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Faculty Advisory Council

Recent FAC Achievements

Achievements
Overall
Academics
Belonging
Interacting With Students
Faculty Morale

Overall

  • Worked with the AVP’s office to revise the FAC Bylaws to focus more on how the FAC supports the aims and mission of BYU and the importance of cooperative efforts between faculty and the university administration to improve and enrich the academic experience for faculty, staff, and students alike.
  • Worked with the AVP’s office to change the process of collaboration between the FAC and the AVP’s office. The revised approach facilitates greater and more frequent communication between FAC committees and the university administrator who aligns most closely with the committee.

Committee Members:

  • Juan Arroyo
  • Kris Boyle
  • Parris Egbert
  • Matt Heaton (chair)
  • Brian Iverson
  • David Lignell

Utilizing five years of student ratings data from the College of Computational, Mathematical and Physical Sciences (CMS), the committee analyzed student comments on 300-499 level courses (just prior to graduation). The goal was to identify whether student comments could meaningfully identify how professors embody the four BYU Aims: Spiritually Strengthening, Character Building, Intellectually Enlarging, and Lifelong Learning and Service.

Results demonstrate that while students can assess the "Spiritually Strengthening" aim with moderate reliability, their ability to assess the other three aims is limited. In response to the results of this study, the committee offers two recommendations.

  1. We suggest developing more targeted survey questions aligned with each specific BYU aim. For example, the student survey could include a question such as: “In regard to the BYU aim of Character Building, to what extent did this course help you grow in resilience?” 
  2. We recommend organizing existing survey questions under the appropriate BYU aims to strengthen their connection to the framework. For instance, the question “How effective is this instructor in organizing course content to enhance learning?” could be revised to explicitly reference the Intellectually Enlarging aim: “In regard to the BYU aim of Intellectually Enlarging, how effective is this instructor in organizing course content to enhance learning?”  

These recommendations have been shared with AVPs Rich Osguthorpe and Rosemary Thackery; follow up will occur in the fall of 2025.

Committee Members:

  • Stephen Bay
  • Matt Bekker
  • Meg Frost
  • Royce Kimmons (co-chair)
  • Allen Parcell
  • Sara Phenix
  • Kori Wakamatsu (co-chair)

The committee focused on understanding, supporting, and advancing Christ-centered belonging at BYU, guided by the university’s Statement on Belonging and the Office of Belonging’s statement on covenant belonging. In the context of the 2024–2025 academic year—marked by significant refinements to FAC processes and goals—the committee directed efforts toward: (a) engaging with the Office of Belonging and university leadership to assess and enhance campus belonging efforts, and (b) applying our scholarly expertise to identify and address related challenges.

 

Representing diverse perspectives across BYU, the committee met weekly, consulted with campus leaders, collaborated with university administration, and produced original scholarly work. Through these grassroots efforts, the committee aimed to complement institutional initiatives and contribute meaningfully to a culture of Christlike belonging.

Suggestions

Based on our time and efforts together as a committee, we have been reaffirmed in the belief that seeking for a truer, deeper understanding of our neighbor is the hallmark of Christ-like behavior, and recognizing and appreciating diversity on campus will help BYU become the institution that President Kimball envisioned in his second century address. Toward this end, we suggest two broad areas for emphasis at BYU:

  1. Helping faculty understand how to best encourage belonging, and
  2. Building understanding and collaboration between the Office of Belonging and faculty.

Conclusion and Acknowledgement

We are committed to the Gospel of Jesus Christ and to the mission of BYU and have appreciated the opportunity to serve on the FAC Belonging Committee this year. The Gospel of Jesus Christ gives us patterns to follow for improving belonging in our institutions, and BYU has in its founding and framework documents (including statements on belonging) firm structures upon which we can build deep, impactful, Christ-centered belonging. As BYU leverages the rich storehouse of faculty discipleship and scholarly expertise available to it, we hope that the institution continues to move in directions that are ever more welcoming, inclusive, and exalting for all of God’s children.

These recommendations have been shared with Carl Hernadez, Vice President for Belonging.

