Ashley Ruby

Director of Advising & Academic Success; Asst. Director of the Learning Commons

Garrett College

Ashley Ruby

Director of Advising & Academic Success; Asst. Director of the Learning Commons

Garrett College

In addition to her role as CCA content expert, Ashley Ruby serves as the Director of Advising and Academic Success at Garrett College in rural Western Maryland. In this role, Ashley oversees academic advisement for entering, developmental, and probation students, academic support services such as tutoring and testing, and career and transfer advisement. She also serves as Assistant Director of the Learning Commons and aided in the transition of a sluggish college library to an active learning-centered gathering place.

Prior to this role, Ashley has served her institution as both academic advisor and adjunct instructor of courses such as developmental mathematics, First Year Experience, Introduction to Communication, Field Experience in Business and Information Technology, and Natural Resources Seminar II. She has served her community as a public school academic intervention teacher and and long-term local business manager. Both her prior and current roles have positioned her well to understand and bridge the areas of student services and academics.

At a small institution, staff have the advantage of collaborating frequently across department lines. While Ashley serves her institution as the expert in the entities directly under her purview, she is also knowledgeable in many other areas, such as Admissions, Academics, Marketing, Records, and Financial Aid. Add to that her prior background in business; Ashley upholds many skills that are highly valued in higher education today, like customer service and market-driven decision-making.

Ashley’s multiple roles at her institution and diverse skillset have allowed her the opportunity to gain expertise, lend vision, and enact results to multiple Complete College America game-changing strategies. Her areas of expertise include Proactive Advising, Academic Mapping, 15 to Finish, and Technology Implementation.


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15 to Finish

Boost the number of students who are on track for on-time graduation by encouraging enrollment in 15 credits each semester (30 credits per year, including summers). Financial aid dollars, as well as institutional process and practice, should support that standard.

Math Pathways

Ensure all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study.

Corequisite Support

Increase gateway course completion within the first year by enrolling entering students into the college-level math and English courses, providing those who need additional help a concurrent course or lab that offers just-in-time academic support.

Momentum Year

Build momentum so students meet first-year benchmarks: informed choice of meta major or major, enrollment in 30 credits with nine in the program of study and completion of gateway courses. Provide early support and guidance for decision making, using interest assessments and labor-market data.

Academic Maps with Proactive Advising

Default students onto highly-structured academic maps that include 15 credits per semester (or 30 per year), indicate milestone and pre-requisite courses, and empower advisors to effectively monitor progress and provide intervention as needed.

A Better Deal for Returning Adults

Increase degree attainment by inviting adult learners back to complete their education, providing a redesigned system that offers accelerated courses, year-round enrollment and predictable schedules. Give credit for prior learning and experience and additional support to help students navigate the system.

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