Faculty Advising Faculty

Results from the Center for Research on Learning and Teaching (CRLT) Faculty Advising Faculty performance evaluation surveys revealed that faculty found the issues raised in the performance and in the interactive discussions that followed to be highly useful. Many faculty mentioned that the performance motivated them to take action, such as "seeking mentoring" and "listening better." The five FAF survey questions averaged 4.21 on a scale of 1-5 (not useful-highly useful) or (strongly disagree)-(strongly agree).

For future presentations, faculty asked that we explore issues of race, age, and sexual orientation in addition to gender (as it relates to mentoring), and to portray classroom interactions with students, hiring scenarios, dealing with administrators, scenarios in the humanities and how to balance teaching, research, and service. "It wasn't so much about learning anything new," said one member, "but it was the innovative way of presenting these issues that allowed us to enhance what we already know."

Forty-five participants completed evaluations for the CRLT "Faculty Advising Faculty" performance.

Question & Responses: Range = 1 (not useful) - 5 (highly useful) OR 1 (strongly disagree) - 5 (strongly agree)

  • How useful were the issues/topics raised in the actors' performance of “Faculty Advising Faculty” for your role at your university? N = 45 Mean = 4.36 (SD = .80)
  • How useful were the issues/topics raised in the audience/actor interactive discussion for your role at your university? N = 45 Mean = 4.42 (SD = .69)
  • The issues raised in the performance reflected my personal experiences. N = 45 Mean = 3.53 (SD = 1.32)
  • The audience/actor interactive discussion(s) enhanced my understanding. N = 45 Mean = 4.16 (SD = .93)
  • The balance between giving information and encouraging discussion was appropriate. N = 45 Mean = 4.58 (SD = .75)

Question & Sample Answers

What was the most significant thing that you learned from the performance that you will apply to your teaching/work?

  • Take more responsibility for mentoring junior faculty
  • Mentoring takes time and people need to learn the skills.
  • When I schedule time with a student/faculty I will give her/him undivided attention.
  • Our department needs to examine how we are mentoring our junior faculty and what feedback they have.
  • The reflection from the performance on the mentorship will be applied to my own advising to my students and how I give "constructive" and "useful" feedback to my students.

Additional Comments

  • Performance interesting and thought-provoking.
  • I thought these folks were terrific! And I love that FIU has demonstrated the priority they place on these issues by inviting the University of Michigan group to campus.
  • Very novel way of stimulating thoughts and ideas about how we work with colleagues, particularly the tenure-earning faculty.