Kyle Harvell posted Mar 26, 2026 7:50 PM
Hi all,
My proposed policy aligns with the academic capital formation theory as laid out by St. John, Hu, and Fisher (2011), somewhat. My policy focuses on the academic preparation, transition to college, student engagement in learning, and academic success, for sure. I would say my policy is lacking in any form of engagement that takes place outside of the institution-student relationship.
For reference, my policy is conditional acceptance of waitlisted students provided they successfully complete a study and learning skills course in their first semester. The general focus of that class is ensuring students who are otherwise deemed academically underprepared learn the necessary learning skills for the particular institution and are given an immediate, and hopefully lasting, academic support structure through relationships with faculty, peers, and near-peer mentors. I would like to add continued mentorship or advising through the program, but I have concerns that that may be outside the scope of an admissions policy.
This is somewhat similar to the encouragement portion of the Indiana 21st Century Scholars program (Daun-Barnett, N. J., & St. John, E.P., 2024), just with students on campus rather than going out into the secondary schools. I fully understand the importance of reaching out to communities to build support for students to view a college education as an attainable goal and provide the support, encouragement, and information that is necessary to make college attendance a reality. However, I do not agree that that portion of this academic capital formation framework can fall onto an admissions policy at a small, albeit public, institution. There is no doubt having a strong familial relationship and support is vital to persistence in any endeavor, but those policies are only functional from a state legislature and a statewide appropriation. A small institution should look to build on the interconnectedness of family relationships through the handful of times that families are on campus or through day-to-day interactions where advisors and support staff ask students to lean on the strongest supports they have in their lives.
The content of the learning skills course and it's delivery from faculty, with stellar records of advising and mentorship, will bridge the gap between learner expectations and institutional expectations in a safe environment where failure and struggle are viewed as a necessary part of the learning experience. Direct instruction in how to engage with curriculum and faculty from an associated peer mentorship program will provide additional holistic support to aid in the transition to college. The immediate focus on learning as the goal of higher education, not degree attainment, will build more resilient learners capable and confident in their ability to persist through the inevitable challenges of college (Duckworth A., et. al, 2007).
references
Daun-Barnett, N. J., & St. John, E.P. (2024). Public Policy and Higher Education (3rd ed.). Taylor & Francis. https://mbsdirect.vitalsource.com/books/9781040171721
Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
St. John, E. P., Hu, S., & Fisher, A. (2011). Breaking through the access barrier: How academic capital formation can improve policy in higher education. New York, NY: Routledge.
Week 8
Richard Rucker posted Mar 26, 2026 6:40 PM
Hello all,
St. John, Hu, and Fisher’s academic capital formation framework emphasizes that student success is shaped by a series of connected experiences that begin well before college enrollment and continue throughout a student’s academic journey. The admission policy I developed aligns with this framework because it moves beyond simply evaluating students on narrow academic indicators and instead considers how institutions can create broader pathways to access and success. In particular, the policy supports family engagement by encouraging clearer communication and outreach to students and families during the admissions and financial aid process, which can help students better understand college expectations and available support. It also addresses academic preparation by recognizing that students’ readiness is influenced by their educational opportunities and support systems, not just test scores or traditional academic measures.
The policy also connects strongly to transitions to college and engaged learning in college. If institutions adopt admissions practices that are more inclusive and paired with structured onboarding, advising, and early support services, students are more likely to persist once they enroll. Admissions policy should not stop at the point of acceptance; it should be part of a larger institutional commitment to student development and belonging. This is especially important for students from historically underserved backgrounds, who may face barriers in navigating college systems. In that way, the policy supports academic success by helping ensure students are not only admitted, but also positioned to thrive once they arrive on campus. However, the policy would be even stronger if it explicitly included partnerships with K–12 schools and more intentional family education initiatives to strengthen academic capital before students even apply to college.
Richie
Reference St. John, E. P., Hu, S., & Fisher, A. S. (2011). Breaking through the access barrier: Academic capital formation, equity, and college outcomes. Routledge.