Faculty Advising: Roles, Rewards, and Requisites

Abstract

In this chapter, the challenges and controversies of faculty advising are addressed in a panel‐discussion format, from the various lenses of academic leadership, faculty, and faculty development. The panel discusses issues of workload, promotion and tenure, and accountability related to academic advising roles and responsibilities.

Improved Student Experience with Advising at a Comprehensive University: NSSE Results and Planful Responses

“…Most notably, we have initiated a Master Advising program that results in an electronic badge that appears on advisors’ profiles and, to be maintained, requires bi‐annual training. The Master Advising program was modeled after similar trainings across the nation (e.g., Troxel 2018) and includes asynchronous online elements capped with a synchronous two‐hour workshop and a final reflection paper. Launched only a year ago, we have already had 100 individuals complete the training, and evaluations by participants have been strong.…”

“…Campus assessments indicated faculty enjoyed advising within the major but were less enthusiastic about advising for general education courses (Morgan 2012). Concerns regarding giving inaccurate information were chief among the reasons for ambivalence about the practice of advising; although, advising as an aspect of faculty responsibilities reflects larger, more complex discussions of faculty life (Troxel 2018).…”