"Reinvigorating Faculty Advising on Your Campus�It�s Time to do it!"
Reinvigorating Faculty Advising On Your Campus—It’s Time To Do It! Michelle M. White and Ralph G. Anttonen Millersville University NACADA 2012 Annual Conference-Session 310 October 7, 2012 Is the budget crisis affecting advising centers? Are we returning to earlier days of faculty advisers? “Schools that now use professional advisers will likely force faculty to assume a greater advising load” (Carlton, 2010) It’s time to collaborate—advising centers with faculty advisers! Reality of Faculty Culture What’s in it for me???? Focus on advising initiatives that led to promotion and tenure Engelkemeyer & Landry, 2001 Quotes “Advising is the intersection of the teaching and learning experience” (Myers and Dyer, 2007) “An excellent adviser does the same thing for the student’s entire curriculum that the excellent teacher does for one course” (Lowenstein, 2005) How can faculty be engaged in advising? For some faculty, there are “Intrinsic Motivators” Appeals to logic i.e., part of faculty responsibility Altruism Creation of opportunities for faculty input and sense of buy-in Engelkemeyer & Landry, 2001 Extrinsic motivators PROMOTION & TENURE Public recognition Monetary compensation Release time Key Components to Engage Faculty Campus administration “Ad Hoc” committee Support from key administrators Support of middle-level managers Faculty professional development center University Wide Advising Committee NACADA membership and conferences Campus administration A campus wide initiative Led by a senior faculty member or administrator “Advising as Teaching” as overreaching theme Teaching at its highest form and ideal context Teacher-student ratio (1 to 1) Relevant subject—the student’s own future Open ended, problem-based learning task that requires decision making major choice career to pursue The Dreaded Cry of an “Ad Hoc” Committee Major advocates and opposing voices partner to bring about collaboration Everyone must be heard! Major players Administrators Union leaders Faculty Senate presidents Chairs of important committees Curriculum, policy, etc. Student leaders Major Goals of this Committee Create a coalition Forge a shared vision and goals Share the benefits and costs of the initiative with the institution Align the mission of strong faculty advising with the institution’s mission statement (Anttonen and White, 2010) Support from Key Campus Individuals Key administrator-THE PRESIDENT This individual will call attention to the importance of good faculty advising via formal addresses and written messages to the campus community This recognition allows advising to be part of the institutional culture and benefits morale and attention to advising campus wide (Hemwall, 2008) President and Provost create incentives and provide rewards for faculty advisors such as: Certificates of recognition Recognizing efforts at graduation and convocation Letters of commendation Faculty release time Travel funds to NACADA conferences Biggest Incentive Consideration in tenure, promotion and merits evaluations This consideration is the “ultimate in extrinsic rewards” for faculty (Kerr, 2000) Support of Middle-Level (Deans and Chairs) Management Encourage faculty member’s involvement with students Publically recognize their efforts Rewarding good advising in promotion and tenure decisions Consider candidate’s history of advising students in new faculty recruitment and hiring decisions (Cuseo, 2008; Edwards, 2007) Faculty Professional Development Center Collaboration with faculty professional development programs Tie advising development to student learning and success i.e., Advising as Teaching University Wide Advising Council Campus wide committee made up of representatives of all academic departments and advising centers Choose members who are already interested in good advising Built into the institutional structure (Cuseo, 2008) NACADA Involvement Enhance advising skills Advising related research Interact with fellow NACADA members Join the Faculty Advisors Commission (established in 2001) Assist and train faculty members through: Webpage Email lists Sponsored workshops Venues at local, state and national conferences Boyer-Scholarship Reconsidered “The most important obligation confronting the nation’s colleges and universities is to break out of the tired old teaching versus research debate and define, in more creative ways, what it means to be a scholar” Boyer (1991) Boyer’s Vision of the Future Research on the advising process counted in promotion and tenure decisions Collaboration on advising related research amongst faulty as well as advising staff and administrators Call for a new scholarship Scholarship of teaching Scholarship of application like advising Boyer (1991); Hutchings, Huber & Ciccone (2011) Let’s collaborate Become an advocate to collaborate and partner with faculty on advising! What have you done on your campus to this end? Let’s share Thank you very much for your time and attention Questions and comments References Anttonen, R. G. and White, M. M. (2010). The advocates skills set: Lessons learned for building, maintaining, or restructuring advising programs in lean budget times. Academic Advising Today, 33 (2), 1-3. Boyer, E. L. (1991). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Carlton, D. (2010). What do you think academic advising will be like in ten years? The Mentor, 12 (1). Retrieved August 23, 2008, from www.psu.edu/dus/mentor. Cuseo, (2008, September). “Got faculty? Promoting faculty involvement in FYE programs & initiatives.” E-Source for College Transitions (Electronic Newsletter of the National Resource Center on the First-Year Experience & Students in Transition), 6 (2), pp. 3-5. Edwards, T.S. (2007). Practice what we preach: Advising and the hiring process. Academic Advising Today, 30 (1), 1-2. Engelkemeyer, S. W., & Landry, E. (2001). Negotiating change on campus. AAHE Bulletin, 53 (6), pp. 7-10. References con’d Hemwall, M. K. Advising delivery: Faculty advising, in V. Gordon, W. Habley, T. Grites and Associates (Eds.), Academic advising: A comprehensive handbook, Second edition. (pp. 253-266). San Francisco: Jossey Bass. Hutchings, P., Huber, M.T. and Ciccone, A. (2011). Scholarship of teaching and learning reconsidered. San Francisco: Jossey Bass. Kerr, T. (2000). Recognition and reward for excellence in advising. In V. Gordon, & W. Habley (Eds.), Academic advising: A comprehensive handbook (pp. 349-362). San Francisco: Jossey Bass. Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal, 25 (2), 65-73. Myers, B. E., & Dyer, J. E. (2007). A comparison of the attitudes and perceptions of university faculty and administrators toward advising undergraduate and graduate students and student organizations. Retrieved March 25, 2008, from www.nacada.ksu.edu/clearinghouse/AdvisingIssues/faculty_adv.htm. Contact Information Dr. Ralph “Doc” Anttonen Dr. Michelle M. White Professor & Chair, Academic Associate Professor and Student Development Dept. of Academic and Student Millersville University Development Phone: 717-872-3483 Millersville University Email: Phone: 717-872-3254 email@example.com Email: firstname.lastname@example.org