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Frost, Susan H.Academic Advising for Student Success: A System ofShared Responsibility. ASHE-ERIC Higher EducationReport No. 3, 1991.Association for the Study of Higher Education.; ERICClearinghouse on Higher Education, Washington, D.C.;George Washington Univ., Washington, DC. School ofEducation and Human Development.Office of Educational Research and Improvement (ED),Washington, DC.ISBN-1-878380-05-0; ISSN-0884-004091

RI88062014118p.

ASHE-ERIC Higher Edacation Reports, The GeorgeWashington University, One Dupont Circle, Suite 630,Washington, DC 20036 ($17.00).Information Analyses - ERIC Clearinghouse Products(071)

MF01/PC05 Plus Postage.*Academic Advising; Adult Students; Athletes; CollegeFreshmen; College Students; Decision Making;*Decision Making Skills; Disabilities; *FacultyAdvisers; Foreign Students; Goal Orientation; HigherEducation; Minority Groups; *Responsibility; SchoolHolding Power; Student Development; *Teacher StudentRelationship; Tran-fer Students

This monograph eXamnes s'.udent advising in thehigher education setting by focusing on shared responsibilitystrategies that enhance student motivation and persistence in adiverse student population. in the first two sections, a new conceptof advising called developmental advising is described in which therelationship between advisor and student is vital and in which theadvisor's role is to help the student look at long-term as well asimmediate goals. This quality in the advisor-student relationshipserves to increase the student's involvement and persistence incollege and to prepare the student for future decision-makingsituations. The strategies for achieving this type of relationshipare explored in detail in the third section, including ways to helpstudents focus on and assist in clarifying their needs and aims. Thefourth section focuses on the partic.ular needs, characteristics, andbest advising strategies for special groups including minorities,academically under-prepared students, disabled students, studentathletes and international students. Also discussed are students intransition, freshmen, students with undecided majors, transferstudents and adult students. A sixth section offers advice on how toestablish and implement a successful advising system through programmanagement, selection and training of advisers, evaluation andrecognition, collaboration, and viewing the program as a systematicenterprise. A series of recommendations and suggestions concludes themonograph. Over 200 references and an index are included. (DP)

4

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Academic Advising for Student Success:S.);slon qMared Re.spmsibility

Siotol Ii Frost

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EXECUTIVE SUMMARY

Although most college students are advised about theirtourses of study. kw po pie view ',teach:mit- advising as ameans of enhancing the pi is it it e niwomes t if illege.Research tin ct illege students suggc.sts that activities like advising ukl inaease students' invt rkenwnt in their et illegeexperiences, 'This rept irt fix.tiws tin WM'S I If advisingin the cc intext of research tin et mtact between faculty andstudents. students illy' ikement, :Ind persistence. CAand universities et iuld use sf nliegic planning it design AI% ising prirgrams based on relat i inships of slured resptinsibiluand ti ieused on students' suceess. The hilt irmath in is Apprtpriate fi ir advising administratt it facuhy advisers. professionaladvisers. peer advisers. and others \flu) wt n.k to increase the

ititcomes it )llege thn nigh academie advising.

Is a New Look at Academic Advising Warranted?Research on IN siI 1w t mkt nnes if ti illege and i in the diverseneeds lir students making up today's student IN ipulatic in soggests that a nm lot ik at advising is needed. Findings link Academic advising diretliv and indiret tk to et luL.K.1 bemeenfaculty and st tklents and persistelh e in et ANC. kir example.involvement influences learning and defines efteCtitl tushtink His is Oh having the twat IR u hit sifiLfents ( ;Win198 ). Research atm indkates that frequent and meaningfulLi intact with taeultv members. especially ci intact fix usingt in intellectual or career related issues. seems to nicrease stydents. involvement and motivation A-si in i()Sf: Rist'aretit1980. 198.71 Teren/ini, Vast arena. and It trang 1982: Tintttt8 These results t an lw imp irtant to advisers, ti ir they

have Me eapatit hi Mt !Vase tileaningtui et intat t tt ith studentsand to (lie( itirage them to persist in t

)ne essential WAV h i engage students in :idt ismg is I(design iv( igrams that ackn, Iwledge their indivkhial needs.I )itersit 4 ink k hatAt WO/es hidav's sit 0011 j rillaticbin nfiributes to pluralistit sc iettly that benefits allmembers of the t t't inlmunit\ Bet Mist' ad% isel-s tiflelk 4 nirage students ti> esiph ire dim dtiterent es 'is petacit irs, the ad\ ismg ref:flit 111511)11 cml pAnkillarh lesfitit P pkiEdNi). Findings a rest:art h .iddressing the needs (ethnie Mint itities. students m, Iii ate it ationitalk underprepared tt ) enter 4, ..tudents st ith disabilities. student :1111ktt s. anti intern:Hit n1 studcnts st4wesi if LH advisers tt ht )rect Ignite the needs of IN Ipulati( git H if s mid lath IF atk !sing

- it (1(14.11(ft lib /wig low \fildetif Slit «'%% 111

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practices ppropriately engage in dvvelcipmental advising.Devefi ipmental advisers involve studems in the achising relatic inship and demonstrate that circumstances sum iundingindivklual differences, mil stereottpical differences, definestudents' needs,

Advisers can also resplind to students wilt) are in stagesot transition. Regardless 1 age or perm mal situatit in. somestudents do not "(lc easily into college life freshmen, sindents with undecided majors. transfer students, and adultstudents, for example. Advising freshmen is especially importaut. AcAlemic integration seems to influence freshmen'sdeveh ipment of academk. skills (Tinto 19S" ). Advisers whtfacilitate assimilation to college understand tactors affectingfreshmen's fit and persistence They share responsibility fi itadvising with students and begin educational and c.areer planning. Perceptive advisers encourage all students in transitic mflto focus first int expfi ;ring life, career, and educat k nal pmts.Then students in transitic in seen) better equipped to sdecteducat mai pri >grams. chi K ise cc murses. and schedule classest Tint( 194"

What Themes Are Evident When Advising IsConsidered in the Context of Research?'fbe central theme is one of shared resptinsibility. an essentialingredient in an effective rdatit niship between ach.ker andstudent. Nh )st students expect Specific answers ti m short fermqUeSnuns AIN MI cc mrses. schedules, and pie( kedures fromadvisers. Rut advising Can ht. VitlVt'd in a bn mailer way. Advisers wlic m first enct wage students it 1,1 insider larger quest it Ms

ekfticafk glat and career goals and then help studemsplan their cc Mrses cit study share resp HThibilit fi it advisingwith students. As students frame gilestit ins ANKH the futureand Neek the infi Winatic in they nerd ti) formulate answers,they practice behau t it useful in fiatire perm mai and professic nut situatn ins

Shared respt insihilitv is aim imp( trtant :If the insfinif ic MalConstnicting cc medicos between aeadernie aflairs.

%indent affairs, and suppt sen ices can encourage studousIt I bect nue involved and k ) persist in college. When a hrt mad

base of the college comniunitv plans fin-, illipkments. antevaktafes aLIVIsing services. ad ising cJll her( inie a Systentatit'enterprise it the insfinincin fliat enhances the educational,101« !Huge.

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How Can Advising Become an EssentialAnd Systematic Enterprise?\Oen col1aheraiitni and shared responsibility are central tt)advising, an advising syviern can result. Colleges arc System:ilkenterprises comprised of linking and interacfive parts, andIwo* and programs working together are important inachieving positive outcomes (Tinto ). As adminisiraliadvising cexirdinators. individual advisers, and the rse whosuppe in advising work te Nether. the advising program canbectime an essential s)..stem in the academic community.(-A )mp nlents of the planned system are selecting, training,and feCt ignizing advisers, and evaluating all ci rnipt inents iiithe pre igram.

What Are the Long-term Outcomes ofSuch an Advising System?Ideally, advising is first a means explt wing careers andmajors and then a meth( id reit selecting et iurses and arrangingschedules. As partners in the pP Wes., students :an learn to(Ilse( Avr 1 iptit ens. tratne quest k ins, gather informant in. andmake decisie ins. which tali increase their invi ikenwnt in cuikwe and encourage them tt ivrsist Iii graduat it in

Institutions as Well as individuals bent.rn Int um the ette irIs)1 administrate ur.tt ndinatt it's. advisers. and suppi urt per

si mnel whi) wi irk together te i et instruct an advising systemWren representatives tn im these gn nips plan. train tin-. impk .mem. and evaluate advising, they can create a network t rt.vtii perm k in that can be transferred It oil icr xspecis (4 thecolkge. They also me I ct irative beltaVii ir It ir `in Itk'nt S.

Prt igram planning centered an mild the institution's missit inand all students needs t an restilt in J thn3i33it. 3tivising svstem hae ing the capacity It i adapt k i internal and externalchange.

The move funn an advising system fused merek stipplying answers to students' quest ii ins abe iut scheduling andregistrant iii u a system I it academic planning will nt it takeplace in oiw term. Nt in will it take place in ine academie yearThe Mt )ve is :1 deliherxe. tu rikvi ice etre in that ince riveschanges in pratfices andati itudes. A It K k at the historicaldevele ipment of advising suggests that change is diflicuh athest. While si eme si &Hie ins to quest it ins ahe buiad hasedappn iaches tu advising exist. most pre %rams still center tinprescriptive act i ities f I fahlev and Cu ickett I98.4 ) Even

arientk Alt p.mg Studewi su, 4 (N

th( gig!, involved students appear to he successffil students.most advising programs seem to offer students short termrelatiiinships with advisers. If the current literature cm advisinghas (ine theme, it is that of shared responsibility. This themecan guide tht ise who plan fig and manage pro rgrams as wellas thtise who interact with students. If applied creatively andvvith an eye to the finure, perhaps academh advising rattionships (-an provide learning experiences that pr ve valuahle to students during the college years and bey( mil.

What Recommendations Can improve Advising?The foill( iwing reit immendat it ins c iffer a beginning pc nnt Ii wan advisc system based ( in shared respcnIsibility They arent it intended as final scilutk ins, but as a framework fin. planning and progress.

I itn.Wder adViSing ac an institutinnulde sitstein centeredamnia stadents inirdiwinent and pi (sitive c(Whige (rut((ones Advising slunild serve the needs if all studentsand c( intribute to their success ill college.

' pnu Ile (ncept.s (if shmid restx;nsibility f ir lmth studntsand the institution This t wientat it in can ser\ e It 1 illYt dyeRidents in their academic futures and tt enct itirage

t nitto Mk's,3 Begin the adrisIllg flualrflo'M (II Ilk'

Ialgelylltt)0Se (fl advising inid PilUle 1( (111 tift'artlIessof detail.. This applf Each is imp( omit fin- students andIt ir institut it Ms. Advising she it Itti ci intrihutc to students.k.arning and SUL ess, rut it mereiv stippl% :11ThWet'S it speefile titles( It Ills. it silt add nIttihtity k the A c.ralleffect i\ eness 4J1 educat it in.Hem .for Nue( Cm An part icipants in advising shc nildmt lved iii an i ngc iing, strategic- eth 1 tt center advisingannum! a 111(Uningttil missie tn. Individt ul snider its reflectdu" rrulltatic in when they engage in adeinic planningviith ach isers

talltae E3111:11i(qt (4. I he t A (Tail prt igram and individualt innibutt ns Is ait essItiuill 11.111 lii IlfillISt icstats .ttl

pn ti ide direct it rti kn changeccillaborate. Participation in a shared ad\ ising relatit inslupleads students It L.( intact many memi)ers of the c illege

ininitinIR It )1' AllsWet's It t [tlestit ttls I iLit arise in academicplant iing 'ihese rest nirCe persc ins then adv Ise hi )th It 4"

II

nully and infi milk. Others suppt irt the process. Ai irkpre nide t ALIN mit ive flit del k r students and enci nu.

age them tt cc it verate with their advisers.

it.ing tr Viittlfent S,e t /

ADVISORY BOARD

Alberto CalbreraArizoiu State I 'niversitv

Carol Everty FloydBoard of Regems of the Regency I 'nivo-sities systemtitate Min( )is

LJackson Newell'niversity of I 'tah

Barbara TaylorAssociation of Governing urds tit I 'niversities and Aleges

j. Fredericks Volkweinsue I Inivcrsity of New NI irk Athany

Bobby Wrightl'omslivania state

----_-..^ - - -^ .adetnn Tqng t VII( kW \lit tv,

1

CONSULTING EDITORS

Brenda M. AlbrightState of Tennessee I ligher EdLi Cation CoM Mission

William E. iiedterIndiana I 'niversity

Rose R. BellNM School fur st icial Research

Louis W. BenderFk irida State I 'it iversit

Paul T. BrinkmanNational Center li ir I ligher Educatit in Management Systems

David G. BrownTniversity ut Nt irth :art ihna

David W. Chapmanstate I niversity ( if New Ye irk Allunv

Linda Clement'niverskY t if Mar)land

Richard A. CoutoTennesstV Slate I 'niVelsity

Peter FrederickWabash 0 illege

Mildred GarciaNIontelair State illege

Virginia N. GordonOhio State I 'niversity

Wesley K. HableyArnerkan College Testing

Edward R. HinesState I 'ilk ersit%

Dianne HorganMemphis State I *ni%ersii%

Don HcksslerIndiana I nivel-so

John L HowarthPrivitt. (:( tristlital it

- _ -

.1( fIlieddlte .11111+1111.;

_ . .

Slurh',Il %It(

1 1

X1

XII

William Ihlanfe IdtNonhwestem t rs y

Susan Jeffords'itivesity of Washingu

GregJohnsonlarvard College

Margaret C. KingSchenectady County Community Ct tilege

Christine MaitlandNatk mat Education Am( iici;tt it tn

Jerry W. MillerAnwrican Ct tlkge Testing

James R. MingleState I ligher Educatkm Executive Oincers

Richard W. MooreOlift wnia State E. 'niversity Nt rt hridge

Richard MorrillCentre College

C. Gail NorrisI 'tali System of Education. State lit tad t )1. Regetus

Laura I. RendonNorth Carolina State I 'niversity

Richard RobbinsState I 'niversity if New Ni )rk Plattsburg

Susan StroudNI mil I 'niversitv

Elizabeth WatsonCalifornia State I 'niversitv I lumbi )Idt

William R. Whipple'niversity if Maine

Roger 8. Winston*niversity of Get rgu

1 2

REVIEW PANEL

Charles Adamst ,niversity Missachosetts Amherst

Richard Alfred'hiversity of Michipm

Philip G. AltbachState I 'niversity of New Thrk Buffalo

Louis C. Attinasi, Jr.t 'niveNity of I louston

Ann E. Austin'anderhilt I tniversity

Robert.). BarakInWa SUte B iard or Regents

Alan BayerVirginia Pt il-teclink. Inslinne and State I 'niyvrsity

John R BeanIndiana t 'niveNity

Louis W. BenderEli irkla State I 'nivel-sift'

Carol BlandItiversity \limiest na

Deane G. Bornheimer\ew irk 1 'niversity

John A. CentraSyracilw 'niversity

Arthur W. ChickeringGet irge \Iasi ).1 I 'niversity

jay L Chronister'ffi%ersity t if Virginia

Mary Jo Clarksan Juan Community College

Shirley M. Clark)regt n state system it I bgher Edtk at k in

Darrel A. ClowesVirginia Pc Oct hint Instittitc and State 1 'Ilivcrsitt

.111, 'IWIft,: fill." %ancient %Me (

3

Robert G. Copetliversity of Washington

John W. Creswell1ni:ersity Nehmka lanct iln

Richard DuranUni%ersity of Cullom la

Larry H. EbbersIowa State Universitl

Kenneth C. GreenI lniversity tit- Southern Calif( trnia

Edward R. Hines!Him tis State I iniwrsity

George D. KuhIndiana I 'niversity Ilh orningti

James R. MingleState I ligher Education Executive Officers

Michael T. NettlesI .nive rs i t y iJtiesee

Pedro ReyesIliversilY edWisct nmin Mathis( HI

H. Bradley Sagen.niversitv va

1 4

CONTENTS

Foreword xviiAcknowledgments xixIntroductionBackgniundDevelopmental Advising: A Ci incept

Gn)unded in The( irvThe Evolutfinl of OrganiZAtion and PracticeAn Overview t)ftlie Current Situat k

Contact, Involvement, and Persistence:Contributors to Students' Success

Faculty Student CA intact: A Opium-tient to NiaximizeInvolvonent and persistence: PositiveOutc(imes of College

1

3

f

9

12

The Advising Relationship: Students andAdvisers Sharing Responsibility 15

Developmental Advising: A Teaching l'rocessThet )ry ;upports the Cc incept 1(

Advising Preferences: What I )0 Stukk.nts andAdvisers Want?

Academic Planning: Practice lin- the Future

Focusing the Advising Relationship:Attention to Students' Needs 23

\MIA Are the Differences that Man&Students in Transit k fli

)3

30

Success in Advising: Strategies for the Future 59Program Management: Move Fonvard with a PlanAcademk. Advisers: Select and Train fin. Effectiveness 03Evaltiatfim and Het.% %nit ic in: Essential G impc nentsCollaboration: A Key li) Excellence ()-Advising as a Systematic Enterprise ()8

Recommendations and Conclusion 71Rec.( )nunendat it His fin* ittlpn wed AdvisingSuggesth ins fi,- Administr.a(irs and

Advising Cc )( irdinate )

suggestions for Individual Advisers -3-Suggestk His fi r Suppt Ver. k AdvisingCOM:Intik in Th's

ReferencesIndex

7793

"heft/ionic A/rising fr yriderit Slott I V. .1.7

1 5

FOREWORD

High.quality academic adOsing is among the activities thathelp the most to ensure long tem success for both studentsand institutions. Historically, however, the full potential ofacadrillic advising has not been used --because of the oftenlimited vision of the function of academic ahising. andbecause of the resulting low value placed upon it hy the institution in general and the faculty in particuktr.

When academic advising is seen chiefly as an activity tomonitor a student's academic program. it typically consistsof confirming that the student has taken the appnipriatecourses according to predetermined requiremems. seeingthat the student has accumulated enough credit hours to nwetthe minimum graduatit requirenwnts, and ocvaskinally helping a student sekct a course when the -normal- courses ina program are no longer available. With such a limited instt ;dial function, it is no wonder academic advising is givensuch a low relative importance.

lf academic advising is assigned it) a nonfaculty member.then faculty disc( nmt the results as coming from kss infi wmedprofessionals at best and. more likely. from ( heaven forbid )pan of the administration. When faculty perform tbe tnnoitof academic advising. they often see it as a very unrecogniiedand unrewarded ptirtito of their total activities. They tiftentry to fulfill the respcnisibility as quickly as possible so thatthey can spend their time to more rewarding andrewarded activities.

\X hen academic advising is allowed to develop a long termconnection between the academic side tilan institutitni andthe student, however, it can be a powerful force toward ensuring the student's success at the institutit m. The ongoing rdationshtp established between adviser and student canengender a strong sense of understanding and appreciatitthat will help motivate the student. A well &signed andoperated advising office can also help guide the studentthrt nigh the various. ever ehanging academic and social "chsonnion e oes- that exist between high sell( )1 and cc !liegegradual k

Such a relatkinship can increase the elTectiveness of thecurriculum by helping students fi Kits un the relationshipsbetween their life, career, and perm wial goals. and short andking term academic gt ak. (The imp( mance of understandingstudents' gi )ats is more fully discussed in 8Indent Gvals fiwColke enui purses: A Missing link in ,issessing and Impn o

it adernic .fi tr. snident sok& es. 1.7

f;

ing Academic Achievement, ASHE.ER1C Higher EducationReport No. (, 1989, hy Joan S. Stark, Kathleen M. Shaw, andMalcolm A. Lowther) And when students are more satisfiedwith their education, they are more likely to remain in collegeand support the institution.

The quality and effectiveness of the advising program atan institution can also he greatly enhanced when academicadvisers systematically assess the effectiveness of their advising. This type of feedback can result in greater sensitivity tostudents' educational needs and lend greater validity and vitality to advising services.

This report by Su.san II. Frost, director of institutional planning and research at Emory I Iniversity, hrings the accumulatedknowledge of recent research on academic advising to thefore. Dr Frost covers the Ixackground and current situationin academic advising, examines the effects and use of personalcontact, involvement, and persistence, looks at the relationship between student at,.1 adviser, discu.sses the knowledgeabout advising a variety of student types in various situations,and offers strategies for the future success of advisingprograms.

For an institution to maximize its educational mission. thatis. the academic success of each student, it must recognizethat the student and the institution share responsibility. Thevital link in this shared responsibility is the development ofa long-term relationship between the student and his or heracademic adviser. Through a very careful analysis of the liter,attire, Dr. Frost has dearly developed a strategy for institutionsto follow in accomplishing this goat.

Jonathan D. FifeSeries Editor, Professor. andDirector. ERIC Clearinghouse on Higher Education

17

ACKNOWLEDGMENTS

While writing about academic advising and positive outcomesof college, it occurred to me that my own life-long learningis a rich source of pleasure because I am fortunate to havehad a number of insightful advisers. Some of them contributedto this work. The idea grew from a sumestion by ThomasG. Dyer of the t Iniversity of Georgia, a former professor whocontinues to encourage me as a veriter. Another former prolessor, Patrick T Terenzini, now of Pennsylvania State tversity, introduced me to the concept of positive outcomesIS well as to the methods for investigating their effects onstudents. Ronald D. Simpson of the I rniversity of Georgiaextended my formal involvement in university life into perhaps one of my most valuable learning experiences. I thankall three for their careful advice.

I also thank Sustn J. Daniell, Karen S. Kalivoda, FrancesK. Rauschenberg. and Richard M. Rose of the University ofGeorgia, Thomasj. Grites of Stockton State College, WesleyR. Habley of ACT !toward Schein of the University of Illinois.and Harry Wistrand of Agnes Scott CA tlkge for their criticismof the manuscript. They and Kelley McDougal, Wanda Nicely.and Shirle..y Porosky of Brenau College contributed to the (pality of the mon( )graph. President jt)lin S. Burd and Vice President Margaret M. Sullivan, also of Brenau. supported theresearch and encouraged my continued interest in advising.

Finally, my gratitude goes to my most constant and caringadvisers. Randall. Susannah. and Charles Frost. I appreciatetheir sum wt. enthusiasm, and patience thnnighout the protect and her md.

Academic ,Vriving ftr Atiulent Sin t,

IsXLX

INTRODUCTION

In view of the efforts of many colleges and universitiesincrease the effectiveness of their educational programs, itseems unfortunate that one process offering students theopportunity to become involved in their academic futuresremains unexploited. This process is academic advising. Formany students, advising is an essential, yet ineffective, partof the college experience. naditionally, advisers help studentsmeet institutit mai requirements through selection of appri 'priate courses. But academic advising can be viewed in ahrtiader way. Advising can serve not only as a metikg/ofselecting ctmrses hut also as a means of achieving successfor students. This dual view results from the needs of insti.tutions and the needs of students. Colleges and universitiesrequire manageable s)Vellls to support siudents as they progress through the curriculum toward completion of a degree.Individuals need the support of an informed and interestedrepresentative of the institution as they identify and worktoward achieving their obieetives for higher education.

Student development theory supp ins an individualizedsystem of advising. Students seem to benefit from meaningfulrelationships with faculty members and from deliberate effortsto involve students in learning. These findings contribute bothbreadth and depth to concepts of advising hut have mit succeeded in redefining practices related to advising. To accomplish this end, administrators, advising coordinators, andindividual advisers are called on to consider not only the organizatioa of advising programs but also the opportunitiesafforded by advising fen- students and advisers to develtpurptiseful reknit inships centered on infinmed academicplanning.

A critical look at advising practices heft we 1980 caut it inedthat advising should not be done in isolation (Grites l99).This observation Iiireshadtoved inclu.sit ins of naik mai et ntiminces and survey researchers investigating higher educatiiin America. In I9Kt. the National Institute of Education StudyGrt mp on the Conditions of Excellence in American HigherEducatkm rept wied thm students' involvement is central tolearning and effective learning is a joint enterprise. Collegesthat encourage active rather than passive learning and employfaculty members who are tiptimistic ahtiut students' plitentialfor learning offer an enhanced undergraduate environment(iiii.er 19X7 ). These it inclusions reflect the theory t f students' invt)Ivement that finds direct relatkinships between

111111=11Advising ainserve . . asa mains ofachievingsuccess forstudents.

Academic ,idt lsing fur mudent St/clew;

9

( 1) the amount of studentW learning and personal development and the quality and quantity of students' involvementand ( 2) the program's effectiveness and the capacity of theprogram to increase involvement (Astin 1984 ).

