Approach strengthens coordinated guidance and broadens opportunities for academic connection

Harvard College is introducing a redesigned advising model for first-year students aimed at providing more consistent, coordinated academic support while expanding incoming students’ access to a broader advising network.

The new approach shifts from the current pre-concentration advising system toward a model focused on structured guidance at key points in a student’s first year. Under the modified structure, students will receive advising at three main stages of the first year: pre-arrival and fall course registration, spring course selection, and preparation for declaring a concentration. Centralized onboarding, small-group advising sessions, and expanded academic resources will help guide students as they navigate each step.

The model also puts more emphasis on student choice, encouraging undergraduates to build relationships with a range of mentors—including faculty, teaching staff, peer advisors, and residential staff—rather than relying on a single assigned advisor. Proctors, Peer Advising Fellows, and Resident Deans will continue to serve as consistent points of contact, helping students connect with the right resources and opportunities.

The transition also introduces a strengthened advising infrastructure designed to better prepare students for the academic expectations of Harvard College from the start. Pre-arrival programming, such as online modules, centralized advising resources, and faculty-led sessions, will help students arrive on campus with a clearer understanding of academic pathways, course selection, and the skills needed to succeed in a rigorous intellectual environment.

At the same time, the model expands opportunities for students to build meaningful academic connections early on. By engaging with faculty, teaching fellows, and departmental advisors, alongside residential and peer support, students can develop a wide network of mentors to guide their exploration, support growth, and contribute to long-term academic and professional development.