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“In my experience as an English professor for twenty-five years, I have never seen advising used to a candidate's advantage in tenure and promotion considerations. Should a candidate refuse to do advising or should the candidate's advising be seen as ineffective in some way, then the negative would be used against the candidate. Otherwise, I think the time and effort that faculty devote to student advising is purely a benefit to the students and the institution. I hope that my experience differs from that of colleagues around the country.” – Rebecca Williams, University of Central Arkansas, May 07 “This is much less likely to occur in the research institutions, for the obvious reasons. However, in the 'teaching' institutions, I have found a number of them that use a planning formula, where each faculty member is able to negotiate a percentage of the workload to be apportioned among the traditional evaluation areas of teaching, research and service. I hope these would become more prevalent in the future. However, I have always argued that for such change to occur, it will need faculty advocacy, not administrative imposition, and this will not likely be achieved quickly. Bottom line – 'yes' it can be; but will it? That question is for many faculties to answer, IMHO.” – Tom Grites, Richard Stockton College of New Jersey, May 21 The Mentor is published by Penn State's Division of Undergraduate Studies Available online at www.psu.edu/dus/mentor/ Privacy and Legal Statements | Copyright | © The Pennsylvania State University | All rights reserved | |