Academic advising can be a mechanism to involve studentsin learning. While sucvessful programs take many forms, anorganized agenda for advising implemented by personsresponsible for routinely evaluated advising services is essen-

tial (Grites 1979). Recent reports on the condition of highereducation in America underscore the timeliness of these sug-gestions. Both the National Institute of Educatk in and the Carnegie Foundation for the Advancement ofTeaching specifically addrem the importance of academic advising in theirrecommendations for improvements in higher education inthe 1'nited States ( Boyer 19g7: National Insiitute of Educat ion 1984),

This monograph explores advising as a contributor to studons' success. %Then one aim of advising is to increase meaningful ccmtaet between students and advisers. students canbeet ime more invtilved in the academic aspects cif college.Invohrd students are more likely to ix. academically andst daily integrated into the college community And integradon can lead to students' persistence and success (Tinto urs.19H-7 ). This work is a review of the literature supporting theseclaims. It is Ma a manual for advisers, but a volume to inft rrn

advisers. advising clxwdinakirs, and administrakws of advisingservices alx nit research in the areas of students' success and

academic advising. Findings are tirganized to suggest a framework for planning and delivering effective advising programs.

V41iile faculty members. professional advisers, and peersall play essential roles in advising, mst of the suggestionsand recommendations that conclude this report are drawnfrt int literature cc incerning students' interacti4 Ai with faculty

for three reasons. The first reason involves the larger btxlyt If research on the stICCeSS of students. Reports of the effects(If students' et intact with faculty members outside the class'IN int lead researchers to conclude that such contacts increasethe pttsitive tAttonnes (if ctilkge ( Rascarella 1980; Pascarellaand Terenzini 1976. 1978: Terenzini and Risvarella 1980; Terenzini. Pascarella, and toning 1982 ). Second. most of the literature repining empirk-al research on advising ilnwernsadvising by faculty. At this time. few reports of the outcomes

advisinglw professional advisers, peer advisers, or others

are found. Third, advising hy faculty continues to be the predominant mode of ddivery at all types of institutions. Fiftythree percent of 4-40 institutions responding to the ThirdAmerican College Testing (ACT) National Survey of AcademicAdvising (the 198" ACT survey ) report that faculty membershave sole responsibility for the delivery of advising serviceson their campuses. When asked for infomution about whichof seven nu &leis of delivery best describes advising on theircampuses. 88.6 percent of the respomdents report using delivery systems for which faculty members have primary responsibilities for advising (liabky anti Crockett 1988. p. 20). \Mileprofessional advisers are being used with increasing frequencyand usually advise large numbers of students, faculty members

intinue to advise most college students (Gordon et al. 1988).For these reasons, advising by faculty is the principal focusof this num( tgraph. Even sot, the volume is appropriate rowprofession-tat advisers, peer advisers, and others. When advisers. regardkss of their categoiry, approach their assignmentin ways that involve students in their academic experiences.pt Onto pines can result.

After a review of the history and mai( w deyekpnwnts ofthe last decade, the remainder of this sectioni examines theliterature concerning students' persistence and success, oneappntach to) advising as teaching, developmental advising.and the evolution of the -mice of advising.

BackgroundFaculty nwnthers began advising students about their coursesotf study when the elect iw system Was introduced in the18"Os. The elective system. designed to improve students'lagging nu niVatio n. represented a radical departure from theprescribed curriculum )1 the early 19th century (Rudolph1962 ). t 'nder the new system. fitculty members helped students select courses. Faculty advising was popular with students but was non always effective. As co tIleges grew intoversifies and research rivaled teaching as the major emphasis.the gap between faculty members and students widened. Students became im ore numerous and diverse while facultymembers became metre specialized. By the 1930s, mo st institune ttis had ft nmal advising programs ( Raskin 199 ). but lacko of faculty time and incentives led to a general weakening ofthe system. Academic advising was not ant mg tile studentservices pro tgrams initiated tot meet the needs of the gn Ming

,fth 'Ma Adt7swelio- Studolif sfic

21

-1

post Workl War 11 student population. Advising wa.s considtied then, as now, primarily a function of acatkmic affairs(c;rites 1979; liable). and Crockett 1988).

In the 1960s, the large number of students applying to colkges concealed the problem. But by the 1970s, when fallingenrollments and alarming attrition rates accompanied stu-dent..s demands for improved advising, traditional advisingprograms received serious attention (see, e.g., Biggs, Brodie,and Barnhan 1975; Borgard, Hombuclde. and Mahoney 1977;hird 1983; Kramer and White 1982; Russd and Sullivan 1979).Important theoretical and organizational developments werealso under way.

Developmental Advising: A ConceptGrounded in TheoryIn the 1970s. some coordinators of advising were :mare ofan emerging theory of student development and its potentialinfluence on advising. They realized that advising can asingle direction activity to seleCt COMM.'S and plan scho.hilesor a process of individualized teaching ( Moore 1976 ), Theiretical devekpments were file( up( rated iii a Cc HICLI4 cif

advising based on the view that:

. teaching includes any experience that contributes to theindividual or colleuire grvicth Of Ilk, community and canbe evaluated The stud('nt shnild not he a passity reaptacle of knouledge. hut sit< iuld share ropensihility for learning uith the teacher( Cnx Acsk in 1972. p. 12) .

he new schenw, developmental advising, was a studentcentered pnx.-ess. I )evel( pmt...nul advising facilitated -rati(malprocesses, envinmnwntal and intoptTsimal interactions.lx.hwioral awareness. and prl biem st Jjg decish in making.and evakiat ion skills" ( p. 12 ). Within the deveh pmemalliamewt irk. advising assumed a functic in of teaching.

others supp( 'tied developmental advising. pn posing anadvising system "to help the student chciose a program ofstudy !that will serve him in the devek Twig of his totalp item iar ( ()lianion 1972. p. 62 ) and suggesting that studentsshare responsibility for advising with the adviser and makedmisions fig. themselves.

)uring this perk rd. auth(ws described advising as an activityat the heart of instituticmal actiern that meets students' hniad

22

educational needs. They encouraged advisers to go beyondarranging schedules and bring continuity to the experiencesstudents encounter in the college environment. The developnwntal direction seemed well established (Borgird 1981;1.Iabky 1981; Mash 1978; Raskin 1979; Shane 1981: Itomhkyand Mimes 1981; Walsh 1981; Winston, Ender, and Miller1982; Winston et al, 1984 1.

The Evolution of Organization and PracticeAcademic advising began to resemble an organized professionin the late 1970s and early 1980s. In 1979, the newly formedNational Academic Advising Association ( NACADA) attained

first.year membership of 500. Ily 1990. it had 2,450 mem.hers. Research encouraged hy the association and its publicatkins resulted in increased interest in advising. Affiliationwith a national organization appeared to enhance the professional status of advisers and t }tiered continuity to individualcampus pnigrams.

Ileskles NMADA. another national movement tithe 1980sinfluenced advising practices. Organized freshman year experienee programs brought attention to all services for colkgefreshnwn. a concept that grew fn nn the king recognized special needs t ml freslmien. Ctilkge presidents ackntiwkdgedthose needs as early as 1910; in 1911, Reed College offereda freshman cenirse kir credit (Gt wdt in 1989). Contempt iraryfreshman seminars were introduced in pr2, and their popularity has grt 1/uring academic year 1989 90, 2,18' participants attended six national and imematit mai conferencesto learn aht kit the needs of freshmen.* lin Tomtits of sink.tured ;in 'grams kir freshmen encouraged institutit ms to support freshmen and identified faculty as contrihtlturs u ) pusitive campus climate. Develtipmental advising as a (limp mentof freshman programs seemed to enhance freshmen's success( Kramer and Spencer 1989 ).

Nati( mal rept ins and results of student surveys publishedduring the 1980s indicate that improvements in advising practiees were less numerous than suggested in the literature. TheNational Institute of Education ( 1984 ). in its rept irt InIvIrement in learning identities advising as -one of theweakest links in the education of college students- ( p. 31)

Mart- *quart I bulb!' 1 S)0 pets( itt.d c mut uni jni it

Atadelnk Ad: TV? 1,0 0' Vuelent Silt t (NA 5

23

and rect immends that tresimien have wdl trained adviserswho maintain regular COntal with students. Advising is described as a ct illege service needing impn Arment (114)yeri98-!). and a 1985 survey conducted by the American CA uflciltin Education and the I VIA CiKiperative Institutional ResearchProgram (A(E CIRP) conlimis these t pink ins (Astin. Reim,and Green 198"). After mo wars of et illege. t inlv 52.4 percentof students respinding to the surwy were satisfied with 34.'ademic advising. After ft wir years Of k*i illege. suident.4 rankedadvising services much the same. The researchers expressparticular concern, saying advising should be "the principaltt Nil for helping students get int.( ilved with their studies, InVi ileement. in turn, is probably t ine of the key elements instudent achievement and succev:" ( p, 4 I I.

Despite minimal attention. the influence of NACAI >A. andpublished nit Kids gniuntled in thet r eu students devehr

the literature et intained little to dispute the rept ins. Inreview ed nit ire than lin ankles indicated that surreys

cit students. ()pink mdt yminatcd advising related researchNiclaughlin and Siam 19S21. Few studies related techniquesif advising tt positive educational outtlimes. Criticism of int

ditional prad ices of advising predt iminaied. with two principalthemes emerging: -Factihy members are the et ire of effectiseacademic ;ids king. and advising is an imp in;int elementstudent SLIt cess and sat isfactit in in colkge- ( P I I 1. studentipenit in rest-arch ct, mntinued thn iugh the 19S0s ( see. e.g.. Hel

stein 198-. 19149: Frost I9S9t Kozie 1985: Tr( truhlev 19S1

alibi nigh some wt irk u link advising tit pi isitise (mitt minest tictillege was rept ined ( e.g.. En ist 19s9b. 199(6. 1991 I.

he 19-9. 1983. and 198- ACE surveys of academic advisingprovided the nit ist c imprehensive empirical research t if the1980s. While st tme insiituth ins rept wied progress. In NIgralt us seemed to remain unfticused. For example. pnigrames Ammon tfi nutiled in nil i9S3 Iii I98-. but mi ire than haltof the 19S- respi indems did neil evaluate ads ising services.The primary gt tal t utadvisii ig in 19-'9 was it u deliver inn trmaEt< ni to St ttdents. I k-spite dol.+ ipmental advising, NAtIA1/A.and research tin cc ;liege students. the t iuilv 19S- ge ual uppn iji hing die level of -achievement satistacn wv- was u $ pniside infi made tn. The 1924- ACE survey indkated that ( 1

hec:mse advising remains largely unevaluated. systi 'manepnigress is difficult to determine. and ( 2 1 tree itiency andlength of contact with an adviser can pi isitively influence 3

4) 4

student's perceptions of advising. Although &vett )pmentaladvising prevails mitre in the( try than in practice. advisers am!advising coordinators should explore the concept in trainingsessions (Carstensen and Silberhorn 199: Crockett and Levitz.l983; IIztlkv and Crockett l98).

An Overview of the Current SituationWhen compartx1 to earlier natit mai surveys, responses in NW-she w minimal IX sit ive change in advising semices. espet-iallyin program management and evaluation and in training, evalnation. recognition and reward of advisers. Link. appears tohave changed at the national level ( Ibtile 1988a Form!lately. other indicatt rs st West that exemplary programs ftmetit m on individual campuses. Since 19R-4. ACT and NACADAhave ioined It ) reel )gnize colleges, universities, and individualsfor outstanding progress in academic advising. Between 1984and 1990. ACE' and NACADA hone wed .45 prt %rams and 61advisers fin- exemplary advising practices.*

The conflict in attitudes toward advising on the nationallevel and reports of actual campus practices suggest that newdullenges to impn we advising invt ilve not only advising o w

dinators and advisers themselves, but also administrators andtin tse who Muni( rt advking pn %rams. Research stIggests thatstudents' attitudes itmrard advising can influence major decisit tns about college. These findings are important to thost.whit determine what rest itirces are devetted to advising, totht ise who plan fin. and impkment advising. to those wheadvise students, and to those whet offer services that oplement athising. This mon( tgraph addresses the needs ofthese gn Kips.

'Me ft tilt ning sect it in o mcerns pt kit ive onto tines t it ci ii

kge, with particular emphasis tin ink wmal conucts betweenfaculty and students, students' invokement in o Mew. andtheir persistence. and addresses several questions: Is infionalor out of class ) u what with facuhy members imp wtant to

students? Is ince Avement in o illege imp wtant? What is therdationsInp of k t intact and int.( tivement u persistence? I hcan such pt 'skive c nitcumcs cc rilege Ix. increased?

The third sect it n1 exph We's Math oships in advising. Itreviews the eve tIth It m t tf deveh tpmental advising as a shared

`1X6...k1 It I f.thitA " I 14..r.,4 ),)i iiiiiiii ant

(litettilc Ad, 18,Fitg fi V .S/i(derll .S/Ic

25

relationship between students and advisers and addresses thefolic ming quesiions: Can academic advising influence contact,involvement, and persistence? Can advising be a form ofteaching? How can siudents and advisers share responsibilityfin- advising? How can advisers challenge siudents to hemmeinvolved in planning their educational futures? When developmental advising is expanded to include academic planning,shared advising is likely to increase students' itwolvementin college. Involvement, in turn, increases the potential ft rthe academic and social integration that can lead to per.sistence.

The individual needs of today's college students areexplored in the fourth section. Diverse student populatimsethnic mint mrities. undeiprepared sindents, gudents with disabilities. student athletes, and international students andstudents in transitknl freshmen, students with undecidedmajors, transfer students, and adult students, -are included.Characteristics and needs of these groups are discussed, considering a meaningful and manageable balance between trtditk mai and devehipmental orientations of advising.

Within the context cif contact, invoilvement. and persistence.and with an understanding of shared advising relationshipsand students' individual needs, a refined fiicus for advisingis investigated in the fifth section. Planning and implemenlatit in based on research and centered on collaborathe. campuswkle Anis are proposed. Strategic planning methodscould be used to define an advising system that includes waysto select, train, and recognize advisers and evaluate advising.

Can thiise who support and implement advising bringalx nit meaningful change that will put into practice new philos4 iphies of advising? Listing change ticcurs (wily when theaffected indivkluals understand the need for change andbeet tine irmilved in its implementatk in (1 fabley I 988a I. Ti ;iiicilitate meaningful change, the final section discussesreco immendat it ins. ctinclusk ins, and suggestions few administrakirs and aihising coordinatt ws, fin' individual advisers.and 1 r INN(' whi ) Stipp( ni the advising process.

2 6

CONTACT, INVOLVEMENT, AND PERSISTENCE:Contributors to Students' Success

For the Mist part. successful students are involved in collegeand smm to find their undergraduate experiences more henefidal than do uninvolved students (Astin 1984, 1985; 13o.)yer1987% National Institute of Education 1984; Tinto 1975, 1987).Invokement has been perceived as an investment of energy.measured along a continuum that has quantitative (such astime ) and qualitative ( such as commitment) features (Astin1984), Students learning is directly proponional to) the quantiiv and quality of involvement, In turn. educational t..ffective .ness is direct ly :elated to the capacity of a polky or practiceto increase students' imulvement (Astin 1984 ). These relationships Can provide direclion to thoise who Licsign u ilkgeand university ilnigrams.

In a I( mottialai invesugatk,n if fact, ffs in the 0. illegc env;

ninment :awing students' IXTSistence, academic involwmentappeared to he strongly related to satisfaction with all aspectsof colkge life except friendship with other students. Frequenttmeraction with faculty related mole strongly it) satisfactionthan any other type of involvement or cluracteristie of the%Went n institutkin ( Astin 19S, 1985). Thus. ''finding waysto encourage greater student involvemety vith faculty (andvice versa ) clink! be a highly pro iductive activity (in rut ist co 4lege campuses- ( Astin 1984. p. 30-4 ).

Others also ) ackno)wkdge the impo rnance ot invo ilvemeni(Tinto 19-5. 198' ). Tinto is model of students` depinure iscentered around the argument that vc iluntary withdrawal fromcolkge is a longitudinal process of interactions between thestudent and the academic and so xial ystems if the college.Students' experiences with these systems continually nu idifytheir go hits in ways that lead to staying cir leaving ( 195) . Persistence entails Mow/Ion:Akin lowl integration .. in thesi Kral and intellectual communities o if the co ilkge (

p 12( ). hut -moire students leave their cullege or universitytwit ir to) degree co mipletion than stay ( p. 1). Tinto predieted that over 1.6 nnllion of the 2.6 millk in students entering higher educatk in fox the first Ow in 1986 wc mid leavetheir first institutio in with( nit receiving a degree and that, ofthc is students. 1.2 million wciuld leave higher educatic in utthout graduating. 'ariotis typt s of contact on campus are imp ir!ant in causing students to persist. mr..1 interaction with facuhyoutside tlw (initial boun(Iaries of the classn x nn seems to hepanicularly significant. The secret to) successful retentiom:

. It adtlnit /WI fo tr Virdertf 5trcce:%

2 7

. Iw in the willingness of institutions tv invoke themselvesthe sockd and inteller'. fat &Idol-intent of their studenu.

That intYdrement and die commitment to students it reflectsis the primary source of student commitment to the insti-tutimt and their intyilt,ement in their own leanfing (Tinto1987. p. 7).

The retentk 81 invokement rdat it inship is an imp( iram onefor t..ducators to understand ( StAge 198); Tinto 1987), for perSiStence increases commitment and contact with faculty isimp( mant.

PreqUent fatidty.StUdent Contaa in and Out of daSSeSthe mug imporfara factor in student motitution and inioltentent Faculty concern helps students AI throughrough times and keep on uvrking(Chickering and GamSt 81 198'. p.

Rut what ch ws this observation mean f( it- advising? Ideally,at.adernic advisers and stu&nts nicet to discuss intelkoualmatters, which is the subject klentified by students as the Mostsignificant they face ( Okun et al. 1986; IhscareHa 1980; P;Lscarella and1Crervini 1978; Sagaria. ligginson, and White1980; Tc:rentini and Rtscarella 19801. Just as faculty student

c( )ntact enonirages invtilvement and involvement leads t(ipmistence. effective advising can intMete the incidence tit'LiCuity student ct )ntact. intensify in\ (ilvement. and encourageiiersistence. The remainder of this sect ic n expkires et ntact,tflVt flwment, and pc- sistenee in the context Of advising. ft icusing ( academic dvising contacts and how they can ct mirthute Ui involvement and persistence.

Faculty-Student Contact: A Connection to Maximizetuft irma! ir otlt of class contact with faculty menthers caninthience isitivdy the (ink( lines of (.1 ilkge ( I lines 1) 81 ;Pascarella 1980. 198i; Threnzini and Wright 198' Therelithe fitcultv stikk.nt relationship is imp( irtant to advising ct tordin:Hors :mu Ahisers f it- at least three ream I t Advising.unlike nit ist nit of class activities, is a erViCe pRivic.ledfli ist students. 2) advising pnwides a natural seiting for nnif class c(intacts with faculty to I iccur; and ( 31 advising

involves mtdlectual matters, the Most inipt irtant arei: Of conem for students. 1:( if these ream ms. th ise rcspc mibie for

ackising cannot afford to discount the influence of frequentand meaningful contact with students.

Significant positive association between inf., .-mal contactwith faculty and the educational aspirations, ati itudes towardmfiege, academic achiewment, int Alectual an." personaldewlopment. and persistence of colkge students suggeststhat college programs encouraging conuct between facultyand students can influence educatkinal outcomes. In short,the most inflnential informal contacts between students andfaculty appear to 1x those that extend the intellectual contentof the formal academic program into the student's nondassnxiM life Pascarella 1980).

Exampks of such contact include Mu( irmal disctmsit ins onintellectual Mues. values. or career coAcems and talks aboutcourses and academic information. While informal contactseems to contribute to both academic and peNonal devel-opment. enwunters that extend intellectual interaction withfaculty arc mist influential int the achimmem and intelkytual growth of freshmen Pascarella 198(?, 198i; Pascarella andTerenzmi 1978, 1980; Terenzini and Pasorella 1980; Terenzini.The fides. and Loring 1984 ). Because relationships inherent ...ademic advising pn wide 0 intact based (in intdledualmatters, the advising setting is an important place for contactsbetween faulty and students to ticcur Backhus 1989; BeasleyFielstein 1986; Terenzini. Pascal-01a, and Iiirang 19821.

While research linking contact between fat uhy and studentsto positive owe( ales of college .s 0 ntvincing. it is 11( t undispuled. Institutkinal Ilt, 01 the feeling of bdc inging. seems nibe most imptirtant in influencing persistence and institutk mai0 immitnwnt during the freshman year. The la between cikge and student renmins imporunt during the mph( mil ireand funk ir years. Funherwre. peers seem u be the mostimplirtant cinuributturs to institut ilia! Ilt ( Bean 1985), Whikstudents wh, leave 3 college seem lms likdy to have reLtit mships with (dier students. they are also less likely to hawrelatiiniships with faculty. Thi ise with meaningful faculty.advising. or peer relatkinships are less likely to I ie0 ntte dropOuts (Cesa 19-9; Flannelly amisanford 1)901.

.41.4 as frequent int.( innal (:(nUacts between faculty and students I icCur at institutions with high retention rates. institu1 ions ith li Av retention rates often rep( rt infrequent inf.( mai(intact. Significant relat i inship,. do m 4 devdiip with( nit

effi

AL (Oen& All Aim; fur .Ntrithwt (

29

11.111111111Atudenbjwithmeanindulfacti4,advisingor peerrelationshipsare less likelyto becomedropouts.

12

/Faculty must kV wadable and interested in such interactions for them to ot:cur, and conditions musi be such asto encourage those interactions telvn dry are desired byfaculty and students. Though behat,kors miry be important. . . those interactions outvide the clasomm . . eventuallysi)ape student decisions narding dcparture (Tinto 1987,p. 66).

Students identify inadequate advising as a significant factorin their devisions to kave colkge. On the other hand, thepositive attitudes of faculty and staff seem to be the strongestcontributors to mudents' success (Man. Korn. and Green1987; Beal and Novi 1980; Tinto 1987).

Involvement and Persistence: PositiveOutcomes of CollegeOthers investigate the behavior of students on deeper lewls;they not rutty consider the importance of comet but alsorelate persistence to students' invcilvement, academic and

integratfi in, motivation, and satisfaction with educational quality (see. e.g., Flannelly and Sanford 19%; Okunel al. 1986; Pascarella and Terenzini 1981; Sagaria. Higginson.and White 1980: Stage 1989; Terenzini and Wright 1987; Tinto1987 ). Researchers oindude that invtilved students investenergy in the academic experience. participate in campusactivities, interact frequently with factilt, staff, and peers.and are more likely to remain in college ( Astin 1984, 198S:Tinto 1987 1.

Contact can Ix. linked to invigvement andilerSistenCe bothdir.2ctly and indirectly. Researdi suggests that the experiencestit' students alwr they enn:Il in college might be int ire importam than their precolkw aurihutes, that efti ins to enhancepersistence shoukl oincentrate cm the experiences of studentsafter beginning college, and that aeademk integration mightbe more important than social interaction in influencing thedevelopment of academic skills and persistence. Thus. thequality and impact c)f infi mai cc intact between faculty andstudents could be as important as frequency of contact toinvolvement and persistence ( Pascarella and Terenzini 1980:lerenzini and Past-arena 1978: Terenzini and Wright 198' ).

'the re-asons suidents give fin- leaving a college indicate thatdissatisfied students appear to be -disc( niraged- (lanasiewicz1987 ); ()hen they are ce infused abt ut their opt u ins. unsuc

ti

cessful in the classroom, and likely to withdraw from school.Such students could he among tht.)Se who consimently giveadvising low ratings on national sun'eys and prompt the conckisit Hi that:

. . although stildents generally nporl high leveLq of sailsfatlion with their wage evil-Owe . . . there t's much thatcolleges and uniremities can do to enhance learning tylx1r

. . . loniiic1e more and better aNsistance in a rangeof nonclassroom ( but not necemaril)' motacademic serices, and to twain students( Astin, Korn, and Green 1)87.p. 42).

When omsidered tt Nether. omdusfims aNytit contact,inwlwment. and persistence haw powerful implications foradvising euiwdinators. for individual advisers, and for students.Advising is st mwtimes the only structured relationship thatlinks students with concerned representatives of the institution. Within the lxiundaries of the relationship, it is pmsibleto increase meaningful contact with faculty, help students[vomit! invtilved in their academic experiences, and encourage siudents to remain in college desiraNe outcomes forstudents and for institutions. They suggest that the potentialinfluence of academic advising is profimnd.

