Department head leadership and the use of faculty credit hours as a measure of faculty workload

Stringer, Matt; MacGregor, Cynthia J.; Watson, Robert I.

doi:10.32469/10355/4791

Cited by 1 publication

(3 citation statements)

References 14 publications

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“…As a result, faculty members, including those charged with advising students, may be perceived as indifferent toward advising. In some institutions, faculty members have limited time to allocate to advising activities because of their other responsibilities and the criteria used for promotion and tenure (Stringer et al, 2009).The lack of engagement in and recognition for faculty advising inevitably excludes the majority of faculty members from the discussion of advising assessment.…”

Section: Assessment For Faculty Advising Role Of Faculty Advisorsmentioning

confidence: 99%

“…272-273) When perceived as part of the educational experiences of students, faculty advising can be measured to include more aspects than satisfaction, such as advising content, process, and outcomes that align with institutional missions, values, and goals. Furthermore, the faculty advising workload needs to be strategically assigned using a rationale other than equal distribution of cases (Stringer et al, 2009).…”

Section: Assessing Faculty Advisingmentioning

confidence: 99%

“…Thus, good faculty advisors may undertake increased advising responsibilities unofficially (Dillon & Fisher, 2000). From the perspectives of both faculty advisors and administrators, the number of advisees or the number of hours devoted to advising do not guarantee accountability or reward excellence (Stringer, MacGregor, & Watson, 2009).…”

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confidence: 99%

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Assessment for Faculty Advising: Beyond the Service Component

Hutson

2017

NACADA Journal

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The faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from assessment of faculty advising to assessment for faculty advising that extends the consideration of advising beyond the service component. Building upon an overview of the faculty advisor role, we unpack this paradigm shift and discuss aspects to consider to enhance the quality and assessment for faculty advising in terms of advising content, process, and impact. We highlight faculty engagement in the scholarship of academic advising to recognize faculty advising as more than faculty service responsibilities.

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Section: Assessment For Faculty Advising Role Of Faculty Advisorsmentioning

confidence: 99%

Section: Assessing Faculty Advisingmentioning

confidence: 99%