Valuing and Rewarding Academic Advising: Models for Chairs and Deans
Advising structures and systems vary widely from institution to institution and may include a combination of both faculty and professional staff. Despite the frequently cited notion that advising is an activity that should somehow be inherently rewarding, the people who fulfill these roles look for meaning in and recognition of their performance in advising. Instead, professional staff express frustration with systems that frequently do not allow for career advancement, and faculty want to know how advising will advance their promotion and tenure agenda. What can chairs and deans do to ensure quality advising for their students? What can they do to have advisors who feel valued and who value this important relationship with their students?