The next section explores advising relationships in the otext t if ci intact. invi ilvement. and persistence and the needs4 it specific gre }ups e if cc &we students, investigating strategiesfin- planning, implementing. and oaluating campus advisingpre 'grams.

_ - -AttlIortIc Alt jtvIg.f kirt.«Ns

3 1

THE ADVISING RELATIONSHIP: StudentsAnd Adviser_ s Sharing Responsibility

The value of the rolationship between adviser and student,when considered in the context of contact, involvement, andpersistence, seems evident. A number of authors espouse ashared relationship; recent empirical research indicates thatthe preferences of students and advisers are addressed wheneach participates in fulfilling the requirements of an advisingrelationship (Frost 1990h). Such apprtraches to advising arecentered around the needs of students, not the needs of col.leges (Dassance and Bakk)rf 1980) and suggest that advisingis more meaningful when viewed as a teachingprocm notas a product.

Academic planning, though usually addressed indirectly,is becoming an integral part of the pnicess of orienting stu-dents to change and encouraging them to accept responsi-bility for their educational futures (Frust 1989a; (3ish andDentler 1989). When planning becomes rrart of the (levetopmental advising relationship, students practice skills they(.2n u.se throughout life. This section explores developmental advising and academic planning. A combined approachshould be adopted for a shared advising relationship.

Developmental Advising: A Itaching ProcessHistorically, the goal of advising was to help raudents choosedames and register for classes. Those decisions then becamecenwal points around which students selected majors andorganized their lives. But a new component was added to theconcept of advising in the early 1970s (Cmokston 1972 ). Bylinking advising to the theory of student development. advising could be viewed as a form of teaching. This concept ofadvising was organized around two principles: (1) Higherlearning prmides an opportunity fin developing perm wis toplan to achieve self fulfilling lives, and ( 2 ) teaching includesany experience that contributes to individual growth and canbe evaluated, -The student should not be a passive receptacleof knowledge. hut should share responsibility for learningwith the teacher- (Crookston 1972. p. ).

A new definition of advising was proposed within thisframework. First, traditional, or prescriptive. advising is a relationship acknowledging the authority of advisers and the limitations of students. During the advising period, prescriptivelyadvised students bring problems about cc mrses and registraLion to advisers fi w solutions. Advisers supply answers to spe

Academk Athicing for Student Succexc I ¶

,,

1(7

cific questions hut rarely address broad-based academic con.cems (Cnioksion 1972; Gordon 1988).

Devdopmental advising, the term for the new approach,suggesis that students and advisers share responsibility foradvising. It conttibutes to mudems* rational processes. envi-ronmental and interpersonal interactions. bektvioral awareness. and problem-solving, dedsion making, and evaluationskills. The relationship between adviser and student is vital.Longlerm as well as immediate goals are important. Whenviewed in this way, advising becomes a teaching function.

Developmental advising was later described as "the vehiclemost likely to succeed" in providing a personalized education( Gordon 1988, p. 108). Developmental advising can encour-age students to use the cognitive and affective domains asthey make academic, career, and moral decisions. Developmental advisers can create a sense of friendliness for studentsand encourage them to explore life and career goals, solveproblems. and make educational decisions. Students who aredevelopmentally advised usuall ). spend mime time involvedin the advising process than do students who are traditionallyadvised. Even though advisers and students spend relativelylittle time together. students seek help from departmentchairs. instructors, career planners, and other students takingcourses or majoring in areas that interest them. Theseproblem solving activities not only provide answers to ques-tions about courses and schedules, hut can also help studentsdevelop thinking skills (Carberry. Baker, and Prescott 1986;Ender, Winston, and Miller 1982; Frost 1989a, 1989b. 1990b,1991: Gordon 1988: iiahley and Crockett 1988: Thomas andChickering 1984).

Theory Supports the ConceptAdvising as a /7n/cm focuses attention on students interactionwith the higher education enterprise, not simply on theircourses of study. Specific principles of developmental the.orists ( Ilavightirst et al., cited in Miller and McCaffrey1982, p. 20) supp( in the o incept if deveh 'mental advising.These scholars describe human development as a cumulativeprocess that f illtiws a simple to-complex continuum in anorderly and stage related manner. Although not a straight lineprogression, devel( pment continues regardless of age andis influenced by previous occurrences in life. One grows andchanges as new experiences are added. Thus, growth is char

3

acterized by common processes, not specific content ( lskson,Lawson, and MacArthur 1987; Miller and McCaffrey 1982).

Academic advisers who demonstrate an understanding ofthese principles can stimulate the development of their students. Many components of advising are based on psycho-social theory (Chickering 1969). The college years are a timeof considerable change. and college students* developmentaltasks can be organized into seven vectors: developing com-petence, managing emotions, developing autonomy, estabfishing identity, freeing interpersonal relationships, devel-oping purpose, and developing integrity (Chickering 1969).The three key vectors for delivering academic advising arethe following:

Derekping competence, or increasing the intellectual,physical, and social skills that lead to the knowledge thatone is capable of handling and mastering a range of tasks:Derekitring autonomy, or confronting a series of issuesleading ultimately to the recognition of one's independence; andDetdoping putpw, or assessing and clarifying interests,educational and career options, and lifestyle preferencesand using these factors to set a coherent direction for life(Gordon 1988, p. 109).

A number of attributes of effective advising programs c4.)ntribute to definitions of developmental advising. The following attributes affect primarily students and advisers:

Ikrekynnenud adrising is a process, mit a paperendorsing activity, it is a continuous and cumulativerelationship with both direction and purpose.Derekpmental adri-ving is concerned with human gmuth.Che cognitive, affective. career. physical, and moral areasare all legitimate concerns; personal gryals and objectivesare important considerations.Delekinnental adrkiing goal related Goals are collahoratively estihlished to provide directitm for planningacademic, career. and personal growth.Devekynnental ad:icing requires establishment of caringinteraction. The adviser is a role model who is responsible for the initial advising relationship, but both partiescontribute to sustaining it (Ender, Winston, and Miller1982, pp. 7 8).

Academic Advising for Student Sactvss 17

34

Other conditions concern the ogmiration of developmental advising within the institutkin:

Devekpmental advising is a collaborative effort betweenacademic affairs and student affaim Effective programsloin the expertise of faculty and student affairs profes.sionals for maximum benefits to students.Developmental advising uses all resources of the academiccommunity. Although advisers serve as the hub of stu-dents learning experiences, they do not possess expertise in all arms. Students seek Out other faculty membersand campus resources as they move through the educational planning process ( Ender, Winston, and Miller 1982,

PP. 7-8)-

Advising Preferences: What Do StudentsAnd Advisers Want?During the 1980s, definitions of developmental advising wererefined. Students and advisers seem to agree on the respon.sibilities of the advisee and the adviser hut want specificexpectations of each to be identified ( Larsen and Brown1983 ). Problem solving and goal.setting strategies are important to students as they decide on academic malors. Theyseem to prefer advisers who assist with the selection of classeshut allow students to make decisions, get to know studentsbeyond their test scores or grades, rdaw advising to thechtiice (if malt ir or career, and are km twledgeable about allaspects t )1. the instituthm (Winsmn and Sandt)r 1984).

In a later rating of developmental and prescriptive advising.students preferred a list of prescriptive items. Vilhile desiringa personal relationship with the adviser, they preferred notto discuss fitmily or peers. They favored advisers who provideacademic informathm related to requirements for graduation,selecting courses. planning a course of study, and exploringcareer options. On close examination, these results seem tocomplement rather that conflict with prior work. Studentsappt:ar to want an individual advising rdaticinship. but onewganized around academic matters and mud personal ct wi

eems. Findings support the dual wit! if advising and suggestthat students differentiate the functions of academic advisersin nil thirst: of personal cimnseltws ( FielsteM 1987. 1989).

Developmental advisers appear to favor similar activities.Faculty members rated as developmental advisers by their

18

students divide advising activities into three classifications:(1) aethities that concern personal attitudes and experiencesrelated to college; (2) activities that concern group prograrns,policies, and opportunities; and (3) maintenance activities,such as signing forms. selecting courses, and planning sched.ules. Mast developmental advisers routinely discuss vocationalactivities with stadents and refer them to campus resourceswhen appropriate. Developmental advisers make specialefforts to encourage students to become involved in cc illegeexperiences and discuss with students their academic progress(Frast 1990a, 1990c). They usually do not act as personalcounselors but identify counseling needs and refer studentsto appropriate campus resources when appropriate.

Although authors recommend developmental advising (see,e.g., Carberry. Baker, and Prescott 1986: Frost 1989a; Huh ley1981: Kapraun and Coldren 1982; Kramer et al. 1987; Thomasand Chickering 1984; Wooldridge 1982). few campuses haveimplemented the concept. Advising is still perceived as a lowstatus function that addresses the information needed by stndents rather than contributing to their develcipment ( Habkyand Crockett 1988). While advising at the national level seemsto have changed very little in the last decade, lic.)wever, important pnigress is occurring on campuses:

In 15 years, individual campuses halt. ?maul from thepoint of awareness to the point of implementation and eval-uation of significant enhancetnents in adt icing prwrams

. Tliese acamplishments form IbC true basis for ggittuSmfor it is on the campus level !there students, the direct beneficiaries of quality advising are serwd labley 1988a. p. 8).

Increased contact between faculty and students and students' involvement in educational pnicesses are basic contponents of developmental advising. Although developmentallyadvised students do not spend inordinate amounts of timein formal advising sessions, they are more likely to meet int.( )1-malty with their advisers and seek out other faculty membersand campus resources to gather information and plan theiracademic futures. These activities can increase students' involvement in the college community (Frost 1989h. 1990b).Despite its consistently low rating for satisfaction among sutdents, advising is -probably the principal tool for helping students get involved in their studies- (Amin. Kom. and Green

Studentsappear towant anindividualadvisingrelatkmship,but oneorganizedaroundacademicmatters andnot persomdconcerns.

Academk Adti4ng fi 0. Student Sut-tess /9

3f;

1987, p. 40). Proponents of developmental advising suggestthat advisers and advising coordinators direct greater attentionto true developmental objectives (Flab ley 19883).

Academic Planning: Practice for the FutureAcademic planning is an extension of the concept of devel-opmental advising. Development can occur as the result ofa planned educational program (Kohlberg and Mayer 1979).It follows that pardcipation in planning, with the accompany-ing tasks of identifying a mission and objectives, consideringalternatives, and arriving at an informed decision, can be agrowth experience for students. Planning implies involvement.When advisers encourage students to plan by asking openended questions about students' futures, their majors, andsdection of courses, they encourage students to becomeinvolved in their academic futures (Frost 1990a). When stu .dents engage in academic planning with advisers, studentscan become full partners in a shared relationship.

In any setting, properly Aructured plans can guide decisionmaking, encourage an awareness of external factors that influ-ence the future, and bring focus to specific goals (Cope 1981).Planning as applied to academic advising not only assists stu-dents in making immediate academic choices. but also con-tributes to the teaching role of advising by serving as a modelfor future behavior. In this time of professional mobility anddiverse career paths, positive orientation to change and theskills to manage change are vakw:Ile.

Advisers might consider the following (hsemations whenplanning with students:

I. Students plans are always subject to change, especiallytoday's diverse society.

1. A primary function of planning is to help students copewith positive change by learning to analyze and synthesize.

3. A reasonable academic planning model represents a spiralappft xich rather than a fragmented. linear appnrach. Snidents need accurate information to make informedcht ices. they need enct mragement and sc mietimes advoracy. and they need to identi' goals, consider options.deal with obstacles, and set realistic time lines. With thespiral appnoch. students determine the sequence ofevents: any starting point can bccome a point of departure.

4, Students deserve the best thinking of faculty and staffregarding the larger educational issues that underlie theirquestions and perpkxities. Advisers who talk to studentsabout acquiring content versus methodology or process,obtaining a credential versus obtaining an education, generalization versus specialization, and faculty versus studentresponsibility for learning should be successful (Mahoney1982, p 72).

Devdopmental advising is a relatkmship that focuses onthe needs of students. Successful advisers are aware of thecharacteristics of specific groups of students and how thesecharacteristics can influence the need for advising. Successfuladvisers encourage students' involvement through academicplanning. The folkming section considers the characteristicsand needs of students making up today's diverse student pop-ulation and addresses several questions; What groups of stu-dents have special advising needs? What are the characteristicsof these groups that determine their advising needs? flow canadvisers address these needs and encourage all students toshare responsibility for academic planning?

Academic Adrisiiik, fin- Student Sucte.

.3 S

FOCUSING ME ADVISING RELMONSHIP:Attention to Students' Needs

Diversity charactelizes Way's colkge population. Studentswho are members of one or more population groups "reflectthe pluralism of our country" (Green 14.)89, p. 29) that benefitsall campus constituents. They also bring special needs to theadvising rdationship. Some students have special advisingneeds not because they are members of special populations.but beeause they are in stages of transitit in. Advisers who viewsiudents as individuals can encourage them to see their differences as positive factors (Saunders and Ervin 194+). Advising coordinators can provide the training advisers need toaddress the needs of individual students effectively.

What Are the Differences that Matter?Identification of campus population groups is a first step inunderstanding the needs of different students. Advisers whorecognize these groups and tailor advising practices appropriatdy engage in a developnwntal process. They demonstratethat circumstances surrounding individual differences. notstereotypical differences, define individual needs. Some spydal students seem hesitant to ask for the services they requirebecause of their distinctive status. This hesitancy can contribute to acadeink difficulty and cause students to leave highereducation without aditesting to college. life (Tinto 198" ). Interested and informed advisers who assist students as theybecome contributing members of the academic communitycan encourage special pc ipulatk ins to remain in colk.ge.Research ;Iddresses the needs of many grt nips characterizedby diversity. This monograph discusses in detail the advisingneeds (if ethnic mine irities. academically underprevared students, students with disabilities, student athletes, and internatk ntil students. bilk 1 summarizes characteristics oftlwgroups and effective advising techniques fin- each group.

Ethnic minoritiesIn the 1980s. the 1'.S. population growth rate was at a histor

ptiint, yet mint wily ptipulations grew at me) to finirteentimes the el irrespt >tiding minmintirity pt ipulat ion. While thepart it-lion of mill( wit ies in the pipulat fi in is increasing.minorities. with the exception of tsian Amerkans. remainunderrepresented among college students. Re-cause the ekvated growth rate of mint wity p ipulatit ins is largdy the resuhof greater numbers of young people. the change has signiti

Academic. Adt Art4z ftir Stridtle %tit FV.

3

TABLE 1

DIVERSE POPULATIONS: SUMMARY OFCHARACTERISTICS AND TECHNIQUES FOR ADVISING

CharacteristicsImportant toAdvisers

AdvngTediniques

24

AcademicallyUnderprepared

Ethnic Minorities StudentsDeclining percen Increasing panictages of African Ipation in collegeAmericans and His. Often dependentpanics enrolling learners with lowOften haw km self sac' inceptconcept, few pi isitive Many deficient inexpectations basic skillsAcademic performance related tosatisfaction withcolkgeAchievement appearsto be a problemif preparation, mit

(if raceLick of role toodelson campus

Make efforts toenhance the cc Alt.gestudent litEncimrage theirinv henient (xiiumpussuggesi campusfest )tICCVS when

neededEncourage pi rsitiveself ci weptAvoid stereotypicalattitudes andexpecutii insSuggest academicexperiences thatcan prove successliifespecially at firstAcknowkdge theimrx /mance 4 it ro )ltrot Kick

Need to experienceacademk successHesitant to seekneeded suppisenices

Establish 3 trustingadvising relatitinshipliegin with intrusiveaihising techniquesDiscuss the purposesof college early inthe relationshipEncouraw dewlt rpnwin of bask-skills firstRecomnwnd interventii Ill Fin 'gramsand campus re

rtIftrs whenneeiled

4

Students withDhabi Mks

Increasing panicipatit in in et ilkgeOne or more mint irlife activities limitedPrefer to see themselves as -able-rat her than-disabled-Expressed need ft yrrenuir.ti tit harriersto full participati,Need stippt H1 tit NI)

peers and Lgher

I mkgstant I students'ahihties and thebarriers they faceI )isplay isitiv attitildes alw nit the integtttii in of students

the Ctt immunityFilet wage lull parlicipatit in in ct illegeKvetnnnwnd sup

irt services whenneededAct a all 30%e Watt!tin. special and OMnos rest itirces

Student AthletesMany underpreparedacadvmk-ailyMany have unrealistic career goalsOften acatkmk-allytinsut:cmstl iftinsupptmedSi Mie must o inn*with external andteam regulatitnm

Ifegin support scrvices wall enteringfreshmenne 3Wav (If the constntints of panicipation in athleticsEsuhlish academicmullion and inu-r%emit in systems'reach pm Allem

InternationalStudents

Increasing numbersof traditional ageMost from ThirdWorld coutnriesAcademic and careerconcerns priniaryNeed practical experience in career areas

WW41-ned withlanguage difficulties.financial pm iblenm.and scktling rdevant pri warnsNini Western siudons stv instruct( iritas revered authorities

Re prepared u i translate oillegiate and'.S. culture

lk tamihar with students academicpreparat it inFt 'US Hi designing

adeink plans thatare teltNAtIt to htimecinintry of student

st dying and dec mit in Hictiuragemaking skills view AN nitEnct iurage 3,.;td...inic stylestlininlitment equal rnelnirage involt eui athleticottlftlitMent

ment in colleget 4 inItilLinitV

Academic Alriving .ttudent Succvss

4 I

25

cance for higher education. Despite grtmth, fewer numbersof minority students are enrolling in colleges and un'xersities( -Minority Acces.s" 1987; Richardson and Bender 1987;Richardson and de los Santos 1988).

Enrollment of African-Americans exhibits the most seriousdecline in college attendance, but data about Hispanic stu-dents aft_ no more encouraging. While their nunthers havegrown, Ilispanics remain the most underrepresented majorethnic group in college. Eventually, higher education mustaddress problems of minority acceSti. As enough majority stu-dents will not be available to nil the nation's colleges and universities, the long-term futures of some institutions coulddepend on their abilities to attract and retain minority siodents ( Estrada 1988: "I lispanic Students- 1988; -MinorityAccess'. 198'; Richardson and de los Santos 1988).

Retention and achievement of minority students are majorconcerns for many colleges and universities. Minority students&ten enter colkge unprepared to meet the academic and

st vial demands of their new environment. Before they canIx successful in the classroom, they must adjust socially and:icademically. Because minority students &ten have leKs support from their home environments during the adjustnwntperk s.I th:m chi lit mmmi wity students. a supptinive o milege

gnmunity that pnAides an appn prime balance 4 dullengeand suppt in seems essential (Cibik and Chambers 1991:Hughes 198-; McCauley 1988; Ntalwe 1990; Mallinckrodt1988; Williams and Leonard 1988). A suppt inive communityis one in which students have opportunities for friendship.participm it in in the life 4 tlw campus. and a sense t f prtigressand success in their academic pursuits ( Heming 19841. Suicessful mint iritv students seem to unt.krstand the historicalcontext through which their access to college was achieved.They leam ii act as :UR( reales Ic ,11- themselves and develira cultural identity within the oillege community (Astin et1982; Wright 19gi ).

ime African American students dcmonstrate a lack of selfo infidence and fail to recognite their academic deficiencies.They a1:40 experience more difficulty in setting goals and reevict. fess positive reinftircement for their accomplishmentsthan do white students. African Americzn students who makeplans seem to be more successful in college than those whodo not plan: theist.. with It fw aspirations and %ague plans arelikely it leave school (Nstin 195; Bohn 19-3; Sedlacek 198-).

4 2

Studies of predominately black and predominately whiteinsiitutions indicate that for African-American and for whitestudents. academic petfotmance is strongly related to satisfaction with college, high levels of campu.s involvement, andpusitive relationships with faculty members. Yet African.American students on white campuses are significantly lessinvolved than white students and are less likely to report pos-itive relationships with faculty' menthers (Allen 1988; Crosson1988). These findings suggesi that advising could "form thebridge between indhidual dispositions and institutional tendencies; ttigether these factors determine :41ident outcomes"(Allen 1988. pp. -311 12).

Meaningful faculty contact is no less critical fin. Hispanicstudents:

StTatcl, a lit:panic student and you'll prrhaNy find stonetow nt his nr her bachwmund tebn showed a special interotin them, nix) Inc& awn; aside and gals' them aspiratinnand encouragentoll to w on to higher education ( Fiske1988, p. 31).

Because a close family relationship is a strength of their cultore, Hispanic freshmen often find leaving home and adjustingto college more difficult than do majmity or other minoritystudents. They naturalh seek advistls and faculty membersto guide them yet are not a.ssertite about identifying theirneeds (Fiske 1988).

Positive expectations and experiences with role me kidsoften help minority students persist in college. While attritionof minority, espedally Afrk:anNmerican. students seems theresult primarily of a lack of academic integration ( nu wan198-1: Eddins 1982). positive sellconcept, realistic appraisalof academic skills. familiarity with institutk mat policies. andthe development of academic skills can influence academicsuccess (Nettles and it ihnsoii 1987! Pt iunds 1989; Racey andSedlacek 1985 ). This evidence suggests that for freshmenminority students. academic. advising can by especially imp)!taut. Advisers can meet critical needs by encouraging a p(it ive self concept and avc tiding all stereotypical solutkms toacademic prcblems. They can also help students get Ili kut Avthe academic ct immunity lw introducing them to student suppcirt services and other remnirces.

Although students perceive mim wity role nu idels as positiveinfluences and research indkAes that an intellectual role

Acwdernic AtIvigng for Sindetit 8uc (l'SN

4 3

jA?

model is the "single must important element of ethnic minor-ity student retention** (Walton 1979), minority facuky memhers are scarce on must campuses (Fiske 1988). To MCC thisproblem, advising ccxrdinators should consider recruitingminorities to serve as advisers for minority and majority sus.dents. Other advisers can be trained to meet the needst)fminorities hy encouraging involvement and frequent contactbetween faculty and students.

Minority students are often academically underpreparedfor vollege. Therefore, advisers of minority siudents can benefit not only from general recommendations for an improvedcolkge experience for minorities. but also from suggesiionsabout students' achievement as well. Advisers who encourageminority students to pursue challenging courses of study con,gnient with their abilities and goals can avoid stereotypingtheir students. For all minority students, the college-student

iciness of tit" is important. Advisers who discuss "fit" withstudents can help them make sound decisions about academicprograms. In addition to advising, however. many minoritystudents also seem to need support groups. tutoring, andcounseling ahout careers, Those pnwiding such supportshould be reminded to work colkiboratively with advisers toenhance the achievement of minority students (Green 1989;Grites 1982: Richardson and de los Santos 1988: Richardson.Simmons, and de los Santos 1987: Williams and Leonard 1988).

Academically underprepared studentsResearch suggests that the two strongest predictors of successin college are high school grade point average ( (PA ) andscores on L.( illege admission tests (Astin, Korn. and (;reeni'487 ). These findings, coupled with indications that increasing numbers of college freshmen demonstrate deficienciesin one or more basic skill areas and that 82 percent of all institutions and 94 percent of public institutions offer at least one

itirse u insidered remedial in nature (17.S. Dept. of Educatk in19851, imply that retaining academically underprepared Students presents a special challenge for advisers. I bderpreparedstudents generally have detIcienck.s that make it difficult toachieve what has been identified as their college objective.Certain chaiacteristics contribute to their highrisk status. Manyunderprepared students seem to lack basic skills in language.tTiting. and computation and study habits. Some hatv tinfixlised career objectives. are unmotivated, expect to En!, and

41

do not graduate. Underprepared students need skills thatallow them to achieve on the same levels as students whoare adequately prepared. They also need to expect and experience success. just as diversity characterizes the generalstudent population, it characterizes underprepared colkgestudents; they can be students of traditional college age,returning adults, athletes, or international students. Many arefreshmen. They might be disabled. They come from varyingsocioeconomic backgrounds. Most underprepared studentshave made choices at some time that contributed to theirlack of readiness for college. In their cases, mere enrollmentcan signal a willingness to begin to change the directionsof their futures (Grites 1982; Hardin 1988; Noel et aL 1985;Walter 1982).

Not all advising techniques are effective for all academicallydeficient students, but for mast, a trusting student.adviser relationship can be a first step toward success. The advising relationshp is critical. Mast underprepared students enter cc illegeas dependent learners and display deficiencies that impedetheir achievement and contribute to a semse of failure. Gen

they lack confidence and hesitate to seek available sup-port. Advisers who encourage underprepared students to viewthemselves as having control awer their chances of successcan help them become independent learners. Then these students can begin to uke responsibility for their academicfutures (Wciokiridge 1982).

lb improve both verbal and nonverbal comnninicationskills is a first step to enabling students to interact successfullywith achisers, instructors, peers, and employers and to be-come independent learners. Lain, they can acquire cognitiveand problem-solving skills. Advisers can begin the learningprocess by discussing the puiposes of a college educationand encouraging students to explore various academic services. Then advisers can address specific academic needs.In many cases, advisers of underprepared students shouldconsider assuming responsibility for sustaining the advisingrelationship at first by contacting students frequently andencouraging them to succeed ( Grites 1982; Scherer andWywmt 1982).

