Seven components of an academic advising program that emphasizes student retention are examined. These components are as follows: an institutional commitment to academic advising, a faculty-endorsed statement of adviser responsibilities (with retention as a major emphasis), the training of advisers, an adviser evaluation and recognition for effective advising, a well-defined referral system, a group of peer advisers to assist faculty advisers, and an information support system. Each term the adviser should percentage of respondents considering an activity to be with the advisee's academic abilities, and both should work on an appropriate long-range academic plan. Developing an exploratory program including key survey courses and use of specialized campus support services, including the career development and placement office, can be helpful to students and may increase their retention in the university. It is suggested that peer advisers can do much to facilitate the academic adjustment of entering students, and upper-level students can be trained in this peer advising role to support faculty advisers. Peers can help identify students needing in-depth academic advising and provide assistance to faculty with procedural responsibilities. Important sources of academic referral and components of a comprehensive academic information system are examined. References are included. (SW)