Gunny’s enthusiastic role as faculty advisor for fledgling microbiologists at Cornell

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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Essay: Student Science Research in Education Abroad

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v12i1.185 ◽

2005 ◽

Vol 12 (1) ◽

pp. 123-125

Author(s):

Carol Mankiewicz

Keyword(s):

Undergraduate Research ◽

Science Research ◽

Quaternary Geology ◽

Education Abroad ◽

Faculty Advisor ◽

Western Mongolia ◽

Research In Education

This essay reflects on the experience of mentoring undergraduate research on a project on quaternary geology in the Turgen Uul Area, Northern Altay, Western Mongolia (Tavan Har) from the perspective of the faculty advisor.

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Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors

Collected Essays on Learning and Teaching ◽

10.22329/celt.v9i0.4440 ◽

2016 ◽

Vol 9 ◽

pp. 111 ◽

Cited By ~ 4

Author(s):

Jacqueline L. Beres ◽

Jess C. Dixon

Keyword(s):

Graduate Student ◽

Potential Role ◽

Mentoring Relationships ◽

Faculty Advisor ◽

Faculty Advisors ◽

Mentoring Functions ◽

Academic Mentoring ◽

Academic Faculty ◽

Faculty Mentors

Although previous studies have offered empirical and anecdotal support for academic mentoring, there are still considerable gaps in understanding the specific actions or components that are present in these relationships. Research has shown that academic faculty mentors provide all of Kram’s (1988) mentoring functions to their graduate student protégés. Despite numerous claims to the presence of “friendship” in graduate student-faculty advisor mentoring relationships, others question if friendship is even possible within this context. Thus, there is ambiguity about the role of this particular function in academic mentoring. In our attempt to reconcile results from a previous study on graduate student-faculty advisor mentoring and better understand the potential role and temporal development of friendship within this domain, we sought clarification in the existing literature. To our surprise, the literature lacks consensus on the topic and requires additional scholarly attention. Consequently, the purpose of this paper is to share insights from our previous study examining mentoring in academia, summarize empirical findings and conceptual advancements on the topic of friendship in graduate student-faculty advisor mentoring relationships, and propose directions for further inquiry in this area, in the hope of strengthening academic mentoring relationships.

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