Intrusive advising, or -deliberate intervention . . to enhance student motivation- (Earl 1988, p. 27). can contributeto success for students in academic difficulty. Begun out ofconcern for freshmen and sophomores who were unsuccess

Academic. Adry.%,,I,L; for ,s't Went Ain't ess

111111.1111.hrtrusiveadvising canbe particularlyuseful toadvisers whowant to helpunderpmparvdstudentsremain incollege.

At)

ful in wlkge, intrusive advising employs some prescriptiveadvising tools. Intmsive advisers encourage students to seekacademic assistance as st.xin as the students think they needit, Thus, advisers address the developmental goal of teachingstudents to solve problems. Motivation is the primary focusOf intrusive advising. Ideally, students in academic difficultywho are intrusively advised seek support even before the institution has identified them as "in trouble" ( Earl 1988).

Intnisive advising can be particularly useful to advisers whowant to help underprepared students remain in college. CerLain principles identiv intrusive advising:

1. Academic and social integration are the keys to the persistence of freshmen in college ( Earl 1988 ).

2. Deficiencies in this integration can he treated. Studentscan he taught the skills they need through intrusive adyising Gknnen and Baxley 19851.

3. Students' motivation is not the cause but the result ofintm.sive intervention ( Earl 1988).

In some programs. probationary students who are intrusivelyadvised attend sessions to explore the causes of their aca&mil: difficulties. They then agree to specific courses ofaction and continue to meet with advisers to mtinitor pnress. A final meeting to discuss current grades and plan

iurscs ft w the folk ming grading perk id i includes the intrusive contact. This pattern seems to result in higher grades andincreast'd retention fur those students who enter the priicessbecause of academic difficulty Earl 1988: Lyons 198i. Tayloret al. 198-1.

Many underprepared students enter colkge with inappropriately defined academic and career goals that impede theirsuccess. They might need a combination of advising and continuing academic intervention programs. such as the development of basic skills and study skills. and career counseling.\hist intervention courses meet thrtnigluiut the freshman yearand contribute to an increased GPA and student retention.

.sually advisers refer students to such support services. instudents learn to identify problems fin' themselves and

initiate service's heft ire they reach the crisis stage ly( ns 198ti:Patrick Furl( iw. and Da in( wan 19881.

30

fi

Like some minority students, underprepared students oftenare unaccustomed to success. Effective advisers help such stu-dents increase their chances of success by encouraging themto investigate their strengths. Then underprepared studentscan select courses. programs of study, and careers that em-ploy these strengths. Advisers often direct these students tospecific campus resources for assistance with study skillsand exploration of various careers. Above all, they help underprepared students integrate out of- class and inclass learningexperiences.

Students with disabilitiesSection 504 as amended of the federal Rehabilitation Act of1973 protects the rights of persons with disabilities. The lawstates that persons with disabilities shall not "he excludedfrom participation in, be denied the benefits of. or be subjected to diserimination under any program or activity recciving federal financial assistance.- Section 504 defines the protected person as "any person who has a physical or mentalimpairment Ithati substaPtially limits one or min' major life

The college poptilation ph nected by Section Sat increasedfrom 2.7 percent in 1978 to 7.7 percent in 1985 ( Ivory 1986)and continues to grow. While some disabilities are identifiedeashy because they are visible, other severe and limiting disabilities are intisible. To serve all students protected by Seclion 504. colleges and universities are being called on tocreate "an environment conducive to equal opportunity byeducating ct illege and university pers4innel4m disabilityrelated issues" ( Kalivoda and Higbee 1989, p. 15 ).

While significant efforts to provide services without alteringthe quality or educational programs are under way. npes ofsupport vary. larger and public institutions most often employsupport staff io serve students with disihilities o immunity4141eges usually offer broad based instituth mai support. Mt istinstitutions are taking steps to remove architectural and attitudinal barriers to full participation in the colk.ge program(Kalivoda and Higbee 1989; Marion and lovacchini 1983).

Although modest amounts of research exist concerning thespecial advising needs of students with disabilities, the advising rdationship can be especially important. In initial advisingsessions, advisers who display an understanding of the barriers

Acytdentic Advising fill- Student Stu( ttc8 .31

4 7

students with disabilities fiice can provide early individualizedsupport. Among these barriers are:

1. Attitudinal harriers, such as the attitudes of faculty andfellow students that create obstacles to academic and./or social integration;

2. Policy harriers, such as institutional rules regulating theuse of readers and library materials for visually impairedstudents, placement of auditory telephones on campusfor hearing-impaired students, or the presence and place-ment of emergerhy care for students with unseen disabilities, such as epilepsy, diabetes, or asthma;

3. Social tvarriers, Sul h as not allowing persons with physicaldisabilities to be accompanied to social or sports eventshv auendants or not providing special orientation servicesto address the needs of these students; andArchitectural barriers, such as the absence of ramps, designated parking, curb cuts, suitable living areas, or elevators.

Because needs for access %Illy, students with disabilities dealwith barriers to full participation in different ways.

Despite stviety's view of persons with disabilities as "un.able,- most siudents with disabilities see themselves as "able."Consequently, students prefer a supportive college environment and accessible information about opportunifies availableto them rather than offers of emotional support (Kalivoda andlligbee 1989; Kriegsman and Hershenson 1987; Shell, Horn,and Se% ers 1988; Stilwell, Stilwell, and Perrin 19143).

Like their peers without disabilities, students with disahililk's are concerned about paining intelkvtual and social competence, establishing and maintaining relatit niships, anddeciding on careers and life styles. While students with disabilities have the same needs kr academic and social ink-gration as students without disabilities, instructors are sometimes uncertain about how to interact with them. Thisuncertainty can lead to anxiety fin- the instructor and contribute to an unwelcome environment. Helpful faculty membersdisplay positive attitudes toward integrating students with disabilities into the normal classroom and willingly adjust assignments and testing situations to allow access without sacrificingquality. Research suggests that women instructors, instructorswho are self assured rather than apprehensive about interact

ing with students with disabilities, instructors in educationand the social sciences, and instructors with previous expe-rience teaching students with disabilities are effective instrutors for students with physical disabilities (Fonasch andSchwab 1981; Hameister 1989; McQuilkin, Freitag, and Harris1990; Wiseman, Emry, and Morgan 1988).

A growing subgroup of students with dimbilities are stu-dents with identified learning disabilities. This populationLs diagnosed more often now than in the past. Approximately14 percent of students with disabilities have learning diabilities, a tenfold increase in identification since 1978. Studentswith learning disabilities seem to benefit from strategies toenhance their skills in taking notes and tests, classes that proceed according to a preannounced calendar and carefully pre-pared syllabus, and supportive handouts from instructors. Testing can present challenges for instructors who are not trainedto assess students with learning disabilities. All faculty memhers can benefit from orientation to services for students withlearning disabilities and to the legal guidelines protectingthem (McGuire and O'Donnell 1989).

Advisers and instructors might find helpful a number ofgeneral guidelines offered by those who cooniinaw servicesfor students with disabilities. Students with disabilities arelike other students except for the special limitation(s)imposed by their disabilities. They want others to respect therights of students with disabilities to ask for help, speakdirectly to them, and offer assisiance only if asked or if theneed is obvious. Students with disabilities have varying life,styles. attitudes, and personality characteristics, just as do smdents without disabilities. It is important to appreciate thesestudents' abilities. They often experience difficult;es stemmingmore from society's attitudes and harriers than from their disabilities (Kalivoda, Thung, and Wahlers 1989, pp. 7- 8).

While academic advisers arc. not responsible for classroomimactices or institutional polky, advisers of students with disabilities can contribute to their advisees' integration into thecollege community, direct them to needed services, and assistin selecting classes. Advisers can encourage students with disabilities to participate in the advising relationship by discussing their strengths. Then advisers can more effectively guidestudents with disabilities into coiirses of study that challengetheir abilities and provide viable career opportunities.

Academic Athising for Student Succevs

49

Advisers who let siudents know about less than ideal sittiations in their Own lives seem to ofier a welcoming environMM. Successful advisers of studerms with disabilities:

. am learn to communicate to their advisees that .

have (tic° operienced difficult problems, hare learned toape, are equal as human being. , I.ku v the capacity to care.and 'mix, the capacity fc, empati,y (Paulsen 1989, p. 9).

In addition to helping students with disabihties participatefully in college. advisers have the opponunity to act as adv0C-sueS for these students. They can encourage attitudes.practices, and campus networks that enable students with disabilities "to achieve maximum independence. enhancedself esteem, and full participation in the pursuit of highereducation- (lialivoda and fligbee 1989. p 21).

Student athletesFindings regarding the academic. so vial. and perm nul develcipment t if student athletes present -divergent and cc intrary-info wmatit in aluna the outcomes of athletic participationduring wIlege (Ityan 199. p. 123 ). In some cases, athletessct ire significantly kiwer than nonathletes in educational andcareer plans. with athletic participation appearing to be especially detrimental for men in National Collegiate Athletic Associatit in ( NCAA ) I sell( x mis. \Xi imen athletes appearmore intrinsically motivated to pursue athletics and encounterfeWer academic problems than do men athletes. Other findings. however, suggest that athktic involvement enhancespersistence. t weal satisfactit in with the college experience.Inc Aivatit )n to earn a degree. the devekipMent c f inicIperm maiskills, and leadership abilities fAstin 1984. Ilimn 198i.Mclaughlin 1986: Ryan 1989; Sowa and Gressard 1983 f.

A number of fait irs influence the acadettlio perlinmancet)f- student athletes:

I 11w time devoted to daily practice2. 'the degree of inflexibility regarding time and kvation3. General fatigue resulting from practice and play.t. Participaik in in -study- aspects of the spotS. Colkge maiors that are preclut.k.d lwcause cit pradice

schedtiles and

6. The challenge to student athletes to find a rc-asonable halance between athkiics and acacksmics (Kramer 1986a,p. 67).

Although most recommendations for assisting student athletesinvolw academic advising, specific programs, delivery systerns, and evaluation of senices are not documented(Mc laughlin 1986

The need for academic support of student athletes at alllevels of competition appears well defined. Most male andfemale athletes enter college with slightly lower GPM andstandardized test scores than their peers who are not athletes,African American athletes have lower scores than white atbtoes. Whik. varsity compe6tion does not seem detrimentalto the academic performance of student athletes admitted normany. those admitted with weak high school preparation camlower GPM in college than their peers admitted normally(Ervin et al. 1985: Gurney and Stuart 1987; McLaughlin 1986;Purdy. Eitzen. and Ilufnagel 1982). When considered in theet otext of commitments of nonnegtgiable time and energy,well structured awdernic support seems essential for succes!.

Intervention similar to the intnisive advising found suecessful for freshmen can be useful for at risk athletes. HighlystnicturtAl advising enc.( yurages athletes to develop appnrriateacademic behavic) and MAW as role models for their peers.It is important tOr advisers of at risk athletes to suggest intetention strategies early in their college careers. to invokecoaches and other athletic officials in the academic world ofathletes, and to Ix. sources of OM Aionai sum wt. While athletes should sht w prowes.s toward the degree, carefullyplanned course schedules for the quarters of athletic participatit can contribute to higher (PAs ( Ender 1983 ). tkcausemany student athletes are likely to Ix. undecided about theirmaior tiekl of study, they might benefit from the decisionmaking pn Yeesses yi a dol.+ pmental advising relat oship( Gordt fl l9S-t ).

l'ulike other spcial pi yulati(rns. student athletes wb() participate in sports at NCAA Division I member institutk fls must(limply with academic guidelines established outside the c,kge I yr university. I Nvisit In I student athletes must meet therequirements ft Yr high schtK )1 (WA and entering test St.( nesspecified In. the N( AA or delay athletic participati n t r one

At ettionic Adri,ing fiir mident sut ((NA 45

5 1

academic )..ear (Schubert and Schubert IWO. These regulafions have resulwd in extensive media and institutionalreview of the eligibility of Division I student athkies. Promptedby numerous violations, many colleges and universities recognize their ethical responsibilities to offer at-risk student ath.!cies positive avademic support and intervention programs.Such programs can improve the GPAs and persistence ratesof athletes. Ctmversely, student athletes not supported in academically competitive institutions are often unsuccessful inthe classnxim (American College 1984; Gurney and Johnston 1986).

In 1975, advisers of athkies organized to help gudent adtkies maintain their eligibility and achieve graduation (Down.ing 1981). The resulting organiution, the National Associationof Academic Advisors for Athletics (NAAAA), seeks to sum( Yrtand enhance the academic achievement of intercollegiate athkles and to off-set any edue athinal disadvantages of athleticparticipation.

Today, advising student athletes seems to by a sharedresponsibility of athletic and academic departments ( Mandand Fletcher 19146 ). Supportiw advisers can help studflit athlews develop the thinking skills they need to solve problemsand make decisions about academic planning. In collaboration with coaches, other members of the athletic staff andfacuhy members, they can eneourage situ lent athletes tokievekr the kind of commitment to acal, nics that they demonstrate umard athletics (Gurney and .1( ihnston 1986; Kramer198(ia; Pet itpas and Champagne 1988

International studentsIn 1990, more than 386,(0() international students attendedccilkge in the Ilnited States. The 5.6 percent increase over1989 was the largest in seven years. and Asian studentsace( milted for 9 percent of the growth ( Wilst in 199()). Mostinternalk mai students omit! thin) the Third \XI wld, more thanhalf are undergraduates. and numbers of traditional age freshmen are on the rise (Althach 1989; Sok nn( in and Yining 1987:Wilson 199)). International students seem to place greaterimportance on academic and career goals than on ntinacademic concerns. Al hough they generally make satisfacu rvprogress toward academic goals, they cite lack of practk-alwork experience and uncertainty about Careers as areas ofconcern. Because the value systems of internatitmal students

are different from thuse of tl.S. students, traditional studentdevelopment theory might not apply to them (Bulthuis 1986;Cadieux and Wehrly 1986).

The time spent in U.S. colkges and universities can proveheneficial not only for international students, hut also for U.S.students. Academic institutions are by nature international,with foreign.students and scholars being "one of the mostvisible and important rats of the world wide exchange ofOats" (Altbach 1989, p. 126). International students on U.S.campuses acquaint 11.5. students with other cultures and oftenreturn to their countries with some of the norms and valuesof the United States. This phenomenon has important political, social, and economic implications (Altbach 1989). "Giventhe reality of global interdependence. the will gain significantly by strengthening its ties with students from othercountries- (KaiKai 1989, p. 123 ).

Some concerns of international students are similar to thoseof U.S. students. Mtist ctillege students are concerned abt titacademic sticcess. choosing the right college or university,choosing the right major, and developing good rapport withinstructors and fellow students. But international students arealso concerned about overcoming language difficulties andfinancial problems. adjusting to new cultural, social, and educantinal systems, and selecting relevant academic programs( Buhhuis 1986; Cadkux and Wehrly 1986).

The career and academic needs of international studentsseem to he greater than those of t IS students in a numberof important categories. International students express greaterneeds to obwin work experience in areas that interest them.explore job opportunities in their majors, develop effectiveik,o seeking skills, and talk tc, counsel( irs about career plans.They need to develop academic i,lans, including selecting-..ourses and getting help from advisers. They also want toimprove study habits and %%Tiling skills and to adjust to theexpectations of I 7.5. instrtiett rs. Efiective advisers()finternatit inal students appear it) It ieus less on developing study habitsthan (in designing academic plans. especially thtise appn )ptiate and relevant to internal it inal students: ht itintries

Leong and Sedlacek 1989).perceptk ins or ntni-Westem intern:ilk mai et 1 kge stu

dents differ fr. Ai those (if Western students. For non Viesteminternatioaal students. instruct( )rs are nt n facilitators of learning but revered authorities. Generally. non Western students

At adennt Actrimrtg fur Student L CAA

53

In some cases,advisers envthe mostimportantindividualsinternatiomdstudentsencounter inthe UnitedStates.

.38

adhere to strict standards of excellence and see educationalattainment as the primary way to achieve affluence and SUILLi.On the other hand. Western students are more likely to ques .tion insiructors, display flexible attitudes toward academicexcellence, and see educational attainment as only one wayto achieve affluence and status. Advisers of non Western international students might consider encouraging an open viewabout lifestyles in the United States (Kai Kai 1989).

Because international students are concerned primarily withachieving academic wals. advising is a critical part of theircolkge experience. In some WM.'S. advisers are the mastimponant individuals international students encounter in theElnited States. Effective cross cultural advising depends onattention to the way people think, feel, and act. Advisers couldbe called on to examine not only the attitudes, knowledge.and skills of students. but their own as well (Cadieux andWe h rly 1986).

The following advising activities can contribute to a relawiship of shared rept insibility hoween advisers and inter

mit mai students:

Develop rafport. Become familiar with the cultural andacadcmic background of internal it mat students and theirreasons for studying in the I !rifted Sixes. Show concernfor them as individuals and as guests in this country.Be prepared to eAptain many aspects of college. Internatie Ina! students might not understand the basic organi'Lath )11 t institutit nls. luterpreutitm can ctintribute

) the Ongoing wientaticm that nuny internatitinal students need.J./wcome familiar with the student's fowl of preparationfor colkve. IMennine which ct)urses will chalknge entering students witht nit expt Ning them It) situatit )ns ft wwhicli they are inadequately prepared.Recommeia rcammable course loads at .first Proficiencyin English is critical to success in am. course. C.t urses inEnglish as a second language might be required.Suggest practical work exlieriences. Some internationalstudents return to posit k wts of et insiderable resptllin their home countries. They are concerned abouttifillt.i.iitY

relevance )f a U.S. educatitm. Advisers can facilitate learning by suggesting internships. pm/ k.urns. ir other )r

tunities fin- pn ifessit mai experience

5 .4

Etuvurage jut Ydlonent in (law O.,. Wide, ranging in%olvement in college activities can enrich the experiencesof intematimal students as well as thaw tithe US. students with whom they interact. The resulting crosscultural relationships can provide meaningfulexperiences.Ad as adtvicatex Athisers can make other college constituents aware of the influence of international studentson the community. Sometimes organized educational sesMons help (Althen 1983; Cadieux and Wehrly 19861.

A shared advising relationship is particularly welcomed byinternational students. Advisers who assim international students as they reflect on their options, list possibilities, andmake decisk ins can he effective translators of It.S. culture.They might find that their attitudes have influence beyondthe immediate advising relationship and contribute to crosscultural experiences on which future international relationscan he built.

Students in TransitionAll college students are in transitkm. but for some the transition prticess is more difficult than fin' others. Regardless ofage cw persimal situatk in, siime students are acutely awareof the process cif integratk in into colkge life; others seemto adjust with( nit effort. Perceptive academic advisers can helpstudents nuke transitions if they encourage students to focusfirst on exploring life, career, and educational goals. Then smdents Weill to be better equipped to select educatk inal programs. choose courses, and schedule daises (Prost 1989a,194911; (Thank in I 92: Pt &tin l9go: Tinto 108').

\\Ult. ciillege is a tirne of change fi ir ail students, freshmen.students whii are tindeckled aht nit their majors or whochange majors, transfer students, and adult students are students in transition of particular (lint:CM tO advisers and Alvising tliortlinatiirs. During transit k m, students make decisii insthat can pniti nindly affect the patterns of their lives. Ther seek.,tippiirt from advisers as they explore future directions. Advising can pri nide ippintunities to hurt iduce students in transitk in to a larger purpose of advising by sharing decision making with them as thty adjust to college. 'Ethic 2 summarizesthe cluaracteristics if students in transitie in and run muntenckdadvising techniques kir each gn

Attedewth Atiricm fi or Student' em

r r0

TABLE 2

STUDENTS IN TRANSITION: SUMARY OFCHARACTERISTICS AND TECHNIQUES FOR ADVISING

CharacteristicsImportant toAchrisers

Advisingnchniques

40

Students withFreshmen Undedded Majors

Suges t f assimilatic ins HetertIteneous ritrimporunt ;Amon much likeMust meet ncv toLd stutkntexpectatitnis of peers ix vitiationano faculty Many lack sem('Atadernic integration of identityinfluences deref Maiw =dents aboutopment )1. academic being undecidedskills Others need tnforSocial dislnictions tItithin only toneptively influenceacademic successNegative reactionsto colkge includeirrelerancy. underi-ireparednes.s. tuicertainty Alt ntt Mait tr'Sand careers,inct elpatihihty

Cr )nsiehl studentsit.divithxds adinst

ing to a newetnirtinmentBe: familiar with thestages e assimilatii n.

dedde tin a majorSome need helpwith makingdecisit ins

Encourage studentsto discover interestsand expli)re opt it insbefore decidingahi ittt mai( itsAs.sure students thatbeing undecidedis acc.vpuble. evendesirable, fin.underciammenMaintain a ptisitiwattitude to change)iscuss

decision nukingtechniques withstudentsEno ,urage studentstit ht resptnmihkle) decisit ins

Establish a supporttve relationship earlyfit 3t1ent1ve to fitbenveen studentand colkgeEmphasize aeademk.SUCCO6

,14:1Wkittle regularIntact at first, then

int.rease St etdent'srespt insibthty

Dander StudentsFor most, processunlike that forfreshmenMasi have specificacademic and careergtulsSome have lowerlevels of attainmentthan nontransfersSome miss the persow! attention ofcommunity collegesNeed to understandpract ical aspectsof colkge

View advising relationshirks as key tostkressINsplay ctincernand interest, noslust availabilityOrient students tocollege as well asadvise themCollaborate withsending or receivinginst itut It )11

Analy7e transfer credits as socks aspossibleielp students find

the resources theyneed It rt.nuin inschool

Aduh StudentsMost have been awayfrom formal education for at leasttwo yearsMost work full Orpart timeEducatit in is usuallym st a primary

incernle514 involved withce )(lege life thantraditional studentsMost manage muttiple Ilk rolesBring life experiowes to theclassrt xlack of time aprt Ask m

View as develtipMgindividtulst 'nderstand adultstages 4,1 transk it sit

I 'nderstand students'reasons for ens Mingkssist students intin-ming campus(4 )nflectionsEncourage acatitql'it'planningAd as an advocatetin. adult studentsto provide equity

ir students

ricadernk Athising for Student Sut.cevi

57

41

Advising freshmen: Orientation and beyondAcademic advisers are vital contributors to a new intellectualand sodal environment for freshmen. Sometimes the connection is a formal one; orientation and advising are inte-grated processes designed to enhance overall institutionalfit. Other orientation programs are not formally connoctedto advising. In either case, advisers who enhance freshmanstildents success understand the process of becoming astiim-Hated into college, the powerful influence of the campus environment, and advisers' roles in helping new students succeedin the academic community.

Students follow three Aages of assimilation into college:( 1) m.y-oration from communities of the past, (2) transitionbetween high school and college, and ( 3) incorporation intothe collegiate society (Tinto 1987). During separation, which

rit students find stressful to some degree, students dissci-date themselves from their former communities of family,high school, and residence. Many readily accept the movetimard adultluxxl, but some find the process so stressful thatthey leave college.

During transition, the following stage, students recognizethat new norms and patterns of behavior define Ihe collegecommunity. Tlwy base acceptance of the new environmenton the degree of change they must undergo to become assimilated. Students from backgrounds having norms and behaviorpatterns very different from those of the college are likely toexperience more stress than those from similar backgrounds.Financially disakintaged students, underprepared students,first generation colkge students. and other minorities are atrisk during transitit in. Though external assistance can makea difference during separatie in and transition, the individual'swillingness to lxt. time adiusted is essential:

The pnbletns ass(kiated with Aparatitot and transition toco/ftwe are conditions that, though stressful. need nyt inthemsell'es lead to departure It is Ilk, indiriduats responseto thaw conditions that finally determines staving or kW(Tinto 198-. P. 9S 1.

