Leticia Wilson, Director Advising Initiatives 

Leticia Wilson currently serves as the Director of Advising Initiatives. In this capacity, she analyzes the advising process and procedures and developing action plans, develops and implements professional development opportunities for dedicated advisors and faculty advisors, and partners with other departments and areas to advocate for student needs related to enrollment management and degree progression.

Ms. Wilson received her Master’s in Educational Leadership from Antioch McGregor (now Antioch Midwest) University (Yellow Springs, Ohio) and her Bachelors in Biology from Wilberforce University (Wilberforce, Ohio). Currently, she is a doctoral student at Kansas State University in Leadership in Academic Advising – College of Education, Department of Special Education, Counseling and Student Affairs.

She serves on numerous DMC committees, including the SACSCOC Steering Committee, the DMC Guided Pathways Committee, Developmental Education Council, QEP and SENDA, and the College’s Strategic Planning Committee.

Prior to her tenure at Del Mar College, Ms. Wilson served in various Student Affairs positions at Xenia Community Schools (Xenia, OH), Wittenberg University (Springfield, OH), and Chancellor University & Jack Welch Institute (Cleveland, OH)

Ms. Wilson has 15+years of experience and leadership, consisting of student involvement on and off the field—ranging from track and field coach, head resident director for the Trio Program, Upward Bound, escalation specialist, a specialist in retention programming, academic adviser, and professional development facilitator within the for‐profit 4-year university and non‐profit 2-year community college settings.

When she is not assisting students, staff, and faculty, she enjoys being in the community, advocating for social justice, cultural humility, equity, empowering women, eliminating racism, and inclusion. She previously served in leadership roles within Alpha Kappa Alpha Sorority, Inc, Junior League of Corpus Christi, YWCA Corpus Christi, and the Texas Association of Black Personnel in Higher Education Corpus Christi and Texas Academic Advising Network (TEXAAN). Recently she has accepted the appointment as a member of the Administrators Institute Advisory Board for NACADA Global Academic Advising Community (2021-2023).

Not only does Leticia love what she actively engages in professionally, but she also enjoys social ballroom dancing, road cycling, trail walking, traveling, water sports, Zumba and she is a self‐proclaimed natural hair enthusiast!

Her office is located at Coles Building 142, East Campus. She can be reached at (361) 698-2129 or lwilson21@delmar.edu 

• Level 1
  • Using critical and creative thinking skills, ADVS 0001 students should be able to demonstrate the following by the end of the course objectives (core exemplary objectives): 1. To understand and demonstrate knowledge of historical aspects of academic advising at Del Mar College, current and future status of advising. 2. To understand the importance of specifying audience and purpose and to select appropriate advising theory to practice approaches with students. 3. To understand and appropriately apply modes of NACADA Core Competencies Core Values and the importance in enhancing our advising best practices. 4. To participate effectively in mock advising session assignments with an emphasis on listening, critical and reflective thinking, and responding. 5. To understand and apply basic principles of academic rules, financial aid implication, and adoption and usage of Datatel Colleagues and Civitas Inspire for Advisor.
• Level 2
  • To understand and demonstrate knowledge of diversity and inclusivity, to include tenants of cultural competency and humility, NACADA Core Competency “relational” microaggressions and layers of diversity. 2. To understand the importance of specific needs of unique student scenarios e.g. changing majors, discovering pathway, first-generation, transfer information, and sense of belonging.3. To understand and appropriately apply modes of NACADA Core Competencies Core Values and the importance in enhancing our advising best practices. 4. To participate effectively in referring students to the proper student support services: Veterans Services, Financial Aid, Student Success Center, Disability Services, Counseling Services, Food Bank, etc. 5. To understand and apply basic principles of online advising: scheduling the appointment, authenticating the student identity, during the appointment, after the appointment.6. To understand and appropriate document advising session through notes.

• Advising Professional Development SharePoint On-Demand Resources (DMC Login Required) 
• Cultural Humility and Social Justice Del Mar College Library Guide 
• Critical Conversations on academic advising/Lunch & Learn
• Registration Refreshers
• One on One Consultations (By Appointment)

DMC Advising Model

NACADA Pillars of Academic Advising 

Organizational Models for Advising (ksu.edu)

Organizational structure is the framework for delivering advising services to students. As such, it is one of the important building blocks for an effective advising program, regardless of whether the program is defined at the department, college, campus, or institutional level.

Preamble 

Academic advising is integral to fulfilling the teaching and learning mission of higher education. Through academic advising, students learn to become members of their higher education community, to think critically about their roles and responsibilities as students, and to prepare to be educated citizens of a democratic society and a global community. Academic advising engages students beyond their own world views while acknowledging their individual characteristics, values, and motivations as they enter, move through, and exit the institution. Regardless of the diversity of our institutions, our students, our advisors, and our organizational structures, academic advising has three components: curriculum (what advising deals with), pedagogy (how advising does what it does), and student learning outcomes (the result of academic advising).

The Curriculum of Academic Advising 

Academic advising draws primarily from theories in the social sciences, humanities, and education. The curriculum of academic advising ranges from the ideals of higher education to the pragmatics of enrollment. This curriculum includes, but is not limited to, the institution’s mission, culture and expectations; the meaning, value, and interrelationship of the institution’s curriculum and co-curriculum; modes of thinking, learning, and decision-making; the selection of academic programs and courses; the development of life and career goals; campus/community resources, policies, and procedures; and the transferability of skills and knowledge.

The Pedagogy of Academic Advising  

Academic advising, as a teaching and learning process, requires a pedagogy that incorporates the preparation, facilitation, documentation, and assessment of advising interactions. Although the specific methods, strategies, and techniques may vary, the relationship between advisors and students is fundamental and is characterized by mutual respect, trust, and ethical behavior.

Student Learning Outcomes of Academic Advising 

The student learning outcomes of academic advising are guided by an institution’s mission, goals, curriculum and co-curriculum. These outcomes, defined in an advising curriculum, articulate what students will demonstrate, know, value, and do as a result of participating in academic advising. Each institution must develop its own set of student learning outcomes and the methods to assess them. The following is a representative sample. Students will:

• Craft a coherent educational plan based on assessment of abilities, aspirations, interests, and values
• Use complex information from various sources to set goals, reach decisions, and achieve those goals
• Assume responsibility for meeting academic program requirements
• Articulate the meaning of higher education and the intent of the institution’s curriculum
• Cultivate the intellectual habits that lead to a lifetime of learning
• Behave as citizens who engage in the wider world around them

Summary

Academic advising, based in the teaching and learning mission of higher education, is a series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. Academic advising synthesizes and contextualizes students’ educational experiences within the frameworks of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes. 

Reference- NACADA: The Global Community for Academic Advising. (2006). NACADA concept of academic advising. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/Concept.aspx

Reference: NACADA: The Global Community for Academic Advising. (2017). NACADA Academic advising core competencies model. Retrieved from https://www.nacada.ksu.edu/Resources/Pillars/CoreCompetencies.aspx

 2022 2023 Student Advising Guide