Abstract:
Boyer (1990) clearly expanded the definition of the scholarship of teaching to include such activities as the advisement of students. Even prior to Boyer's work, Crookston (1972), in his groundbreaking and often cited work on advising, clearly stated that advising is a form of teaching. However, most faculty do not see their participation in activities in the teaching and service areas being rewarded by their administration (Boyer, 1990). This perception can have a major impact on the amount of time and effort faculty put toward advising students and student organizations.
This study had four major objectives: to define advising in terms of rewards and time commitments, identify any differences in attitudes/perceptions of faculty and administers toward advising, the perceived competence/preparation level of faculty to advise, and the advising roles faculty and administrators perceive to be most important. A total of 222 respondents from 31 land grant universities participated in the study.
Both faculty and administrators agreed that student advising should be considered in promotion and tenure decisions. However, only 25% of the faculty in this study agreed that student advising is a factor considered by administrators in these decisions. A majority of department administrators indicated that these activities are considered in promotion and tenure.
Keywords:
comparison, faculty, administrators, advising, graduate, undergraduate, organizations
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