Ft ir niost students, separatkm and transitk fl k-cur early inthe c()}lege emx.rience. Then they adoilt II( wins and patterns

behavk r appn /prime it) the college setting. Most students.left to -make their own way dining!) the maze of institutional

life (Tinto 1987, p. 98), depend largely on other membersof the community for support. Some students nuke significantpersonal contacts on their own; others need formal structuresto become involved in college,

In each year of college, academic integration appears toinfluence the development of academic skills. For freshmenand sophomores, academic integration seems to be the mostimportant influence on the development of academic skillsduring those years. By the junior year, the influence of academic integration declines and sc wial integration bec(miesmore influential:

The potential academic benefits of helping new studomsbeconw academically inkwated nu° not be fully appre.dated Prwains that innuitice students to the intellectualworld of colltwe e.g. orientation, academic advising byfaculty members. frvshman seminars, or other intellectualEveriences tailored for freshmen may play a critical rolein students' subsetpwnt let xis of academic inftwration and.consequent'y, in their academic det.efipment (Terenziniand Wright 1986. pp. 18-19).

Freshman advisers need not only to know how studentsachieve a good tit in college. hut also to understand circumstances that can contribute to lack of fit, among them:

Aeademk boredom. Freshmen placed in courses forwhich they are overprepared and students who expert

pcsir teaching and advising often feel unchallenged.Of the i.tXX) undergraduates surveyed in .1986 by the Carnegie Foundation for the Advancement (if "reaching. 37petvent said they were bored in class ( Levitz atxl Nt)el 1989)Irrelet witty students who th mit fed that their et ilkgeexperiences are useful beyond the classroom often donot graduate. Nearly 40 percent of undergraduates cc enskier general studies irrelevant ft) the subjects that interestthem Levitz and Noel 1989).limited (tr unrealistic expectations of colkw. Students(Alen have vague LI( 41( )11ti e f what colkge i. all about orenter with a wait and see attitude. Some come expectingto he dissatisfied. Others. especially first generation colkge students. need a basic understanding e if the structuree if a college or university bele we they can participate inadvising and tie d 1989; Natkutal Institute of Editcation 1914-41.

Academic 4d fi w student NU( t

5 9

Academic underpnparedneA Many entering gudentslack basic skills and the will to seek assistance. They cometo college expecting to fail or to perform above the pre-dictions of entering scores and wades ( Loitz and Noel 1989).Difficulties in transition or acOstment Many freshmendo not feel welcome in college. About 40 percent of therespondents to the Carnegie Foundation's 1986 surveysaid that no professor at their ingitution expressed inter-est in their academic progress (Levitz and Noel 1989).tack of cenainty about a major and/or a career Thisreason is the primary one given by high-ability studentsfor dropping out of school ( Levitz and Noel 1989). Thosewho are undecided about a major need to feel comfortable with their status.Dissonance or inwmpatibility Many freshmen set themselves up for failure through their choice of curriculum.pot ir study habits. and 1.4her similar circumstances Levitzand Novi 1989).

These findings have import:au implications for freshmanadvising. Static factt rs t if the freshman year prt ive difficultfor tnost students. The expectations of college professors arehigher than those of high schil teachers. course materialis t'Olvred at faster rates. and students are expected to takemore responsibility for their learning. Many freshmen mustalso adjust to new living environments, make new friends.and participate in new activities. They are in charge of their(MT1 time Appe Mit HItnellt of time between classes, and forstudying. se vial activities, and pvrhaps a part time 4. ir full timeoh is up to them. Freshmen experiencing km- succes.s klentifytheir desires to achieve high grades. academic aptitude. andeffi irt as factors most positively affecting their perfeimunce.I fighly successful freshmen rate their desire to achieve highgrades. academic aptitude, effort, aml the ability n work hardand long on difikult tasks as important factors in success.1344th gntups ident se xiat dktractitms as having a negativeinfluence on success. Alale freshnivn et inskki hi tth academicaid perm mai teipics to be impt irunt. academie concerns areprimary. Freshnwn identilY advisers as lying among the mostsignificant perst nut contacts they make and rept in that academic nutters are the most significant they face Therefe we.freshman advisers should I aye an advantage. Kith they andtheir area 4if incern appear to be impt wtant k ) freshmen

( DeBoer 1983; Okun et al. 1986; Pascarella and Terenzini1978; Sagaria, Higginson, and White 19801 Terenzini and Pas-carella 1980).

Freshman advisers not only help students remain in college,hut also contribute to their success. Research suggests:

1. That faculty contact contributes to students' achievement.development of academic skills, involvement, and per-sistence ( Astin 1977; Pascarella, Terenzini, and Wilk' 1986:Volkwein. King, and Terenzini 1986);

2. That early academic success, academic self-esteem. andeffective study habits positively influence grades on finalexaminations (Overwalle 1989);

3. That freshmen rate as developmental those advisers whoinvolve students in their colkge experiences. explore withstudents factors contributing to students' success, andshow interest in students' academic and extractinicukirprogress (Frost 19900;

4. That regularly scheduled contact between adviser andfreshman appears to increase the developmental natureof the advising relationship and to heighten the student'ssatisfaction with advising (Chambliss and Fago 1987; Frost19891); and

5. That freshmen who become involved in their choice ofcurriculum seem to think carefully about their collegecareers ( Frt)st 198911),

Successful freshman advisers ask open ended questions andencourage individual students to become involved in college.They usually take time to discuss strategies for study and managing time, and use of campus resources with their advisees.activities that seem to promote academk- integration and positive freshman t nitcomes.

The environment and the organizmion of advising programsare other significant influences on freslunen. The influenceof environment depends on at least three rariables: site,demographics, and programs. lf advisers understand the characteristics of students and where they came In nil (home, highschool, and community ) and the characteristics of the college,they are in pt isitions to help students des* academic planstha. can to contribute to success during the freshman year.Such pn)gratns are attentive to tit; they represent an attemptto find a niche for each student ( Banning 1989 ).

Academic. Adriving fir Cturlort .s"trt.1..(Nk .45

Successful freshman advising programs are not only important to students and to adsisers, hut are also essential partsof the collegiate organizatkin ( lev;t7. and Nod 1989). A number of institutions find it useful te integrate freshman orientation and advising into comprehensive programs fir fresh,men. Regardless of organizAiltnal structure, however.incoming students tend to view the two efforts as one, Stu,dents are unconcerned with administrative framework. \Thatdoes concern them is whether or not their needs are beingmet in WM'S that contribute to their comfin and optimismabout college.

Freshman programs with varying tkgrees of sinklure areofkred by 78 percent of the 2,6(X) institutions surveyed bythe American Council on Education, with smaller colleges:vporting larger numbers of mandatory courses (El Khawas1984 ). Sonie are best described as orientation courses; othersare full Hedged freshman seminars, While formt varies. cer,tain characteristics seem to be imp( runt. Most successful programs have the folltiwing attributes:

(,,incern or students as individuals. The needs of individual students art' considered.Of Nt illteradlott bettiven faculty and twee students. Manyinstitutit nm *fil nit load- freshman advising and tirientationby chi ising their best instructors to interact with freshmen in the daSsn nn and in less formal settings.Fatly empbask on academics. Freshmen rept rt that theyare nu Pit concerned with academic matters ( Sagarialligginson. and \Mite 1980). Studies and grades. selectingcc )urses. and early expkiratit n f mai( irs and careersshould be principal concerns of orientation and advising.Smallgtvups. Students find small groups friendlier thanlarge gatherings. Personal attend( in eases transitions. Theuse of small gnitips can begin in orientatk in and cc intinucthrtrighout the freshman year to prt nide at.*ademic infor!natit n. st icial interaction. and persc mai suppt rt in thesegrtiups. the stresses of transitk in can be discussed.zatractive pmgram materiak As high school seniors, moststudents receive attractive recruiting publicath ins. Mate,rials for freshmen should be much the same invitingand careftilly prepared It avoid intimation twerload,Awarealess of institutional resources. Obiectives includehelping freshmen learn all( nit available resources. Many

f' ,

freshmen are unfamiliar with college bulletins and coursesyllabi. They might not be aware of instructional resour-ces, student development services, and career counseling.If they are encouraged to learn about resources and be-come pr.( iact ive about seeking the help they need, theysoon become independent members of the college com-munity (Chamblixs 1989; Frust 1989a; Eruct and Hoffmann1986; Gordon 1989: Kramer and Washburn 1983 ).

Many freshman seminar courses are tirganized around theseobjectives,

lOne goal is to! inmiduce the student to the nature andvalue of a liberal ediaation. . ofrxtit'e luf the freshman seminar/ may be to establish clacer ties between facidtyand students uhile sewing to el irl7ide for faculty mil-icing((,ordon 1989. pp. 192 -93).

Regardlem of szructure, freshman programs that show concern for students as individuals, facilitate interaction with faculty in small gimps. and emphasize academics and pit Lictiveuse of college resources seem to enhance the developmentalnature of advising, ease transitkrns, pc( note students' inv lvement in learning, and encourage persistence in college(Astone. Womack. and Smodlaka 1989: Chambliss1989; Frost 1989a, 1989h; Gardner 1986: Kramer and Vashburn 1983: Kramer and \\bite 1982 ).

Students with undecided majors

When all is satd and done. the college should encourage'each studon to det ('leg) elw capacity to judge wisdy in matters of hfr ancl conduct Time Must be takoi for mploring. . . and reflecthig. . . . The goa( is not to, indoarinate students, but to set them free in the n'orld of ideas (Boyer 19s-p. 284 ).

Before or during oriematkm, mem' college students are askedto eh( iose a major. While declaring a major is usually opt k mat.many students perceive the label of "undecided student" asundesirabk.. Except for students with definite plans to entertick's that prescribe the currictilitm frt.im the first quarter ofibe freshman year, freshmen who are undecided all( nit a

At adtIttic .4thising fi Student Stic ttts

f; 3

major c.-an have an advantage. Some who know they are untiecided are more advanced developmentally than others whoenter colkge with majors in mind and later change coursesof study. If, as suggested, college is to encourage students toderekp the Cameity to judge wisely. then perhaps freshmenshould defer selecting a major until later in their collegecareers.

Freshmen enter college at variou.s stages of development.While those who are undecided might not differ significantlyfrom each other in personal charactetistics, they do seem tolack a clear sense of identity (Holland and Holland 1977 ) andare at varying levels of commitment to a choice of major orcareer. Indecisiveness has been linked to low achievement.lack of involvement, and attrition (Chase and Keene 1981;Peterson and McDonough 1984). Although indecisiondepends on a number of factors ( Gordon I 98,4; Jones andChenery 1980; Lucas and Epperson 1988 ), some characteristicsseem to be twical:

['wedded students make up a kirge portion of the stu-dent prptdation. Some institutic enctiurage studentsto explore alternatives and welcome students who arenot ready to declare a major. Undeclared students seemcomfortable in this atmosphere and are likely to seek helpin seleding a major. In institutions that urge all freshmento declare a major, undecided studenes might be rductantto identitY themsehrs and remain underserved.The group is a micraCustli of Ibe freshMati class. t'ndecided students are a heterogeneous population. Manyhave multiple interests and abilities to succeed in a varietyof prligrams.Many undecided students feel anxious about makingeducational or tvcational cl)oices. For most, this anxietyis heakhy and not debilitating.Many undecided students kmm. that tlky need concreteinformaion before cho(psing a major, and they are opento gathering information and exphiring ins.some undecided students need Ikt 1,1 making decisions,acquiring problem solving skills before making satisingand realistic dt,cisi ns ( Gordon 19SS, pp. 11" 1K ).

In general. uncleckkd students fall into three categories:) entering freshmen who are unwilhng. unable, or unready

.18

6 4

to commit to a major; (2 ) students who enter college witha declared major hut change their minds during colkge; and(3) students vvho begin the junior year with no clear majoror career choice in mind (Gordon 1984). Students in eachcategory can benefit from specific academic advising practicesand attitudes.

Entering freshmen make up the ktrgest gnIlip of undeckledstudents. They fall into three categories: those lacking information, thase lacking appropriate decision.making skills, andthose experk.ndng self conflict. The first step in advising themis to identify students' fvecific areas of need (Carney 1975).

Freshmen lacking intimation might need only to assesstheir values, goals, and mergy levels, might need informationabout academic offerings on campus, or might need toexplore career options. B declaring their undecided status,these students admit a willingness to gather informationbefore deciding. Open ended discussions with the adviserand exposure to campus resources like department chairs,students majoring in their arms of interest, and the careerplanning office can he good beginning sieps (Gordon 1984).

Other undecided freshmen might have sufficient information on which to haw a decision hut lack the decision, makingskills to make a choice. Practice with small decisions is oftena gt )(id %say to begin. Advisers can encourage such studentsto develop a written fouryear academic plan. The processof discovering alternatives and narrowing chokes can preparestudents for chox)sing a major (Frost 1989a; Gordon 1984).

The third subgroup of undecided entering freshmen seemsto have personal or social concerns that preclude declaringa major. Their areas of interest might not align with their abilities or energy. Their choices might conflict with those of parents or other significant adults Such students should firstaddress the questions of who should decide the future andwhat criteria should be used. Then they can approach queslions about a major (Gordon 1984). Students who perceivethat being decided is preferred by the college need to becomecomfortable with their indecisio in and encouraged to explorealternatives. One essential factor seems to he a college environment that is open to exploring interests and options.

Students who) change mai( ws are the secowid categowy ofundecided students. They make up 75 percent of the co Alegepopulation, attempt and pass more hours than students whodo not change majors. have higher cumulative GPM. and are

Some whoknow theyare usulecidedare moreadvanceddevelopmentallythan otherswho entercollege withmajors inmita. . .

Academic Advising or Student Success .)(1

f"-).)

more likely to persist to graduation than either decided orundecided students (Anderson. Creamer, and Cross 1989).Such students can benefit from undemanding that, duringtransition to college, all initial choices of majors are tentativeand that to explore alternatives is a healthy activity. Advisingis most effective when students arc ready to change Majorshut }More they become discouraged and consider droppingout. Advisers who are accessible and maintain positive atti-tudes toward change can encourage students to rethink theirgoals, generate new alternatives, use credits already earned.understand the eareer choices available, and devise plans ofaction (Gordon 1984 ). Change of major can then become adevelopmental process in which students Master new skillsthat are useful in other sittEttions.

Intrusive advising might he necessary for two subgroupsof undecided tipperclass students: ( ) those who have nevermade choices because they find it difficutt to narrow options.are generally indecisive. ware immature: :md ( 2) those whodecide in the last two years i f vollege to change majors. Advisers might encourage upperclass students who arc consideringseveral majors to eliminate some altenutives. set or reset

mis. and see the advising prticeNs as a way to int we u iwardachieving their goals. In extreme cases. these students need

itinsding bey( ind the advising relationship (("iiirdon 19$-iTo effective. advising programs !iir undecided students

need administrative support. In organized programs. athisershelp students explore their strengths and limitat k ins. Advisersusually explain the career devt lopment proess as it relatesto differing stages of and suggest ways fi students togather and cc insider informatk

Advisers and advising ci.mirdinators wh Iv( irk in institutk insdedicated to students' expli iration. whi i are el immitted(level( ipmetual advising, and who blend career counselingwith advising can help undecided students determine a Mit rr.As undecided students become comfortable' with their in&L isiveness, involve themselves in the advising pmcess. ask()pen ended questk ins. and seek answers frt nil a variety ofrest turces. they can make well ct rasidered anti then permanent decisk ins abLiut mak irs and L areers.

Dransfer studentsStudents whi )1r:raster kit idler rast it Wit ins atter ct miplvtingtwt year ct iliege pni. grams t w whi interrupt studv at one insti

5(1

union and transfer to another undergo periods of transitionunlike those of freshmen. Such students have survived thechange from high schI to college and need to learn to succeed in different, often larger, environments. They sometimesfind it difficult to adiust to an environment that offers kss persow( attention from faculty and staff than that available at!mist twi year institutic ins. More than ft ir some other grt nips.transfer students find it important to understand the practical-alue of higher educath in to future emplii)ment, which canaffect their integration. perfi mance. and satisfactk in with theacademic prtigntms of receiving institutions (jtthnsi in 198' ),

The population of transfer students is a h,.terogeneous one.including a wide range of ages. races, and backgrounds ( liarrison and Varcoe 198.4 Researdiers find it difficult to reportinunbers of students who transfer, but they do agree that theptipulation is growing. In I9S9. abt rut 5.3 million students.or -43 percent of all undergraduates. were enrolled in cummunity colkNes. An estimated ine third kit- them transferredto feniryear institutions (Watkins l990 ). Transfer students usually have specific academic and career goals. They changemaims less frequently and have a better sense of purpose thanthi freshmen. Their intellectual growh seems to be moreinfluenced by the concern and interest of faculty than by Irequern contact ak )11c; thereli ire. advising rdatn inships can bepartkularly imp( irtant. Minster students appreciate facultywho are interested in the gniwth of students inside and t nitside the classrt s nn and view their ct intact with advisers as -akey ingredient in successfully eapturint, the knowledge it )which ti )t,', I lace been expt )sed- ilkcwin. King. and leren/ini l986. p.

it is surprising that transfer students receive little attentit iiiin chscussions all( nit relent it WI. En im the perspective of (wening institutions, transfers ft 'irm a significant pt ink in t tithe ft niryear oilkge pt ipulat k in. Frt nit tine fifth to one third I if thebachelor's degrees awarded go to students who began atani it her cc illege King. and *lerenzini NS() henconsidered from the perspedive of the sending inst itut it in.the picture is less bright. Althi nigh t inc third t if cc immunityct, Mew students plan ti ) attend him- year colleges. tinly tiflufourth enn ill kwer actually !wet% e bachdors degrees I \katkins

Successful transfer is critkal to minority pi :public ins.)ear colleges enc.( ill i3 percent (If all African American under

,40.4d(Ink Adtont,v fiftr Vueli.nt stet

G7

graduates. 55 percent of Hispanic undergraduates, and 57 per-cent of Native American undergraduates (Watkins 1990). Toeam luccalaureate degrees, these students mum find the pro-cess of transferring successful. While transfer seems to workfor clase to half of the students who experience it, minoritystudents seem to be disproportionately represenwd in thehalf who could benefit from improvements. The two-year college students mast likely to continue at fouryear institutionshave advantages in academic preparation and social skills.Minority students are underrepresented in this population("Few Poor Students" 1990; Richardson and Bender 1987).Thinsfer students, especially African.American transfei stu,dents, exhibit significantly lower kwels of educational attainment than do students who graduate from their initial collegeof enrollment (Kocher and Pascarella 1990). Their grades typ-ically decline during the first term after transfer hut improvein successive terms (Harrison and Varcoe 1984).

Programs designed to meet the needs of transfer studentscan benefit students in both the sending and receiving insti-tutions. Facilitate the process of transferring, and increase thelikelihood that they will graduate from receiving institutions(Tinto 1987). Success can begin with four war institutions'developing articulation programs with two year institutionsto encourage two year cc illege students to obtain appropriateintOrmation about the next level of college. Information aboutevaluating transcripts, advising, and registration can begin thetransition process (fkirrison and Varcoe 1984 ), Advising byreceiving institutions shook! begin before transfer studentsleave the sending institution.

A Ford Foundation-supported effort to provide transferopportunities to c( immunity colkge students pnwides anexample of these suggestions. In 1983, Ford funded the UrbanCt nimunity College ihtaski Opportunities Program (EVCTOP). liecalise lover African .American and I lispanic thanwhite students transfer from community colleges to seniorinstitutk ins, colleges with sizable minority ennillments wereinvited to participate in the program Donovan and Schaferl'eleg 1988 ).

.TOP recommends ongoing collab( 'ration betweentwo year and fc)ur year imstitutions. This interaction seems tobe an imp( irtant key to effective communicatk in ...dxiuttransferring. Interinstitutic mai dialfigut between administrahirsand faculty clamming curriculum, teaching smaegies. and

OutcOMes 1-an close the communicatkm gap for transfer students. I ICC TOP also recommends comprehensive cfata collectkm to track courses, grades, and credits. Computer systemsthat automatically detect students in academic difficulty andno* students and advisers about problems seem mast help-ful. IndMdual contact is also important. Researchers advisecommunity colleges to appoint transfer counselors to workwith academic advisers from both the sending and receivinginstitutions and initiate dialogue about students' academicprograms between faculty at both institutions (Donovan andSchaierfeleg 1988; Green 1988; Rem ley and Stripling 1983).

In general, transfer students view their contacts with academk advisers as key ingredients in successful transition tothe receiving ingitution. Contact alone is not enough, howeveeltansfer. students look to advisers at sending and receiving ingitutions to provide orientation and to ease the transition. Whether students transfer after completing courses ofstudy at two war institutions or interrupt their study at oneinstitution to attend amither. they need guidance in findinganswers to questions about course credits, requirements forgeneral education, and majors.

Providing academic orientation to transfer students atreceiving institutions is unlike advising freshmen. Mast freshmen learn about colkge in organized orientation programs;transfer students often discover resources and services ontheir own. Often advisers are a first contact on campus fortransfer students and might be tailed on for orientation tosupport servic-es, academic resources, and policies. Early inthe advising relationship, advisers should suggest analyzingtransfer credits to avoid mistmdersunding at the time of gradtuti n ( Newhouse and McNamara 1982). Then advisersshould consider ,...ncouraging transfer students to becomeinvolved in the receiving college community, especially thearms that emphasize the practical side of college.

Adtdts and other nonttuditional studen:s"It has never been any secret that we change as we age. 11wonly question is how" (Daloz 1986, p. ,t3 ) lb espond to thequestion of how, change is linked to develq nt. Dewlopment is &fined not as change only, hut as char,ge withdirection, change that is properly promoted by education( Dakrz 1986). Because adults make up a significant college

pulatic in and their numbers are increasing. advising co( )1-

Academic Advising for strident Nue cess 5.i

1 )

-34

dinators and ahisers of adults need to be familiar with trendsin adult students, to recognize tbese students as individualswho are developing, and to understand adults' reasons forenrolling in college, the transitiona they Face as students, andhow advisers can help them succeci.

At lea.st 13.2 million college studelts are over age 25. Thispopulatim which represents -12 peromt of all college students who earn credit, is 58 percent kmak. 63 percent martied, 8g percent white. and 71 percent employed full time.By 2(XX"). numbers of adults will be considerably larger: 75pi...reent of all 1 ¶.5, workers will need to be retrained. They canbe expected to continue to turn to higher oducatkin to develop skills and fi r perstirral fulfillment (Asianian and Nickell1988; Poison 198(0.

Although some institutions use an age related definitiontt adult students, a devehvnumtal definition seems more use

ful, Adult students are those who have been away from form!!edueatk in ft ir at least two years. Mt ist Wt irk either full or parttime and do mit ident4 educatit )11 as their primary concernin bk.. Decisions about persisting in college are more oftenaffected bv the external environment than by the N:triables(if sticial integration that influence students t if tradit it mai age.\Mile adul.. students have close relationships with !acuity andElect mit. involved with peers and sta)'. thev do mit seem it)beet mie as involved as traditit mai age students. Most are notactlye in campus s! dal activities or et incerns of the student

idv. Academic matters. pt.( iblems of mobility, multiple liferoles. integrating family. toll, and college support !;-.stems.and developing a sense of belonging in the academic environment ut incem adult students. They also worry aht nit him.they relate to the traditional age students in class (13ean andMetzner 1985: Poison 1986. l989: Shun and Warne", 1989:Swift l98 ).

Changing norms for women in the wt irk ft irce. rising mandards t f living, widespread acceptance t if life It mg learning.and increasing requirements fin- occupation related learningduring adulthood are falors that enctiurage adults to enrollin ct hiege !Ct K ikst )11 1989). These trends indicate twAt stnircestit motivation fin- adult Students: ! I ! preSsUres filnn the enyiri )nment. such as changes in emplt iyment. family. or ecoit imic situations, :slid 2) pressures in nn the individual, such:is changes linked to adult develt ipment tir a search fig. satistactit in. litn whether adults enroll becatase of perm pref

erencere employment requirements, or new career directionsis not the central issue (Dean, Eriksen, and Lindamood 1987).While not all adult students are intrinsically motivated, mostinvite growth and seem willing to manage multiple roleswhile in school. The adviser's challenge is to help adult stu .

dents find resources to assist in the integration of their exist-ing roles with their new roles as students and to assist in plan.ning educational programs that meet their short and long .tom needs.

Adules might kel out of the mainstream of college life andconstrained by family and work from full participation in theacademic program. As a group, they are committed to edu(-Aortal goals, yet isolation and incongruence can influencetheir decisions about slaying in college. Adults usually attendcollege with a clear purpose in mind, want value for theirmoney, have more commitments tin their time than youngerstudents, and bring varied and rich life experiences to theclassroom and the advising relationship. They anticipate andperceive that job responsibilities, lack of time, not enloyingtheir studies, lack of confidence in their abilities, and the difficukies of course work are lurriers to success. job responsibilities seem to be more significant barriers than anticipated:lack of confidence in ability is anticipated to he a more signiticant barrier than experience indicates. Adult studentsreport that the barrier most difficult to anticipate correctly islack of time (Sloan and Wilmes 1989).

