Presented By: Lauren Lewis Cline, Oklahoma State University
Co-Authors: Chris Eck, Oklahoma State University
Ashleigh Snell, Oklahoma State University
Rob Terry, Oklahoma State University

The COVID-19 pandemic inspired researchers to study the well-being of students and faculty at higher education institutions. Few studies, however, focused on well-being of faculty undergraduate advisors (FUAs). Well-being is cited as a root cause for an exodus of higher education professionals. These professionals, including FUAs, are important to student retention. In colleges of agriculture (COA), FUAs can provide a connection to the agriculture and natural resources industry that students from non-agriculture backgrounds may often lack; but little is known about their level of well-being regarding this component of their faculty role. This study aimed to determine the well-being of FUAs at [COLLEGE] utilizing the Positive Emotions, Engagement, Relationships, Meaning, and Accomplishments (PERMA) model. The levels of each PERMA construct were tested to identify differences in self-perceived well-being between the roles of faculty member and FUAs in [COLLEGE]. A statistically significant difference was found between faculty's self-perception of well-being as a faculty member and as a FUA (P: t = 5.76, p < 0.001; E: t = 5.81, p < 0.001; R: t = 5.16, p < 0.001; M: t = 3.89, p < 0.001; A: t = 3.99, p < 0.001). FUA well-being averaged between 2.19 and 2.91 on a scale of 1 to 5 (P= 2.45; E= 2.19; R= 2.90; M= 2.51; A= 2.62), indicating a low level of well-being related to the role. Could the low level of self-perceived well-being by faculty members regarding their role as a FUA impact their job satisfaction and retention? We recommend COAs consider the influence of FUA well-being upon student-advisor relationships, and consequently, student retention. We recommend COAs develop advising models that benefit faculty and students, such as dual or supplementary models, allowing faculty to maintain vital relationships with students while also maintaining well-being in their faculty roles.