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Mentoring and Advising

WISR faculty are a very distinctive group of people, capable of combining intellectual rigor with practical know-how, and eager to guide, mentor, support, and collaborate in personalized ways with each student.

WISR has deliberately sought faculty members whose range of ethnic backgrounds, academic disciplines, work experiences, and community involvements allow them to act as resource people for WISR’s adult, community-involved students in ways that go beyond intellectual specialization and unite academic with professional and community concerns.

WISR faculty members generally have very broad, interdisciplinary social science expertise beyond their particular areas of specialization, which enables them to work with our varied student population. They have many years of teaching experience, both in traditional academic settings and at WISR. Many have been teaching at WISR for 10 years or more. There is a very low rate of faculty turnover at WISR, and indeed, faculty are enthusiastically committed to working at WISR in personalized ways with the diverse and talented population of mature adults who enroll at WISR. More specifically, faculty serving as a major advisor for students shall have been active in their field of scholarship or profession during the five year period preceding their mentoring and advising of students.

WISR faculty members also have a rich background of involvement with community organizations, other educational institutions, and consulting practice. This practical experience further enriches their contributions to student learning, given the strong practical community concerns of most of our students. Indeed, this is the case with our two faculty are licensed Marriage and Family Therapists (MFTs).

WISR faculty meet together regularly, at least monthly, to discuss and fine tune our approaches to working with students—both as individuals and in seminars. In these meetings, we plan seminars, problem-solve together about our work with students who present special challenges, participate in faculty development sessions, plan quarterly All-School Gatherings to bring the majority of our learning community together, and discuss WISR’s future directions. Faculty engage in evaluations of their teaching informally throughout the year based on informal student feed-back and discussions with other faculty.

WISR is strongly committed to supporting the development of all WISR faculty.  WISR considers faculty to be lifelong learners as well.  WISR faculty academicians and professionals who are devoted to improving themselves in their areas of expertise, and also to further expanding their capabilities to engage in the learner-centered instruction and the multidisciplinary inquiry that are distinctive qualities of “learning the WISR way.”

Sometimes Board members, most of whom are experienced academics as well, contribute to our discussions of how to improve the quality of education at WISR.

Break for some music at the Annual Conference--doctoral student Andrea Turner, faculty member, Cynthia Lawrence, and alumnus, Osahon Eigbike

Break for some music at the Annual Conference–doctoral student Andrea Turner, faculty member, Cynthia Lawrence, and alumnus, Osahon Eigbike

Faculty and Board understand and appreciate:

The intangible qualities underlying learning relationships at WISR

WISR Counseling Referral Guide

WISR faculty are to use these guidelines, suggestions and resources when you are working with students who may be in need of professional counseling support and assistance:

Counseling Referral Guide