-11) be successful, adults could need intervention strategiesthat focus on the pn )cess of transition and on new ways toreceive college services. Some institutions meet the needsof adult students more readily than others. 13y viewing adultstudents as marginal to the institution's overall mission, somecolleges and universities limit services to them. In adaptingto adult students, nu )st institutions experience three stagesof acceptance, During the first, or laissez fake, stage, the system works neither for ntn- against adults. Harriers are rcnu wed,but positive intervention does not take place. The seconds..tge is one of separation. Separate services. sometimes inkdor to those for younger students, separate adults from thetraditionalage student Ix idy. In the third, or equity, stage.adults receive the same quantity and quality of services astraditional-age students ( Poison and Priksen 1988).

Institut k sis (wed( n )king the influence of the adult studentpopulation should conskier that 60 percent of adult students

Ata,;,.mic ,4drisiltg fiw Strident SIltteSs 55

seek a degree, 50 percent take four or more wurses, and 25percent study full time. Although services for nontraditionalstudents seem directly related to administrative support, thoseservices most accessible do not require major reorganizationof the administration. Academic advising is one of them(Aslanian and Brickell 1988; Champagne 1987; Poison andEriksen 1988; RkhterAntion 1986; Tinto 1987).

Effective advisers of adults recognize the stage of accep-tance of their inNitution and, within this context, use developmental advising to address four distinct areas of concern:.

) issues of transition, such as fears regarding competencyand adjustment to new roles; (2) a match between the insti-tution's goals and the student's when they help students selectcourses and relate the purpose of prerequisites to the courseof study; (3) the formation of campus connectkins; and (4)campus policies that are unfair to adults. Because mast adultscommute to class, advisers are often their only outoiclasscontacts with college (Sloan and Wilmes 1989). Advisers notonly give academic counsel but also often provide ongoingorientation and identify pathways to college services. In theirroles as professionals in their fields, advisers also serve as rolemodels for adults who enroll to enhance their careers.

Although many adults are "application" oriented andchoose courses immediately applicable to their lives or fobs.effective advisers suggest that adults look at short and long.term goals when determining a course of study. While theybring a wealth of experience to the advising relationship,adults arc: likely to take advice more seriously than do youngerstudents (Bitterman 1985; Swift 19S7). Advisers who treatadult students as adults and not as 18-year-okls, ask openended questions, and suggest campus or community resources that pn, wide solutions to problems encourage adultstudents to become full participants u. academic planning.

Advisers should also be aware of the stage of acceptanceof their college or university and work to improve thuse atti,tucks and services most directly affecting adult students. Byaddressing the imues of how inst':utional rules and practicesaffect groups as well as individuals, advisers can promoteequa y for adults. Institutions concerned with removing barriers the success of adults might consider training ad..isersin adult development theory, career development theoly, andmidlife career strategies (Poison 1986).

5(7

These discu.ssions of Audent populations and their advisingare reminders of the recommendation that advising not takeplace in isolation (Grites 1979). They concern advising atthe student level. Concepts of developmental advising andacademic planning have been considered in the context ofsiudents and advisers sharing responsibility for successful advising. Other tools for success at students' level are anunderstanding of the influence of advising on contacts between faculty and students, involvement, and persistence. Thenext section concerns advising at the institutional level. If colkges and universities have as a goal to plan and implementcampuswide. student-centered systems of advising, certainattitudes and practices can contribute to success. Useful methods at the institutional level are much like those for students.They center around shared planning and focus on relationships that can contribute to positive outcomes for students.

wiettnt Adt Amg co- Mudent Suck (ti.

73

SUCCFSS IN ADVISING: Strategies for the Future

The first four sections of this monograph present tools fordeveloping successlid advising relationships, examining concells of athising and populations for which they can be efkvtive. But tools are not products. They are useful only as contrihutors to timely and effective advising services for students.lkfore advising programs can foster relationships of sharedresponsibility and encourage academic planning, they needinstitutional support. lb this end, this section addresses institutional success in advising.

Empirical research suggests that most institutions are notsatisfied with their methi xis of academic advising. Despitethe work of researchers, authors, and practitioners, today'sprograms demonstrate little improvement over those of thelast decade. Results of the 1987 MT survey "depict a stimewhat disappoint ;ng picture of the status of academic advisingin American colkges and universities- (Ilkley and Cnickett1988. p. 74 ). Models that work on some campuses generallyare not applicable to others and for go( id reason. Studentsvary. Institutions %ary. Althi nigh seven organizatkirml modelshare been identified to assist adminkrators as they rei irganize services and assess their strengths and weaknesses ( I labley 1983, 1988b), rep( ins of die assessment of successful programs are rare. Therefore, this volume proposes no specificmodels for advising. Rather. it investigates strategies for planning. implementing, and evaluating campus specific prc %rams.

Program Management: Move Forward with a PlanAlthough scholars and praclitit niers recommend careful seleclion, training. and evaluation of advisers, these activities citlenseem to be neglected. Sixty three percent f. if the institutit insrespirnding to the 198' ACT survey have written 1)4)10' andprowdures statements for advising. yet only 29 percent trainadvisers and only 21 percent regularly evaluate the program'seffectiveness. Nearly percent cif the resp( indents do tunrecogMze or reward advisers fig- their service (liable:N. andCrockett 1988).

Selecting, training. evaluating, and recognizing advisersseem most useful when they are parts of a structured planningpnwess. liiday, many colkges and universities guide colleclive decisk in making thri High planning. One successful m( kidis strategic planning.

.1c(Identic Acirtvrtg for Strillolt slit. 4. es... 59

74

. an analytical approach that emompames an avesmitentof the future, the determination of desired goall in Ilk, con.text of the future, the development of alternatiie cmirsesof action to achieve A.m.' gm& and the selection of COUPUNof action from among those altentatit,es ihl 1983. p. 2).

Determining direction, or formulating an idea of the hiture.is tlw essential first step in strategic planning. This directionthen guides planners as !hey anticipate change and make deciMons. Ideally, parficipants in planning consider the internaland external conditions that define the culture of the in.stitution before they adopt specific actions. This consensusoriented approach seems highly effective in college and uni(ersity settings (Chaffee 1984: Cope 1981; Frost 1)88; Keller1983; Meredith, Cope, and lenning 19871.

It seems that a stnictured mechanism for change. such asstrategic planning, is warranted for advising programs. %benasked to rate institutional effectiveness for eight goals of advising. respondents to the 19S- ACT survey most often chosethe category -achievement somewhat satisfactory." The onlygoal rating "achievement satisfactory" concerned prescriptiveadvising. such as providing accurate information about poiides. procedures. resources, and programs ( !Milky and Crockett 1988). Perhaps strategic planning. with its attemion tomission and the environment, can provide a forum for participants to address questions about the eftectiveness of advising and move ft irward to increase the pi ysitive (mtcomesof ctillege.

A general mission (yf colleges and universities is to pursuescholarship and transfer knowledge to learners ( Kramer 1985.p. 3 ). Within this frammork, planners can investigate the contributio ins (if academic advising to the missk n (yf the c( /liege(yr university and define an institutionspecific misskni towadvising. Questit ns Ann fundamental advising philosophyare appropriate. Sht iuld advising comtribute to significant poitive college outcome; for students? How is advising definedin the campus? Wlut are the tintcomes of akKising ( ni the

campus% flow can the definitit n of. advising he changed toincrease the likelihood of positive outcomes.? If. as suggested.advising is a tiwnt t if teaching (Crot yksu yn 19-2 ). then thesequestit ins are m t tnih appropriate, hut also net'estiary.pt Ysed as part t iforganized planning agendas. ()pen ended

queAions about the definitioos and outcomes4,f advising canbecome parts 4a strategic invest*ation of the future.

In 1986, the Council for the Advancement of Standards(CAS) published standards and guidelines for student servicesand development programs.

The primaiy putpose of an academic advising programis to (mist students in the development of meaningful edu-cational plans . . compatible with their life goats. . Aca-

demic advising should he ileutyl as a contimums (keeSS

of clarification and evaluation (p. 11).

This statement can serve as a beginning point for an advisingmission that refkcts an institution's general purpose and specific advising philosophy. Such a mission is most helpful whendesigned by representatives of all who participate in the advising process. Defining and adopting a mission are the firststeps to collaborative planning for a new or reviulized advis-ing program.

:n the strategic process. planners develop goals after theyat.krt a missk in statement. Strategically defined goals are specific plans that narrow the gap between what is and whatshould be (Cope 1981: tlhl 1983 ). Goals for advising shouldaddress specific needs: they should define a program dedicated to helping students mt we from clarifying c)biectivesfor life and career antl developing educational plans to interpreting requirements and selecting courses (Council for theAdvancement 1986). Other goals ftn advising include encouraging qudents to develop decision making skills and introducing them to support services (Council for the Advancement 1986) ( see table 3 ). The order of the Councirs goalsis important. Developing plans kir life and career is Plowed11)r select ing courses and interpreting requirements. This tsuggests a process of developmental advising. The it 9positeorder could indicate a traditi( mat. or prescriptive, approach.

Beft ire Mining specific objectives and action plans. a critleaf look at the advising environment is useful. Tht rie collegesand universities engaging in institutionwide strategic planningmight have external and internal scans that prove helpful. ifsuch scans are mg ;wailable. the pnicess of gathering and analyzing infiirmat ion. opinic ins, and perceptions can cinuributeto planning. Si ime quesin ns shoukl he et insidered in the

Beforedefining*milkobjectives am,aaion pAqm,a critical lookat the advisingenvironmentis usefuL

Acadcynic. ,4chistut; fit,. Student %tic c

7f;

TABLE 3

MISSION STATEMENT FOR ACADEMIC ADVISING

The primary purptise of an academic advising nil %nun is to assiststudents in the development cif meaningtUl educational plans . .

impatihle with their life goals.

The institutit WI rinist have :t ckarly written statentent I pl,ikisophypertaining to academic advising. which niust include program putsand set ti oh expectat it ins tiladvisers and advisees.

A.-aik'nik tfvmsing sh( aild be viewed as a continuous pnnvss of chiificatit in and evaltiatit

The ultimate responsibility ttw making decisions alx nit life goalsand edueatit nut plans rests with the individual student. e acadonkadviser assists hy helping to klentilv and assess ahem:Hives and theet inset itiences tit dcvisic ins

Institutn oal 51 i.tls fin. at:atonic ad\ ising may it,. luck:

clariliemit in t it Me and career gtzits;

dc 4t'dwatit oal plans;sek..ct it All of appn priale i iurses and I nher edut mit nutesperiences:intcyretation of institutional requirements;increasing student awareness t if edin.atit mai rest iurces available;evaltiatit o (if student pnnzress It }ward established 51 ials:devek t ml decisit in making skillsreferral to and use t if other institutional and ci nliMuntly Stipp( WI

selA it.'es. where Apprt priale: andct Meeting and distributing student data r:garding student needs.preferences and perft onance tor use in instituth mat Ilimaking.

NroliPt ( ()Ink ll fin Ow Atit.Illit'Mullt PIA), I Reprinted v% itli

scanning: I It iw is advising percen ed tifl campus% Wlut studentpulations are served by the advising i)nigram? What pipit

lations need to be served? What are the advising needs ofthese tittldeuts? What kampus at .d Ct lmmunity resOLII-Ces canhelp nil these heeil s? no students leam decision making andproblem St dying in the curriculum? What changes does theinstitution face in the future? flow will these changes affectadvising at this institutit mfl' \\ben ciinsidered in the c( >mem

nnssion and gt rats. answers to these questit ins can guidethe detailed work of establishing or refining advising.

'Me next step is to define speCtlit: t biectives. 13y this time,participants in planning have firsthand km. miedge if pm'

77

tunities, needs, and resources; they can begin to break newground. Decisions about the format of advising, the selection,training, and recognition of advisers, and eomprehensive evaluation should accompany discussions of more far reachingissues. A few pertinent questions should be answered: Howcan students be motivated to particirrate in the process ofadvising? Do students possess decision-making skills that canbe transferred to the advising setting, or will these skills hawto be taught? Wthat skills and attitudes should advisers possess?How can faculty and staff members possessing these skillsand attitudes become partners in advising? How can they becultivated in others? How will advisers be seleeted, trained,evaluated, and rewarded? Htiw can advising bect.ime a collaborative, campuswide effort? How should the outcomes ofIr:vising be defined? How can they he evaluated? How canthe results of evaluatkin be used to improve advising? Ulwnparticipants in planning address these questions, the advisingpmceswcan begin to move in important directions. Plannerswho are committed to routine evaluatit in and proper use t ofdata can prt ifeet a dynamic and tingoing vish in of advisingat their institution.

Academic Advisers: Select and Train for EffectivenessWhile students and their needs kir advising are the principalctincern of this minograph, students are lust one half of tlwadvising picture: Advisers are the other. For advising to bea true process, the needs of both participants in the relationship sluitild be ctinsklered. Successfial advising depends oneffective advisers, and advisers effectiveness depends in panon how they are selected and trained for their responsibilitiesWailes

The selectk in if advisers has been described as the it ornerstone of a successful i)rogram, especially when advisersare selected on the basis of criteria for ellectiveness and aremit required to serve (Grites 198'; Wilder 1981 About haltthe respondents to the 198' ACT survey use onlv instructionalfacuhy in all departments to advise, Participation by chis most likely in four Var public institutions: hur year privateinstitutions are nu ist likely to have criteria fiir SdeCtk HI Ofadvisers. Sixty eight percent of the respt indents tti the 19S-ACC survey have no criteria ft ir selecting advisers. Most AdVisers arc facuhy members. but the number of pnifesskinal advkers is increasing tilaNey and Cnickett 198K; King 1988

rkailernk 'Iwo; fin- !student .str,( (Ns

7S

(pi

Ideally. advisers arc selected on the lusis of criteria thatreflect the goals of the program. Criteria for selection shouldaddress students and the instittnion's needs and result fromcollaborative planning. Good advisers are inten.%ed in estabfishing caring relationships with students. They see studentsas growing. maturing individuals and are accessible to them(Cnxikston 1972; Ford and Ford 19149; Frost and HoffmannW)4(); Wilder 1981). When depanment head.s, instructionalfaculty. noninstructic nut prolesskinals, paraprofessionals. orpeers with these attitudes are selected to advise. they can karnthe skills they need in a uriety of training formats.

A first step in training is to describe the respiinsibilities ofadvisers. %%bile specific attitudes and practices are best definedby those familiar lvith the population of students and the institutu( nt, research ba.sed guidelines arc often helpful. Studentsseem to ',refer the -personaliied approach Ithatl is at theheart of desvicipmemal advising- (Gcirdon 1988, p. 113). 'Hwywant achising relationships centered on academics and nottin persc null concerns, such as family nutters or rdationshipswith peers. 11ey prefer advisers to supply information aboutsuch prescriptive items as requirements for graduation andc(itirse selectiini tint/ti ) address ht.( iader devehipmentalics. such :ms expkiring goals for hie and career and planninga ci nirse m if study Fielstein 1989; l'rost 1989b; Noble 1988:Winston and Sandor 198-3

Fculty nwmbers rated as devekipmental advisers lw theirsuuknts report that ther address several areaS mitcontern in:heir work with students. including personal attitudes andevents related hi ctillege, such ;Ls damn x int experiences.

iurse ci intent. and time management; wimp pn %nuns, pm 4'cies. and oppirtunities. such aS internships and opportunities

imernati( mai exchange: and maintenance activities, suchas signing forms. discussing pn X.-Wows, and selecting cm mrses( En ist 1990a. 199(k. ). Even though these findings highlightthe imp( irunce m if the cm incepts of &vett mental advising,nu NI current training for advisers seems to center m )11 prescriptive itueractii ins (1labky and Crockett 1988 ).

li-aining advisers to address devekrmental advising andacademk. fit:inning and to facilitate students' developmentalneeds includes .w.ention n) audience and ci intent. Whateverthe content, training is !mire successfUl when audience parti.-ipation is high. It is impiirtant to include team building

79

activities and to recognize that some participants have extensive nonadvising duties (Barry 1989).

Several content questions are appropriate: \That shouldadvisers undergand? What should advisers do? What shouldadvisers know? ( 'eller 1988, pp. 156 57). Well-informedadvisers understand the concepts of developmental advising.academic planning. and the developmer of higher educationand of students that influence advising. The characterigicsand needs of students, career planning, the relationshipbetween advising and other student support services, and theresponsibilities of advisers and advisees are also appropriatetopics for discu.ssion (Gordon 1984; Keller 1988). It is essential to explain academic regulations and procedures, especiallyto those who are ahising for the first time.

Although most training occurs in workshops of one dayor less, comprehensive preservice sessions followed by occasional in service meetings are more effective. Other formatsinelude workshops of more than one day, a series of meetings,and preservice training only. Although mug advisers workindividually with students, they seem to enloy the periodicsupport and encouragement of their advising colleagues andinteraction with those who support advising. Experiencedand novice advisers can learn from each other, share enthusiasm for their responsibilities, and discuss mutual pn )blems( Frost and lioffmann 1986: Ilahky and Crockett 19148: Kapraun and (*.oklren 1982; Keller 191.414

Evaluation and Recognition: Essential Componentsevaluation should take place on many kvds in well

executee.; Aivising programs. little research has been doneto evaluate the effectiveness tit* academic advising. This situatit )n is LInft OtInate because routine evaluatii in if adVistIN.

training and perfiirmance can contribute to the program'soverall effectiveness and allow success to be built on previousfindings ( Morhees 1990). Evaluation used not for final judgments but to guide planning is usually considered most helpful. Then evaluators can betlime agents tin. change and pointthe way to impre wed advising services. They are st inwtimesthe first to nt Ainc important trends in the student p(ipulation

Brown 19'8; Kramer 1990 )Evaluatie in indicates heft well the advising system is wi rk

ing, documents the effectiveness of individual advisers foi

Attu/emu Achisirtg fio. mlideod Aliteem

S

(ti

purposes Of sdi improvement, identifies areas of weaknessto be addressed in future planning and training sessions, provides data for the recognition and rovard of achisers, andgathers information to support requests for funding or otheradministrative ccintributions (Crockett 1988). When derdopmental advising enitances the decision-making skills of students and tiutonnes are measured, evaluation can be usedto demonstrate positive educatkinal outcomes for students( Frost 1989b, 1991).

Comprehensive evaluation includes feedback from advisingadministrators, students, and individual advisers. Thoroughevaluators usuall.' investigate all aspects of the program. usingoht..ctives identified in planning as criteria Evaluators shouldaddress certain questions: Is the advising program contributing to the institution's mission? Does advising function according to the purpcise and accepted definitions (if devek ipmentaladvising Do students engage in academic planning with theiradvisers? I %).es the advising pnigram meet the needs of all

rulations?Ilas advising adapted to changes in the institutional envinnmient? Is a program to train advisers in place?Is it efft.ctive? Is evaluation ongoing and effective? Are advisersappropriately recognized and rewarded? Do students restx kidtt i the advising program positivly? What are the outcontesut adVising ft ir students? I low are these outcomes measured?I li iw can the program be improved?

'16 aid in evaluation f0. aL.v.sMg, systematic evaluatit in (ifthe t Aerall student development program and each functitinalarea is IVO nnIMIRk'd to determine whether the educatkinalpals and the needs of students are being met (Ctkincil fin.the Advancement 1986). Although mohods vary. evaluatorsshoukl use lx oh quantitative and qualitative measures. Resultssht mid contribute to improvements in the pnigram. A crossseen( if participants slu mid plan and implement evaluationprocedures. Results can then be analyzed. shared. and usedit guide positive change. Bre )ad bawd ct,llabt walk in andtimely use of the results of evaluation can engender an advising N-rstem gnitinded in thetiry and shared resplinsibility thatMCVIS the ckmging needs of all participants and supportsdesired edtiCatk mal t iutct

AltImugh appnipriate rect Wilk n t if advisers is necessaryif advising is to assume a place of greater iMpirtance inhigher edtkatit )n, reward fin- advising is often neglected.Administratt Ws and faculty identilV reward svsten is as the cat

S

egory for change that is most likely to improve advising prowants. Yet 44.4 percent of all respondents to the 1987 ACTsurvey !me no such systems of recognition or reward ( ilahkvand Crockett 1988; Kramer 198(ib; Larsen and finmn 1983;Poison and Cashin 1981).

Mug institutions that reward advising offer recognitit in inthe form of minor promotions acid consideration for tenure(1!abky and Crockett 1988), Appropriate recognition can takemany forms, including reduction of teaching hiad, etinuniucework, or research responsibilities; salary increnwnts; maim

r mint it. et insideration in &tisk ms affecting promotit ni andtenure; and awards for excellence. To he beneficial, recognitit in cif advisers needs to bect nue a planning issue. toaddress criteria of sdecifini and eticctiveness fin- advisers. andto reflect the imp( ntmee the institutitni places on advising.

Collaboration: A Key to ExcellenceTo design tn. revise an advising program to include the cc Hupments described in this sectitnl requires ongoing. IA &In rrative effi in. Advising spans many institutional bininkkiriesand involves mt )st students. liecause the ctoistitueneies arcdiverse and numennis, change cannot he accomplished ina fragmented way. It must be planned. Fven so, positivechange can't( g be accomplished in haste: evaluation shotikilead to impn wements that define cinistructive change. W'hilecollaboration can take many ftwms. building connectit nmaiming academic affairs. student affairs. and support servicesseems to be :in Unix rrtant n nate to retaining students andenct imaging success ( I:n)si and flofftnann 198(; IL x mnev 1988).

In an exampk. chisely rdated to academic advising, the(Than Community College Transfer Opportunities Programrect niimends that representatives in nli two year and four yearinstitutims work tt Nether 1cm impn we transfer programs. I 'CC'.1-( )jI aim ) reeognizes the value of t )1 I311( )1'X it Hi between EWt )

year colleges and secondary scht me mls. In such Olt iris. studentsreceive the -benefits that can accrue In lin systematic t ollahwant rn" ( ) rnt wan and Schaler Peleg 1988, p.

The theme ( collabration also appears in the literatureOn advising. Recognized as a facn rr in retetitic ni t ni campus.advising is described aS:

. a t ampusu 'de relx,nsibility indudo fat tdtvmoN, prf Aft.8.kit oral wanselars. student (Oars prurfemiana6,

..ktidtInh'..hh.rstiN fig. sok/gill Viel [NV

administration, admission recneiters rt.'sidence hall per-sormel, financial aid uroirers, librariAirts, derica perlswnne4and wcurity officers. Retention is not the total goal of theprwram, but the byproduct of coctianded sertices andexpanded tewnuvrk . (Glennen et a). 1989, p. ).

Others describe advising programs in which collaborationis central to success (see, e.g., Abrams and Jernigan 1984;Tilimbky 1984 ). Considering the interactive relati.mship ofcontact between faculty and students, and involvement andpersoence, it is not surprising that researchers advocate col-lab(waturn among educators. When college constituencieswork together, they serve as models for faculty-student andstudentstuctent collaboration. As these interactions becomeobvious, the likelihood of meaningful contact and students'involvement in academic matters can increase. When academic advisers. ad%ising coordinators and administrators, andthose who support advising efforts collaborate to offer anadvising prirgram that is centered on developmental conceptsand focuses on students' needs, advising om bee( nne anessential systematic enterprise tithe institution.

Advising OF a Systematic Enterprise

Inh:Tent in the model of inshP:tional diparture is- the impor-tant notion that colleges are in a meg reid sense syst en ,at icenterprises comprised of a variety of linking interactiveparts, formed and informed, academic and social Eventsin one seWnent of the college necessarily and unattiidablyfeed back and unpact upon events in otIvr parts of thv instiunion. , . fully comprehend the longitudinal process ofdeparture, one must ta;,e mite of the full range of individlied experiences itball occur in the formed and informeddomains of both the social anti aCadeMiC systems of theinstitution (emphasis added! (Tinto 1987. pp. 117 18).

This statement acknowledges the importance (4. pewle workmg u %ether to achieve positive outcomes. For students, thisvie% describes an advising relationship based on sharedresponsibility. Et r institutk ins, it defines an enterprise basedon collabonitiiin Educators are tit d the only scholars whorect)gnize the gr( ming imp( wunce of col lab( wat km. Futurist

irs in other Fick& use wiirds like Involvement.- "part

6.44

nerships," "networking," "interdependence," and "synergy"when writing about innovations of the 1990s and beyond (see,e.g., Covey 1989; Kanter 1989; Naisbitt and Aburdene 1990).In this description of the next century, the power of the individual is apparent:

ne first principle of the New Age movement Ls the doctrineof indii,tdual reponsfbility. . . It is an ethical philomphythat elevates the individual to the global level . , Individualenergy matters (Naisbin and Aburdene 1990, pp. 298-.99).

