Research on the influence of the Council for the Advancement of Standards in Higher Education (CAS) on academic advising is limited. Using a comparative case study method, I respond to this research gap by exploring how the standards influence practices of academic advising programs. Study results indicate that participating advisors knew little…

Ten professional academic advisors were observed in advising sessions with 35 traditional-aged undergraduates to determine whether advising styles are observable and whether conceptual differences between prescriptive and developmental advising approaches are distinguishable. Individuals were observed to use one of three styles and did not vary…

In this article, we describe a continuum of responsibilities shared by faculty and non-faculty academic advisors as well as personal counselors at 4-year colleges and universities. After addressing terminology, we describe a continuum of issues that advisors and counselors routinely address and identify some triggers that might suggest that a…

College advisors can use the internet to communicate daily and exchange information with colleagues around the world, through a user-friendly academic advising forum. Basic instructions for joining an academic advising forum on the internet are provided. (Author/MSE)

A healthy advising program serves as a useful vehicle for faculty development. An institution may use the program to develop faculty skills useful in other contexts than the individual student's welfare. Advising programs should endeavor to improve students, faculty, and the institution. (MSE)

This article outlines a developmental/psychosocial framework for graduate student advising based on existing conceptions of graduate student advisement, knowledge about educational mentoring, and human development theory. The model identifies graduate advisors with six characteristics essential to creating a developmental context for advisement…

A discussion of ethics in college academic advising looks at four ideals of ethics (utility, justice, respect for persons, and fidelity), proposes eight ethical principles for advising, and applies them in five hypothetical case studies. The principles are suggested for training purposes, not as a code of ethics. (MSE)

Because of growing numbers of international students and the values they present to colleges (both in enriching the community and as paying students), small colleges will benefit from employing foreign student advisors to act as orientation leaders, cultural advisors, academic advisors, community liaisons, press agents, club sponsors, and even…

In the role of career counselor, the academic advisor helps advisees define the process necessary to obtain employment and life fulfillment. Helping advisees select the courses necessary to realize their career goals is only part of that guidance. A model for career advising based on a developmental theory of career counseling is proposed.…

A membership survey (n=562) of the National Academic Advising Association (NACADA) revealed five groups of advisors based on their perceptions of characteristics of their work environments (quality, breadth, and resources). Profiles of each group are presented. The new groupings provide more information than previous classifications by institution…

A survey of 48 faculty advisors at 2 colleges investigated specific advising attitudes and practices that students characterized as developmental in a previous study. Results suggest advisors use the relationship to involve students in their individual college experiences, to explore factors contributing to success, and to show interest in student…

The search model and compromise model currently dominate thinking about career development. One assumes that individuals form occupational personalities that are the basis for occupational selection; the other considers career choice a lifelong integration of experiences with environmental barriers. These can help the academic advisor guide…

This article argues that academic advisors are well positioned to recommend new policies and programs in response to need for change in colleges. A method for advisors to propose and implement campus innovation is offered, and a case study illustrates the utility of this approach to bringing about change. (Author/MSE)

An American academic advisor compares U.S. systems and techniques with those in several English institutions. Problems unique to the English institutions include certain customs and attitudes and lack of flexibility in the educational system, and similarities include some administrative problems and the need for acceptance of the service. (MSE)

Examines implications of postmodernism, particularly chaos theory, for academic advising. Suggests that postmodernist advising acknowledges student angst and self-doubt, views each individual as a unique person and each advising session as a unique opportunity, views change as an ally rather than nemesis, and believes the advisor's impact is not…