Committee Members:

  • Joey Franklin
  • Mike Goodman
  • Steve Hoffman
  • Greg Nelson (chair)
  • Shelly Reed

We reviewed 103 rank and status documents to assess how units incorporate mentoring expectations. Below, we highlight 1) unique approaches to mentoring policy and 2) a summary of mentoring examples categorized by teaching, citizenship, and scholarship.

Unique Mentoring Policies

  • Define mentoring: Provide a specific definition of mentoring.
  • Track and report measurable outcomes: Include clear instructions on measuring, tracking and reporting mentoring.
  • Focus on spirituality: Clarify responsibility to prepare students professionally and spiritually.
  • Create advancement-specific policies: Detail mentoring expectations at different career stages.
  • Pair with aims of BYU education: Connect teaching and mentoring as the primary means to achieve BYU’s educational goals.
  • Recognize co-creators: Recognize student-driven and faculty-led collaborative projects as mentoring.
  • Emphasize career readiness: Connect mentoring to professional preparation.

Mentoring Methods across Areas

Many rank and status (R&S) documents include discipline-specific examples of mentoring aligned with teaching, research, and citizenship responsibilities.

Teaching Mentorship

  • Supervising and training teaching assistants (TAs) and supplemental instructors (SIs).
  • Leading study-abroad programs, field trips, and service-learning activities.
  • Overseeing capstone projects, directed readings, and research courses.
  • Chairing and serving on thesis and dissertation committees.
  • Providing experiential learning opportunities beyond the curriculum (e.g., labs, simulations, internships).
  • Coaching students for academic competitions and case studies.
  • Advising students on coursework, academic progress, and career paths.

Research and Scholarship Mentorship

  • Conducting collaborative research with students.
  • Training students in research methodologies, data analysis, and specialized equipment.
  • Co-authoring academic papers and conference presentations with students.
  • Supporting student-led research initiatives and publications.
  • Assisting students in securing research grants, awards, and fellowships.

Citizenship and Professional Development Mentorship

  • Advising student organizations, academic associations, and professional societies.
  • Guiding students through graduate school applications, internships, and job placements.
  • Writing letters of recommendation.
  • Promoting the success of underrepresented students and fostering an environment of belonging.
  • Mentoring students in professional and community engagement (e.g., legislative advocacy, networking).

These recommendations have been shared with the Center for Teaching and Learning; ; follow up will occur in the fall of 2025.

Committee Members:

  • Brad Agle
  • Matt Grey (co-chair F'24)
  • Sharon Harris
  • Gus Hart (co-chair)
  • Chelom Leavitt (co-chair W'25)
  • Tresa Leavitt
  • Steve Ricks
  • Chantel Sloan
  • Gordon Smith

Executive Summary

The Faculty Morale Committee worked on two issues this year: 1) faculty morale and 2) ensuring success and belonging of professional faculty

  1. Faculty Morale

The Faculty Morale Committee compiled a report based on an informal survey of members of the FAC. This report was communicated directly to the AVP’s Council at their request.

The Faculty Morale Committee also met with VPs Justin Collings and Mike Barnes to discuss the report. The Committee felt the discussion was very productive, with both VPs acknowledging the concerns. Justin and Mike requested a list of suggestions for improving trust between administration and faculty, which the committee provided to them.

  1. Ensuring Success and Belonging of Professional Faculty

In response to a request from the AVP Council, the committee informally gathered perspectives from professional faculty to learn how professional faculty experience BYU. Further clarification during an in-person meeting focused efforts to provide suggestions for ensuring success and belonging of professional faculty, particularly given that the percentage of professional faculty is increasing. The Faculty Morale committee plans to continue exploring this issue and identifying ways that the University can provide meaningful support to professional faculty that would help them to be successful and thrive at BYU.

 

The committee has already implemented several ideas aimed at improving faculty morale that emerged from the collaborative process of assessing morale and identifying meaningful ways to enhance it. We thank BYU administrators, including AVP Justin Collings, for initiating this inquiry and for thoughtfully considering the concerns and suggestions raised by the committee.