The value of systematic enterprises and the concept of individual responsibility can sharpen the views of those who workto impnwe the outcomes of colkge through advising. ThismonoAph presents tools and methods for designing a systern of advising. For maximum benefit, the system functionson two levels. On the ingitutional level, advisers, advisingcoordinators and administrators, and those who support advising cooperate to implement advising programs that employa range of campus and community roources: Instructors.department chairs, career ctmnselors, student developmentpersonnel, and professionals from the community are all vitalcontributors. For students, advisers and students functionnmch the same way. Within their rdatir inship of sharedresponsibility, they design, implement, evaluate, and refineacademic plans for students.

An advising relationship focused in this way can do mt wethan facilitate the selection of courses and registration. it canserve as a training ground kw students future behavior. Asthey progress through the curriculum, students solicit contactsonce initiated by advisers. They handle decisions once guidedby advisers. An advising relationship that is changing in thedirection of weater responsibility by students can becomea valuable life model for individual accountability.

The final section of this monowaph presents reconmwndations and conclusions for improved advising, addressingthe ne.d.s of students and of institutions. The theme of thesummary is collaboration as well as systems and individual

thadignh Advi8ing for Modern' U.ccev;

S4

11=111.1111An advisimrelationsb0. . can

become avaluable life-model forindividualaccountability.

RECOMMENDATIONS AND CONCLUSION

Academic advising is a means, not an end. When advising isbased on shared responsibility and designed to help gudentsdiscover meaningful academic plans, then courses and scheduks become wok, not products of the advising relationship.Advising so defined can have a number of positive outcomesfor students. In the process of designing plans, gudents canlearn to frame appropriate questions, seek out needed information, and learn decision-making skills. Such programs offera&antages for institutions as well. They give students opportunities to engage in systematic academic planning and couldenhance retention through students' involvement.

The following recommendations offer a begir ning pointfor those who wish to consider an advising mission basedon shared responsibility. The recommenaation.s involvechanges in attittmks as well Is practices. They can be appliedto large and small, public and pri%ate institutions. They areintended not as final solutions, but as a framework for planning. Following the recommendations are suggestions foradmit dstrak irs and advising coordinators, fi n- individual advisers, and for academic and student services professionals whosupport advising. Like the recommendations, they are mosteffective when those who understand the college culture andits student populations adapt thern for specific use.

Recommendations for improved AdvisingTo implement an effective advising system:

1. Consider adricing tL an insututionulde svston centeredaround stud(1nts inivlionent and posititr COittNe tmtitOme.s.. Advising shoukl serve the needs of all studentsand contrthute to t11,..ir success in college,

2. ,omote conapts of shared responsibility for both studentsand die institution. This orientation can .ierve tc.) inv4 arestudents in their academic futures and to encourage pA,sit ive ()Incomes 11 Ct

3. Bin the advising relationship with an caeareness o thelatger purpose of advising and more to an anuretwss ofdetails. This appritach is imp( wtant kw students and ft winstitutk ins. Advising sh( mirthute to students' learning and success. ft 4 merely supply answers It; spejficquestions. It should aim.) contribute to the (Arran efic..civenes.s )1 educat it M.

.4cadernic Adt isimf, for Student 5.u.less

S5

Man for succm Ail participants in advising should beinvolved in an ongoing, strategic effort to center advisingaround a meaningful mission. Individual sludents reflectthis orientation when they engage in academic planningwith advisers.

c. Evaluate Evaluation of the overall program and individualconttibutors is an essential part (if planning; results canprovide direction for change.

6. Collaborate Participation in a shared advising relatkinshipleads students to contact many menthers of the collegecommunity for answers to questions that arise in academicplanning. These resource persons then advise both formally and informally. Others support the proems. Workto pnnide a collaborative model fiir students and encourage them to cot iperate with their advisers.

To support these recommendations, the following sugges-tions are offered as agenda items for administrators and advising coordmators, for individual advisers, and lr supportersof advising. Overlapping suggestions are not only unavoidable, but alsti desirable. All participants in advising Gin benefitfrom fantiharity with all suggestions.

Suggestions for Administrators andAdvising CoordinatorsSii:cesful advising programs have the suppt ni t if the administratit in and are usually et x irdinated by a person who acceptsresponsibility fin. providing dynamic leadership to advisersand support personnel. The following suggestions arc ofkredto administrattirs and cot wdinators who mirk as a team toact( implish an institutionwide Systeril of advising.

1. Mau the adv&ug pt.( vat?, eartfully. Keep the needs ofthe student pc ptilorit in in mind and inn( rke a comprehensive range of constittletus in the planning process.\Then planning, ( ) consider the mission of the institutionand its particular advising p rals; ( 2) he familiar with theexternal envirt inment. especially research on students'invihement, contact between faculty and students, antipersistena% and 3) know the populatk ins being served.tiir they are the most impt irtant ci impt mous i if the internal emironment. Studetus are individuals with individualneeds. ternal and institutional research can guide plan

ning for students from diverse backgrounds or studentsin transit ion.

2. l'se and teach derelipinental advising techniques Whenfocused on positive etkicatitinal outcomes, advising canbecome a valuable component of teaching.

3. 1k especially attentive to tbe needs (I/fry:4mm Ftir fresh-men, academic integration is the most important influenceon the development of academic skills for that year (Terenzini and Wright 1986). A welt designed freshman advising program sets the stage for academic SUCceSS throught )11t college.

4. Before Uniting advisers to Serf V, consider their strengthsand knits of interest. When advisers are carefully selectedaccording to established criteria, they are more likely toIx. strong contributors to the program.

S. Offer training for advisers routinely Include discussionsabout involvement. contact, persistence. and the characreristics of student populations. Find time for advisers toidentify and explore their needs during training.

6. Evaluate. Program evaluation and evaluation of individualadvisers are important strategies for a succemful program.Results can be ased to improve the program. prmideinformation fttr planning. and dem( instrate stutter out

Recognize and reuard adi isers and Others uho contributeto the pnigrwm Recognition of advisers is a valuable toolwhen used to increase ownership in and build supportfor the program.

8. Consider advising as a dynamic prycess not a finishedpniduct I'sc the results of evaluation continually to bringahotn positive change.

Suggestions for Individual AdvisersAdvisers are critical contributors to any advising sTstem. Thefollowing suggestions are directed to advisers who work toenhance their effectiveness.

I. Consider ;he adrising relationship its an opportunity toAwl) students Treat them as partners hv sharing resptsibility tbr aNising with them.

2. Become famihar with students as individuals. Their skillsand neds varv. Recognize tht ise differences and stayint.( irmed abt nit their progress.

.4caz1ennc .4eh.ising _1 .student Sitt Les.%

3. &win the adthing relationship with a discussion of theInvader purposes of adtising: to find a direction for ilk,future and to help students create appripriate anddynamic educational pkins Then move to questions conceming majors, courses, and schedules.Do not make decisions for students. Encourage them toexplore options, franw questions, gather information, andmake decisions. Be conscious of moving to stages ofgreater responsibility for students as the relationshipprogresses.

C. Encourage students to heLoine Mitt/red with athising withacademics, and with nonacademic aspects of college 11,1e.

6. Calaborate to improve cat 7siU. Willinmess to co(reratewith others provides a valuable model for students! ( I )P;mtiipate in planning the advising prop am, as institu,(lonal experience and knowledge or the college culturemake advisers valuable contributors to planning; (2) participate in training and learn about educational issues thatinfluence advising and about the students served; (3) participate in evaluation of both the advising program and(if individual perfiirmance. Encourage the use of resultsas a means (if improvement. Be open to suggestions forJfl isitive change.

Suggestions for Supporters of AdvisingAs advising unirdinat(trs and individual advisers encouragestudents to talk to other members of the c llcge conmumityabo nit their courses (tf study. those who supp(nt advisingbee( )11H,. contributors to the advising pr( teem. Departmentchairs. instructors, career counselors. pet's( mat c(ninselors.and others have frequent and meaningful contact with students. The following suggestie ins are ()tiered for theseparticipants,

Learn about the advising system (mil its many constittiencies. Participate in apprcipriate planning, training, andevaluat i( n.

2, learn about techniques for ileirlopmental advising Thec( incepts pr(ivide valuable t k fiir ,lealing with studentsin any setting.

3. Be open to students' ilk/nit-le,. As students formulate academic plans. they seek the advice of many pe( ply. Ado pt

S

a welcoming attitude and view encounteN with studentsas opportunities to encourage them to plan.

4. Wbrk collaboratit qv With others to enhance the systematicapproadi tv advising Collective efforts improve advising,and other campus efforts that contribute to students suecots can also benefit.

ConclusionThe more from an adOsing program based on merely sup

. plying answers to student questions about scheduling andregisiration to a system of academic planning centered aroundshared responsibility will not take place in one term. Nor willit take place in one academie year. The move is a deliberate.collective &tin that involves chanws in practices and atti.tudes and requires et insiderable individual and institutk >nal

immitment.A look at the historical development of advising suggests

that change is difficult at best. Winle some ans)s.ers to queslions about baud based approaches to advising exist, mostprograms still center on prescriptive activities. Even thoughresearch suggests that involved students are successful students, twist advising programs do not seem to encourage students' involvement. They offer short term relationships withadvisers. If the current literature on advising has one theme.it is that of shared responsibility. This theme offers guidancefi ir those wht t plan lir and manage programs as well as forthitse whet interact with student.s. It speaks It) ce 'liege and university administrators. to advising co( irdinati ,rs. to advisers.to tht ise who supptirt advising. and to students. If appliedcreative!y and with an eye to the future, perhaps academieadvising relationships can pn wide learning experiences thatprove Naluable to students during the college )vars andbeyond.

rtardernic Adlising fig %trident slit

Sf4

-5

REFFSEWES

'Ile Educational Resources Ink inflation Center (ERIC ) Clearinghouselin Higher 17.ducation abstracts and indexes the current literature onligher education for inclusion in ERICs data base and announcelent in FRICs minuhly bibliographic journal. ReSt, irCeS in Edu

catkin( RIF). MOM of these publications are available through theERIC Document Repn Auction Senice EDW. For publications citedin this bibliography that are available than FDRS, ordering numbera id price code are includett Readers who a.-ish to order a puhilcation shtmld write to the ERIC Documert Reproduction Service.-.120 Fullerton Rd.. Suite I IO. Springfield V1 22153 2852. ( Phoneo ders with VISA or MasterCard are taken at SOO 43 ERIC or10 +40 1.400.) \Then ordering, please specify the document t ED)

number. Diicuments are available as noted in microfiche ( MF) andpaper copy (PC ). If you have the price cote ready when you callEl )RS. an exact prk-e can he +kited The last page of the latest issueti Rixourecx in Education als4r has the current cost. listed hy code.

Abrams, and LP Jernigan. 1984. "Academic High Risk CollegeStudents.- American Educational Research finirnal 211 2): 2M 7i.

W.R, 1988 "Imprming Black Student Access and Achievementin I figher Educath n Rolm, cif Higher Education 11: Oki 16.

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Antlerson, B.0 . Creanwr, and L t I tri Ns. 1989 "1 .ndei. ;did.Multiple Change, and Dvcided Students: ift Av I hfiercnt Arc .111cyNAC4DAjournal9( I): 46 in.

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AA. Preillitan; lnrin ( luf San Fran*154i) Ji mscy Bay,

----- 19 hour Critical' 1eary+ san Fran& isse Bass198 I. .isttidvnt inve )1% cc nem A I )0.4..1( 'mental Tito in Ic cc

lighci 'n fc ottlud tif 6W/04c \indent PolNonnel298 r.

19ss. tthieiini Fdatanonal Excellence san FrmickJirssey Bass

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dith inal 1 'ndergraduatc studein Unlit in Ret'AIU t,f Mt/OW/raidRemwr1/4/i ): 444t 4,411

P '4(1 -sto4klit ik'rt lit it ins i it thy Del ("it iimicntai"iscr tIs iscc RyLnionslilp .VIC-10.-11ourna(ht 21: 10- I

I ).A..jS Bi ik:. and Nj Barnhart. Itri. -114c I nntruit .44ndergi admit: VI% !sing Asamt I) in Higher ram atiomi

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him att4 itLil :Old 4:Meet 11.tits Itotr,hql 1,111 Ave snidott Po.vowel ..!(). Hi IS

Rt 411). \1.1..11 19-3 Personalin, \ ambles ill stkvesstul Aink uth-

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1 4t PVC!, 1: 1 19s- ( tellt.ge nk' I thlergradmite LIpearieM C lit .it,hultelNtA% irk I laiper Ri it% .

Itri ii. R 1 ) Itrt 14 i't i Aim it ill (..in \lake a 1 iittcrenc e In /ratPrf,gram Iffi% 111 ettr.e.\ tlittt'd I tans, in Net% I miret

tte thief)! Set-% h \1.1 1 ti FtAth ft( )..1t )sse1 Kiss,1 19S4) The Et ntign SiittkiU J KtiV A Prigile In Guilt

1,14. I 1(1 efipincia Ifociim stud4 nt.. ekiited by 1: R Pyle san

Eranciso r k rssey Bass.(*Adieux, RAJ,. and B. NA ehrl 1986. "Advising and Cs mnsuling the

Intermit h nut Student.- ln Guiding the Ikyrblihnient FurrignStudents, edited by K.R. Pyle. San Francisc01.1-,,ey Bass.

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-Carnegie Survey t4I ndergradtutes.- February 1986. chninuteof Mt/yr fdutation. 2' 30.

t "psydulli igW..:11)iniensit nIs 4 (areer 1)e\ eh ipmein.Tyt.t. iew and Applicant in.- 11apr presented at a training o

tol.:11Ce I ir the Oliio 1)epart mem tit Educain in, April. Ct 4untlms.Ohio

(arstnsen. 1) . :nit! C 1,r9 "A Nati( mat Sumo of Acadentit- Advising. Final Kept n k uta City: Anwrican ( :college TestingProgram. E.1) 232 ;25 IS pp. A11: 01: PC 01 .

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:cc pp ME 01, lk: 03,Chaffee, E F 19s "successful strategit Management in Small Pro, ate

(*a t)( Higher Iducanun c 212 #

Chanthliss. C. 198). .1:f iinivehensiye Freshman AtIvising... El ) 30406s 13 n, NB: 01. PC 01

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( 1)1.: 1914Planntng 1)o eli ipmeutal eli! Ii Ii Is li it-

Adult students.' Paper presented at an annual meeting I 4 theAmerican Per.4 ond Ass, Kim ii III NAM mat Asst mew ii iii I 4

student Administratois. MAR I), C ilneagt i. Ohl its Ii )2-99u, 22 pri Ml nt; lk: 01

hase. : 1.. and.l.M. Keene 19s1 "Malt ir 1 tet !oat it in and .At adenikMt if ban( friunigt illege' .Nt/f(k#,/ Perv..inel 22 00

( Thckering A At 10(19 tducaucd, <nut /down sin Fran( ist NscA

Bast.

thit kering..AAN an 1 / E in 19s- 'seven int iples ft 4Practite in 1 'ntlergradtime Fuliit at it t/: But/t.tin 3tn- t.

tthik. M.A.. and 4,1. clurnhcf., itro I and 1)114-Witt ;.-",allh ung \Mil u Ament'ans. I lispamt s. BLit ks. anti Aug!, isPinola/ 21.1( 21 120 it)

:4 )4 )100 in, PS 1981) Rivruiting and Retaining Adult students. A Prattit Perspet tit e Iii Ret ?wrung find Retaining ..hlult SfiedeliRu,lit(kI hi. Ps t .t it ikst in. \ei I }if rt-tii;135 t; rt ( nu int mg Ethit mit in

1 San Fant ist issey BassK ( r. 9s1 Waugh f Yantung. .ihmeo.ntent, and Al tvun

.1fulync; AMIE 1 igher !dm ant in Rese.nt h Rept

uderun. Airtgum (err student I(t,tYs

92

Viashingtirn. Amerk-an As-S(0;11k in tiff I figher

FD 217 S25, pp. NW 01; PC .03,Coundl tiff the Advluivernent Standards ( (As 1. h tandar&

and Guiddino far Vudent Soqiies./ l'hfonotr Program limaCity: American CA Alege Testing Pri

Ctivey, S.R. 1989. The Sewn liaNts (if WO, lffeetire Ilvple. Re

gyring the character Mk, New \irk: Simon St tichtisler.Crockot, D.S. 1982. "Academic Advising Delivery !..sit,..nis." In Dew/

iitonenta Appr)athex hi k adenrk Adiising edited by R.I. WMstun. Jr.,, s.c. l'oder, and TK. MiIkr. New Dircoions for StudentServices No. I-. San Handset r: Jusst:y Bass.

. 1988. "Evaluating and Rewarding Advisors." In The Statmand tature iii Academii Advising: Pribloris and flrignive. miltedby W.R. klabky. It mu City: American College Testing Program.

(:nickett, 1).5.. and R.S. Irvitz. 1983. A Natianal SltrIty if.Acadi.-frititiing T Nat it nu! Center fitr th Advancement of Educit it matPratfiees

CI( 4ort 14.11. 19-2. A Developmental View t 4 Academie idvisingleaching.*.laurnid UI tiikwe Student Personnel 13: 12 17 .

Crt)ssi n1, VII. WKS. h fur Year (..t illelfe and I.nnersity Emir( minentstor Minorite 1)egree Achievement." Rerieu (tf figher !dui-anion11: 364; SI.

I %thi/. LA. 198o Illedne kachitig and Ilentartnk Reali:ing the[Inver tf A d u It learning 1:11wriem ec. Nan Frail

I.k I r

,assAllhy, Gk.. and K.1. liatdi id 198O "Ethic:di< Ind Ad\ ising for Retention, Applying the Student 1}eveli ipment Mi kid Fi rum pre

.11 .111 MIME!! 0.10velnii ril ut the Amerk.an AsS4 Viation if

E.c )1IIIM1110%. and itttlit )1" CA Mews, March. san Et'anciset t, (Alit trnu.

FD 190 1-6 25 pp Mr 01 ; 01

11,e.in. AL. Eriksen. and S.A. 1.intinws id 198- "Aduhs in Mkteareer :hatige. Case St odic. 1( r Advisi NAL lIHfe srIrmd-'( 2):

it) 2e,

DeRt tr. E 1983 "The 1mpi irunce 44 Freshinair4i-kuilei Peivepto Ins 4 41 the Fac ii irs Nsts insihk li r First term At ademic Pen, ,r

li,tirnal uif r.allive student Perk annel 24: 3 #.1 -49

k nit wan. R. 1984. -Nth Analvsis a Thet tdel u it Peisis

tent e ill I hgher Fliticit it in anii ing IA m. in« any Black Ni aith

kesetotb if, Higher I'ducation 21, 243 -121h 'noun. R.. and B. Schaier Ppitg it.**4 Making '11-anster >rk

Chtingt 2114 I 3-i N iwning F. Spring 198 11w Nat it oat AL :0 kink ALIvist AVM t

iatic ni An [list( iriLal ,VationalAdriAtl. 3Earl. W R. NKr& burusive Advising Fivsl Imo! in At ;Ovum I )it

tit tat .V1( kilournal 8( 2 r 33rodms. ) 19)42 A ( ittel it the moil it in iaity

Admitted k students in Iligher I :.titt, MI% ousellted

St I

at an amnia! miming of the American Educatii mai lit-search AssocLitic in. ntrch, New York. New York. ED 22 422. SS pp. MF 01;PC -03.

El Nitwits, E 1984. "Campus itends." Iligher Educaticnt Panel.1Vashingtt fl. 1:.C: American Ci kmcil in Educatii in, ED 2i2 r1.29 pp. ME 01; PC 02.

Ender. SC. 1983. 'Assisting High Academic RisR Athktes: Rey( nitmoidat ions fin- the Academic Advist N4c.ADAjourna/3(2):1 10.

Ender. S.C. R.B. Winston. and TK. Miller. 1952. "Academic Advisingas Situdcnt Ikvdermcnt.- In Dot* inmental Approadk% tu Accodemi( Achi.Aing, edited hy RH. Winston..r., S.C. Ender, and TK.Miller. NM I )irecti;1114 fiir Student sc.rvices No. I. San Francisco:it Asey Bass,

Ervin. L, SA. Saunders. Itl. Gillis. and M.C.1 h we've 198S. -Acadernic Perfimancetif Suklent Athletes in Revenue Producing

rts.'*finirnallif Co1Iq,Je Multnt Perg tune/ 26: 119 23.Estrada. LE 1958 "Anticipating the I k-nu Nniphic Future: Dranut

Changes Are int the Way (/Imo, 24g 3): 14 19.

-Few Pi x if students Ft nand to Mt Ae fri int 2 N't.-ar ii 4 N'ear Inmanthins." 1- January 1990. rim mit ft, ipf figher Mucatit A3S.

LL 19S- -studem Preferences for lk,rst mai Ca intact in aStudent Eat. ultv Advising Relatit inship .V.-K.:1014.Pittrna/ -t34 .10

1989 -st utkl It Pm Kit to+ It r Avadettiii Advising IN "INN\Vint a Personal Rebut .'.4C.4/.01conr, edit( 1): 3 35

Fiske. F11 l955 The Inciergraduate I fispank Evenenct A Caseif juggling "Rvi Ct tittirvs 4' /kilo, 24 )43

Hama\ , and TK ird P.M -student Facult; Ci nt.til andAcademit t)t,.sIit if Ftli fl lAt erpied Kemal, hi rn & .51-4,) sun eys195i 1959 Paper pi ese:ited .fi an annual ct )nlecent u )1 the s4

ern A,,s4 KJ:Hu ill Is if Institunt inal fivscartii. I V10htAr. Lim krdale. Fit irkla ED 323 8(0 PP MF I I . Pt , oi

Flming, J. 195 Mat h.' in rfillege San Erant v Hass

h 10i ,stil. st invab VME. "'Attitudes 4 4 sektied I inver.O. Fat Oh' Itrubcrs it MAO I ).Nibft'd sttilktn%. poet-nal of(.othm, Mullen! PenomwI5 22t) 3g;

h irti. .1 1984 11.1 )(luting a CuMprOltlIsivc At;itfenlit Ath vong 1 Lindlok .V14.11 h,firtild2.4 11: WI ON

ss 1 rid 1959 'A t irin Attitude .ino .1k adeniti Adving.' .V.4( ART .1i,071444_2

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94

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t )1. Ci 'liege FreshFaculty Contact Int the Ci ig, e k.veh 'memtnen.' dissertati( in. L tny. ( irgia.

. 199(4 "Academic Advising lin' C(.!klte and Rvyt mud.- IfF.(12,1 24)5. pp. ME 01; PC OE

. 194)0h. "A Comparisl 4- I )(Ad( pmental Advising a: 'IkvnSmall Ca 41tNes." NACADAfisurnal ItH 2): 9 13.-. "Educati( mai Impriwyment thrl. >ugh Academic Advt..mg: AdviMr AttitUdt's and tfiactices that Make a Difference." PaperPresented at an annual ci inference t he s( «ahem X."( It Litt( inIt mi. Instil knit mat liewarch, Oct( iber. Et in lauderdale. Eli Oda. I IF(12.+ 089 FC pp MI Ill; PC: 01. 19) 1. "Fostering the Critical "I'lunking 4 If ;men

thrt nigh At :idonit. Advising and Factilt CA lommil if cPtekie Student DerelpittnhIll 32: 39

I:4( 444. and s.1_ 11(41in:inn. 14)SO. At t 1 The hrsbman >ear IAA.rrent IIE 023 .+12. 11 pp ME 01. PC 01

loss. -Nowt ffking Rinnerships. 'Ehe At t 1 Prt gram at ltrenauPmcveitinw PISS rit4 iinfervn, e pp( A' I've:Thnan

)ar LAperiente.:,s.ianIner. losn. 'The Freshman 'tear FAperient c f tflligy alld

I- 201 t

and I II I )0111er 19S9 -Lilt' Enabling t:( into ehensht AkIxising Insf Huth Hp, .V.RAM,tiortmdo(81 Si

and 1) M. ltrtlet 1)8C. -gt.thrt tit mu it Aut int ill tht4igliintrnstty Adt ising itfrthil 22+ 31 In 14

iletmen. R F . Farwn. F. Vt dl. and L. hut k lit io "rspantlingthe Ad\ I`ing team N4( AIA1.fiirtrrudt4 21 2.?)

