Difference between revisions of "Random Faculty Assignment"

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Model A - the Hummer
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Random Assignment by class standing. Faculty would be assigned students of the same level<br>and would follow through their career. Students grouped by lower and upper division.
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====Pros====
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*Encourages broad liberal arts and interdisciplinary advising conversations and content
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*Common experience for students to meet other students across the curriculum who are at the same
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*moment in their UG trajectory.
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*Least administrative overhead
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*Potential to allow for team coordination by faculty advisors who are working with different levels of
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*advisees
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*Frees faculty and students from presumptions about the advisor/advisee relationship
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*Does the most to remove inequity from the process
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*A great way to have students interact with disciplines they previously have not encountered
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====Cons====
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*Structurally doesn’t allow peer mentorship across levels within advising seminars
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*Faculty anxiety around advising students whose interest fall outside of their areas of expertise
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*Students’ anxiety around not being with faculty whose areas of expertise matches their areas of study.

Revision as of 10:01, 18 July 2011

Random Assignment by class standing. Faculty would be assigned students of the same level
and would follow through their career. Students grouped by lower and upper division.

Pros

  • Encourages broad liberal arts and interdisciplinary advising conversations and content
  • Common experience for students to meet other students across the curriculum who are at the same
  • moment in their UG trajectory.
  • Least administrative overhead
  • Potential to allow for team coordination by faculty advisors who are working with different levels of
  • advisees
  • Frees faculty and students from presumptions about the advisor/advisee relationship
  • Does the most to remove inequity from the process
  • A great way to have students interact with disciplines they previously have not encountered

Cons

  • Structurally doesn’t allow peer mentorship across levels within advising seminars
  • Faculty anxiety around advising students whose interest fall outside of their areas of expertise
  • Students’ anxiety around not being with faculty whose areas of expertise matches their areas of study.