and major contributors of knowledge, which helps build their confidence as members of an academic community.
Finally, we emphasize to our scholars that they have agency and their voice matters. They help shape the direction of the college. They are contributors to the construction of our policies, programs, practices and culture. We listen and implement changes based on their feedback. We are building the college together.
Evo: What role do community partnerships and collaborations play in enhancing educational opportunities for underserved students?
BS: It is critical for colleges and universities to partner with community organizations. We partner with corporations and nonprofit organizations that want to give back to the community in meaningful ways. Our community partners provide internships, scholarships and help with other student needs such as housing. As one college, we cannot solve all the educational inequities in higher ed alone. We need community partners and other colleges and universities.
We can develop civically engaged leaders when all stakeholders in higher education and the community work together to achieve this noble goal. As a village, we will prepare scholars to become transformational leaders who will have a positive national and global impact.
Evo: How do these types of frameworks impact the institution’s overall strategy for student support? And what effect do they have on the community and learners?
BS: When scholars graduate from Dougherty Family College, we want them to feel empowered and equipped with the knowledge, skills and tools to be agents for social change. We want scholars to think critically about how to solve social problems. We want our scholars to have the confidence that no social problem is insurmountable when we work together.
Dougherty Family College is an equity mission-driven, student-centered college, and we are preparing young global leaders to think critically, act wisely and work skillfully to advance the common good. When we create a higher education system that fosters a culture that allows the most marginalized group of scholars to feel seen, heard, affirmed, valued, supported, cared for and loved, we all win.
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