( t midi in. V. N ItP4 Ke.ise ins It it I.ificting C't illege and At adennt andk+ It mn.il Pretcrunt cs loiirohd r WItge sfudent TV Anna24Si 4-1

198 f The I Itch% lard C student ClmitAgp C 'kirksMIAs.

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I 14' fre.IPIOn'et )4?1,' ApVritlite ilelp01,14 `vIt

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And II A '4 198.s -A4Rtsttlg As A Put itessit iii A. IcA11.-1 futirnidSO

IrCer F. )%lk 1n88 Att, h.Insfer st (04141% 5e4 (Intl Kau' ( Hito.fe c/Ottl

1)os)

itirmagy03( 3 ), 2,48 5, .Grem. M.E. 1989. IiittillifitN JO/ I #flJii; 4 Itandkrok for Fnikmting

vrsity Uashingum. American (:04111di *n Edia'athn.(onies. TJ. 19-H, "Maximt/ing the I'm. i.t FaLuhy &Kist /N.'. El) 2.1-

$20. Hi pp. MF 011PC 01.19"94c(Sdeflfl t. tietting thn goth the 4thoes.

AM IE EIflC Higher Edut.inun Research Rept di N. ''. Washing( in.D.C.: Mwrican Ass; br I fighti Edt utn. El) 1-8 (123.

pp, NIF 01; Pi: 03.)082. -Advising fir Vettil Pt iptilation In Deivhymientid

AfitintathiN Adrixing. et.lited by HA Winstint.Nati. and TK. Milki. Nevi nitwit in% fir u&nt Seri it-es7ititir. San Fr.mcisoi..fiissey Hass.

19N-. 'N t Molt 1Xw1tipnwtfl t hit ;ugh :lt..atlemit Advng:A ix i AKIO AASP.Ifiutrrni-11-113)! 35

cfunwy, 6.8., and s.P inhume rt. 198(. -NM...mg the smtfilit AthleteN.H..:4/t4jiiiirotat0( 1 ) .r 29

;limey. mut t shun I91.1 lIittl trsptvhdvarsiry cinnpoithgl. and sp, tn.. on Freshman 1.4titlemAcademic Perli mat tut, ''.fiapykd (4- ANN, muleni 010%4

28141: 298 392.Vo; It. 1981 "At atklint .Ath isement The t 'r(ttc.d Link in Nu

dem lit iLTI1i4m.- .VIA/Alnurnaf 181 it. 15 .70)1983. "Organi.tath mai striwitat-, ft ttltionit Ath ising Ii td

01/4 and !mph,. 1,,umfil f ( fll( 744 \l'Udt111 Peru' dithl 241 hi53-1

Thin( lI.kKtlifli ant! f In I he vape, aridto.e ,-k fidenut lu tim,t; gold Pr4onlie, etlittki 1-n

id. it', 14 . Analit.art &me 'fiNIing Pr( iwuni--- 19$441. -The I kganwat in tit Ath ising Sett In Tht' Mau.

and 1.107111` tj drit'Wh hl Wife Int Priimpte, klirtcAlw K I unto 144w.t I tt Ameman t ;Hew Tt-sting pr, ?gram

ttt 148St nie Sfedri. cittd 11111701.1AI adont, virotgPmbitqw. fold Pr, ,tru.t. mat ii Ans.rit.an t illtgt Tcsimgrut tgram.

11.ibkA. . midi)** Ti ken 1988 Third At \.111r nul Siff%LA ii At..atknut Ath ;sing In ihe vatic% rind name Itf (hit Inkhl Aing Ps-1,1110m rdtd Pridniw.vtifivd1-, A ft 1 i.il'iIt' ii Au I IR

Ail Rik .111 Ii Int V.' 104 Mg 11-4 warn

1 Lunt-No . 1989 I :isd sintloas In T.; 4 I reshoian lefertvh,riente hilm,t;Ntmiepit, Sterrn e twit iitteevi iii 4,111;kit.

tsigedlIN 1f I. I fh . ( ;AtthitT. ,in,1 us, Utt'S S341 1-4;mt IAA 1)

jt roc\ Kis%(Jail wss t 111)4K:I him alit to Ali% I 144 iit hato.

Ind 141elf outwit?' /-1/fit atu 121 Ii 2 19Lirrist to. C I I . K ait 4 ft' # '1 icniint t%ter goth:nis

Xtvoiilli,t; 'student ( tWiew. etlitud 11' !. I -is i.mU san Fran

ademn Vuderlt \trite.. S;

6

wier Bass.F.R. 1981. "Academk Advising: More Than a Placebar NAC-

ADAjournall(2): 24-28."Hispank ,udents Ctwainue to Be Distinctive." 1988. Change Mend

lines. avow 20(3): 43-47.Hofiand. J.1-, and J.E. Holland. 19r. *Niatztional Indecision: More

Evidence and Speculatkin."jourrusl of Counsding Psychology 24:404 14.

Hughes. MS. 19147 "Black Students' flarticipatkm in Higher Edutlion," journal of Claw A:akin Itarsonnd 28: 533-45.

Isakst nt, Lawson. andJ.D. MacArthur. 1987. Nudent Dereitrment and the College Curriculum: What Is the Connectitm?"NotsirAjournal25( 1); 70 -78

Ivory, KT. 1986. "Campuses Dtpand Senrices for Disahled Students."thgber Education and National Affalm 35(17): 1+,

Xmasimict. BA 1987. -Campus leaving Halation" N4C4LI4 journal'12): 25 30.

Johnson. N.T. 1987, "Atudemic Factors 'Prat Affect 1tansfer StudentPersisvnee." puma/ of came Mudent Iiiryonnd 28: 323. 29.

Jones. LK.. and MY. Chenery. 1980. "Multiple Subtypes among %ilealion-414.1'1)&0AM Colkge Students: A Model and AssessmentInstrument."joryrna/ C11 OgItiMalit(fliNythilitiqr 2'1 51: 469 77.

RaiKai, S.M. 1914). "Actommt nixing Dhersity." (.61k*e Teaching37( -): 123 25.

K.S., and J.L I iigbw. 1989. "students with DisallifitWs inthgtwr Educatit in: Redefining Access." journal of Edutatiomdwortunitya( I): 14 21.

Kahn( nia. KS, EK linmg. and DJ- %%hitters. 1989. Sham& midi Dis-abilities: A Glad t, fir &auto. and Miff Athens: I .11iV. 41( Get wgia.11E 024 086. 26 pp. MF 01: PC 02.

R.M. 19149. Itlerr C,Iaizt.s tvarn to Dant.e. .1kmteri74 Cited

lengev ofStnatv, Maruolnent. and C.areErc :111/it. 1991,1s NewSinit in & Schuster.

Kiprann, E.D. anti 1).W Ci ildren. 19142. "Avat'etnic Advising to Heillute Student Roention." Nitcrilkijourrkd 2(2 ): 59 69.

Kelley, 6. 1983. tIcadetnk Strattgr: Mantwetnent Revolutionot liAtr Mutation. Baltimore:Y. thns lkpkins I nh. Press,

Keller, M. 19$8. "Athisor li-aining." In Me Status and Future o Acadilnic Problems and Pmntit.v. edited hy Wit I labley.It ma City: American ü iliege Testing Prt

King. M,C, 1988, "Ativising Delivery Systems.- in Mt' Millis andFuture cif Academic Adrising INwhkuts and Prong*: edited byW.R. Ik4hky. Iowa City: American College TiNing Pnignim.

X4x.her. E.. and F. Pascarella 1990. -The Impact t f Ft iur Year CollegeilistiT 4 In 11W Early Status Attainment of Black American and

Amentan st utk-nts." Journal sf Awe Student Dorlopment31: 169 -5.

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&thaw% L and R. M3y4.T. 1979. "Development as dw Aim tit' Fducatitm." In AtkieseennDerekenent and Education? Ajanus Knot,tdited KR MOsht.T. Iterkeky, Cat: Ma:aitehan Publishing Corp.

Ktritolt 1985. "Delivering Atudemk: Advising Who, Whit, andHowr N/101111journa1542): 6975.

Kramer. G.I. 1990. "The Complex Advisor Presideta's Addremlivered at the 1989 NACADA Conference, !human. TX." N4G4DAlimrnid 10(1): 5

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Kramer. 6.L.1. Taylor. It (hynt meth. and J. Jensen. 1987. lXwIopmental Allkkillic Advising: A DICMIt tiny Senices." NAWAlournid 24(4): 23 31.

Kramer. G.1., and R. U'ashbum. 19M3. 'Thy Pertehed OrientationNeeds of New Students.- Journal of OttiiNe Makin Almon/et24: 311 19,

Kramer, 6.L. and MI: *bit 1982. "Developing a Facuhy Menu wingprogrAm: An Experiment." NACrinAlaurnal 2( 2): 4" M.

Kramer. 11.C. 1985. "Arhising: Suppteing the Academy." Posint tnPaper. FD 2-2 062. 23 pp. MF 01: PC 01.

, 1986a, "Faculty Advising: lielp for Student Athletes:.4G41)A journalt( 1): 67 79.

. 1986h. "Faculty Developtrwm: The Advising Ctslidinator'sChanging Scene." NAC4/k4jountaiN 2): 31 42,

Kriegsman, Kit. and D.B. lIt iguntson. 1987. "A Comparisun of Abklk)died and Disabled Ct ilkge Students of Fritts( Itt's Fgo Stagesand fetish Netds levels.".fournal fif claw Student Pergunter28: -IN 53.

Linen. M.D.. and B.M. Brown. 1983. "Rewards kr Academic Athising:An Evaluatitstt.- X44I4frrnitaI3t2); 53, 60.

ET.L. and WE. Sedbeek. 1989. "Atatkmie and Career Needstit-Intonational and bited States Ct Mew. ikklits."Iforrna/ of(.`r Awe Student Do ettpntent 30: I ( 11,

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Vudents Surrim and Succeed in Collo,v. edited by M.Ll*ralt. 3.N. Gardner. and Assottites. San Franciso it it mey Hass.,

Worley, S.C. 1984. "Concerning Changes in Advisiye in Ilk. Statusand Mum, rf,kadimt (Idris/rig: Pragerns and/to:1/W edhedby W.K 10W3 City: American Ct 'testing Program.

tuca.:, M.. and IX Epperson. 1988. "Personality '4:pes in Vocationally'ndeeided St uderits-- Journal of cisrkgc Student 1,i'llirionion

gill (7.4ons. A. 1985. "Applying Ilumanistie and Delimit n-al Principles

to Assist I iigh Risk Freshmen." Research Rept in. El) 252 692. It)

Avadeinic Adri4ng fur .titudent Stuvem

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pp. MI 01; PC 01.McCauley, DY. 1988. "Efftvis of Specific Factors on Blacks' Pemis

tmce at a Prechimirtintly \Mite 1 niversity.... F nirnal off utlegeSludila Development 29: 49. 51,

MciAnre.j.M..tncli.M. O'Donnell. It0.). -flelping learning Disabledstudents to Achieve." Cogtge Tearbing 3-1 ): 29 32.

Nit:Laughlin, B. 1986. "Athising CA 41vge Athitirs in the 1980s: A HigherEducation Ahstracts Review.- ,Ni1Cetil4 ,froarnal 6( 1): 31 3N,

McLaughlin. %M.. and EA Starr. 1982. -Academic Advising titeraturr siikr 1965: A Cullige Sludeui ii/motnetrAhstracts Review."NA:10,41tAurnal 2( 2 ); 14, 23.

NkPhre. S. 1990, "Addressing the Attrition of Minority Mudents onPredominantly White Campuses: A Pik g Study.- ColAxe MarfaAffairquarsud 101 1 IS 22_

NkQuilkin. j.L, C-13. Freitag. and liarris. 1990. "'Attitudes (4'0 ifkgeStudents it ward Itaitdkliped ins.".finenial cof StudetaDetwhinnent 31: r 22.

Maht iney EA. 1482. "Guklance and Planning with Dhersely Preparedstudents.'" In DP wrw .ShidtWI Apdarlielk Bendits and kon%edited by Clark laykir. New Diro:tit fin: Experiential LearningN4 r. San Francisco:it issey Bass,

Mallincknidt. B. 191.48. "Nutkilt Roentit in. St kkti silty% pa. and 1)niptitit it WI: Comparist in of Black and \Unic sicidents.".b.turualt Colkwe Student thltlfitont.nt 29:111

Niand, K. and 10. Fletcher. Fall 19843 ''fbe NAAAA: 10 Nears Old andChanging." Atademic Adelit Amnia': 1 11.

Manon. PB.. and E.V. lovacyhini. 1983. "services for I landicappedstudents in fligher Education: A n Analysis t Natioiul Trends."liurwdof.t Student Do vinputent 2.1; 131 39.

Mash. I ).). 1(7-8.-Acaslernit, Advising: 1 Often liken h ir tiranted."(.),lleve Awn.' 111': 33 36,

Meredith. M.. R.G. Cope and ox. Limning. 191-i" tiffenIntatingBona Fide MrattWic Planning pm, Other IYanniug El) 2tr 32463 pp. MF 01: PC 03,

Miller. TN., and S. 19K2. "suitkia ikl,dounneni

17t pundit it xis fi ir Academic Ach ising" In lIesk-Ityumlea/AfpnookbesPA Academic Advising edited 1:iy R.B. Winsit in, Jr.. s.C, Hitler. and

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x ire, N.M 19-0. -Fatuity Ach !sing: Panacea or Ilacchi ft 'towedViolent ti=rsi WW1 1. 3-1 -s

Naisbin. J., and P Ahurderie. 9tX) MegafwmIs .Y11 .Seu ThrecMons fro- Ihe /910. No% \ink: Wit ,& ).

\ Instittuy cii Ethk-ati4in. NS, . Int Tolrement ice Zeierning,RealizaN die ltitivaial of American Iiigher Edatampn WasintIgh

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Autht 2-011433. 12' pp. ME--(11. PC 06.Ncftli M.T. and J.R. Johnson. 198^. "Race. Sex. and Other Factoni

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Noel, 1- R. Univ. I). Salmi. and AtiNnVialcs. 194145, fncreakiwRetention San Fnmciseu:,,hissey Raw

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Overwalle. 19t49. "stuveks and Failure of Freshmen at I 'niversity:A Search for Detenninants." 1144r Edniatifm 18: 28- 30m,

Pasearella. E.T WWI "StUdent nk-Ultt' Inft irmal t 'Aim-act and CI 11kgrOuki fines: Akview r.f I-Vutationtil Awe/7117SM Sri 95.

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Pascarella, F.T. and PT lerenzini. 19-6, "lnfi +rmal Interactii in withFaunIty and Freshman Ratings id Academic and NonavademicEXperientt ; ( wrnat uf MuiallfPncti Res(wnh""tt:35 -41

. WM. ''Suident Facuhr Inli *mat Rehttli inships and FreshmanYear Educatii Ina! Oiaci te..- iirmai (1 hint atitond Rektyirth-1: 183 PO.

. 1980. "Proltling Freshman INFrsisk-nee and 1i duntaryout )tt' ini hum ;I 11wuniitI kk-1, -.1f4nwed Hi,t,,ber

ii CID -S.. 1981. "Ik.sideniv Arrangement. student Faculty Ranh in

shirts. mid 11 ofinnan Yvai hhicatii ma1 i nnes ...fouriudiir Nfidera Priv inna 22: 1

PasuarelL El:. 1,1: Terenfini. ;aid I.. Wolfe. "Orivntatii in it)t'Ailleg and Fn-shman )ear Persistent ejuntmil 41 Higher tdut Who's" .

Pairkk. J. LA . Emit xv, and s :Ili wan. I9ss "I 'sing a t mprehensire Academie Intenention Pri igrain in the if I ligh Riskstutients.- NAL-1/./4./ournais1 1 20 3.1

Paulsen. M 14 Ii)S0 -1 WW1; rintMal Acadvinic Advising. k I Lindi

eapred Ads =stirs I Live an Athanuge' .figinkd 9(21:

At:ad/emit :114.1.414; fiet Vinteut !wit

Peterson, L, and E *Donut* 1%15: "Developmernal Advisingof nuke lared %MIMS Using an -Migrated Model of .SludentGrowth." NACA/41 juuntedr( -1):- 6169.

Pentras, A, and D.E. Champagne, 1988. "1) evetrmenta1 Program-ming for inwreontoute AIbities:". journal of Ceigge MAIMDereirfrneut 29: 454- 6o.

poison, C 198(). "Advising Minh Leamers7 Paper. presented at OwNational Conference on &Wen* Advising. OctobiT, Seattle,VV'ashington. FD 277 902. SO m. MF--01; PC. 02.

1989. "Adult Lean wrs: tharatteristics, Concerns, and Mallenkies to Higher Education. A Bibliography." NACAIA4journa9t2: K6-112.

Poison. C.J.. and WE Guilin. 1981. "ftsvarch Prliwities r Acadernit-AthisMg: Results of Survey of NACADA Membership." N4C41141puma! 1(1): 34-43,

't4gt, CJ., and IP Wiksen. 1988. 'The Wpm of AdministrativeSuppon and institutional lipe (xi Aduli Learner Smices." NACAPAournal8(2): 16.

Pounds, AN. 1989. "Bkiek sludents" In The Prsionan nvir /Aperfilttr: tiefungSlodenft SUrrilV and SuiuttI in Callow, editedby MI. 1`peraft, J.N. Gardner, and Associates. San Francisco: Jamey

Purdy. DA. s. Mown, and R. Itufntqtel. 1982. "Are Atbletts Mso Students?" Social Problems 29* 4 ): 439 4M.

Raskin. M. 1979. "Critical Issue: Faculty Advising," Nalaidilournalof Educatit,n 56: 99

Remk.y. TP, Jr., and RI). Stripling. 19143. lkivepthals of IhinsferPniblems Experienced by Cc anmunity Ci 11egc Gradwates."Journalaf Callim. Student liwtind 24; 43

Ricbardson. R.C., Jr. and LW Bender. 198'. hotering Minority Atvemand etchiemment in IIMPer Education. San Frantism J Kwy Bass.

Richartimsn. R.C.. Jr. and A.G. tie fits Sinuts,,it 1988 "From Accessto Achievement! Fulfilling the Rotitir of Mober flittcation 11: 323 2,44.

Richardson. R.C. Jr. II. Simmons. and A. de k Santm Jr. 198'."Graduating Minority Student*" change 19* 3 t: 20 .

Richwr Maim, D. 1986. "Qualitative Differentes between Adult andNOunger Sludents." MACH Journal 23( 3): it4 6

Rudolph. F. 1962. Me American Calor and Intivrcity: A MikityNew Y4 irk: Rana an House.

Russel. J.I L. and T SullIvan. 19"9. ''Studem Acquisitk In of CareerDedsh nt making Skills as a Result of EieuIty Advisor Ituenent ion."JD/int/do/ aJltse Vudeni Perminne120: 291 %.

Ryan. FJ. 1989, "Panidpation in Intercollegiate Athletics: AffectiveOtnoimes.- journal rif thilege Direkpment 30: 123- 28

Sagaria. MA.R. LC. ifigginson. and EX White. 19140. "PetveivedNeeds of Entering Freshman: The Primacy of Acildenik. Issues.-

lo:Ortini of thaw Student Pirowine121: 243- 47.:Satinders, sA.. andL Ervin. 1984. "Wining the Special Advising

'Nerdsof Students." In DerekopmenirdAcarkinicAdttsiw AddressSmartie Rthrcatirota careen andPeranna I Needs, edited

R.R Winton. Jr TX. Miller. SI: Ender, TJ. Grites and Asso." .Ciates..San Francisco: JosseyBass.

C. and N.S. Wygam. 1982. "Sound Beginnings Suppon Fresh' man llansitton huo t tilivertity 1.ife." journal of clillege Student

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. Figentkal thifration." NAGADAjmrnal 3(1):1- 11.jSedlacek. W1 19t4". "Black %Or:tits on White Campuses: 20 Years

of Research:Journal tof caw Student lifixonne1214: 05 95.Shane. 1981. "Academie Advising in Higher FAhratkon: A Devel

irmental Affonvach for Colkw Slinklus of All Ages." NACA/ki,loortrat 1(2): 12 23.

C.A. Horn. and M.K. Severs. 1988. "Effects of a ComputerBawd Educational Center on Disahlmi Students' Actilentic Perk mow.- Journal co)* Collow Rution Detvlopmeon 29: 432 40.

Skim. D.. and M.B. Wilmes. 1989. "Advising Adults from the Commuter Perspretiw." NA:4441our7ud912): 6'7 '75.

*Amon, LC.. and Bj. 1937, The Fon*In .Sluckni Factor NewUork: Institute of Intertratiotral Education.

Souls. C.J.. and CE Gressard. 1983. "Athletic Partitipathm: Its Kelationship It) Student 1)ecek opmeiu," journal of Odle* .snuknt Perannnti24: 236 39.

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D.N., stilwdl, and LC. Perrin, 19143. "Warders ni tlighetFikwation fin- Persons with Handkups: A nolkow up" Puma/ ofthaw Swami li,moind ir -43.

suift. J.s.Jr. 9wq. "Relent k on 4 If Aduh College Students." .Y..1C:1/11

'Eryk or. DA:. s.M. Mtn.. WA I indstrom. and T.S. tiihson. 1987 "Acadernically Deficient Reahniged Studoits: Art' They Really a 110Risk?" N4C4DAfrourriart .41

RIenzint, PT:. and FA Pasearella Prs. 'student Faculty info ormalRdaticsiships and Freshman Ni-ar Educatit mai Outctnut.s." journalqf Mutational Romrch 71! 18:1 89.

, 1980. "Student Faculty Rebtionships and Freshman YearOutoomes: A Further 1m est ig,atii ett.'' journal of Craw

Student li.rvounti 21: 521lerovini. FT Paseardb. and t.. Lorang. 1982, "An Assessment

of the Academic and St 'dal Influences on Freshnxin Year Fducalit null Outcomes." &view f Eflueatifm S iot).

P.T. C. Tho ophilicles. and :( liming. 1984. "influences

Atadenitc richlsink for student Sut.t.e.vg tsq.)

1 2

lin Students Pen:tritons ttt thvir Actdeink- %kin Devykrnientduring College.-./ownalof 1,41"sr Efincation SS: 621 ,36.

Temuhti. PT, and TM, %tight. 19%. "Students" Academic tinny*during Four Years of College." Paper presented at an animal karumof the Association kr Insiitutional Itesturchjune. Orland'11) 280 20. 28 pp. ME-01: PC-02.

-. 1987. "Scudents: Pi:NNW Gromh during the First 'Kw WarsCollege." Nel*ate 4.1fOler Erluarnnu 10: 25 ; 71.

Thomas R.E.. and A.W. atickering. 1984. "Foundations f ir AcademicAdvising" In Porkentwt a divadernk *frank eidah.v4tviAvits* EductiftOnnl Caneer, and /lemma/ Needs edited by RILWinsionIr.. TIC Miller. S.C. Ender. T. tirites and Associates. SanFrancisco: k Kiss

limo, V. ltrs, "Ittrout from flighty Etluvation: A Theoretia Synthesis t if Recent Research." MY ictr of Educational Reseatvb 4S:89 12.

towing Rerbinking the Caws told Corm 4tudent Anrition. tilicago: I lin% of Chicago Presit,

Thiccy. Sedlact4i. I981. "Tht. Rekuionship of Norm ignitivc Aodeinic Success: A Ltingitudinal Comparisonby 1ttn..." Journal' of Cothlte Student iligyonne126: -815.

"lioniblvy. T.D. 1984. "An Anatysis t &thy Complexity of AcademicAdvising tisks."journtd of ci4A.ge Student (lywonnel 25: 23i

nnbIry. TR.. and!) 1iiiInivs. 1981. I ing dr Riile of AcadmicAthising in the hidustrial Setting The Next Phase.- A",,k.:4P,4fiturfiat 11 1 1: 1 8.

1 'hi. NP 1983. "Institinional Research and SIni1e* Planning." In'.04? Reward, for VrateNik Ilamom edited by N.P I la "tan Fra»

.14 issvy Bass.

I'S 1 .X111. 4 if Edniuth in. f 9tti. A:4;M oral Indium ori (al kilt:cation Skitus mut li.d.ttoti W:sslihigh +IL 1 Nati; ina1(tri- fi it in

N:HIstics.

I *pi TA. MI_ ( kirdt KT. and Assi ittnes, Ws. the PlIsituntit )rarETtlie)tr. Helping "41141491,11 Will'. (Old Vittittit (:(illtge sanFrariciso josscy

Stt : Knig, and MT '1Vrenzini 1980. "Stikkin FarikRadii 'thin!" and IntifIkthial Caliwth mu iflg 'Fraosivf Students:"Journal gifl Uglier Education t 3 41 .

Viiiirlirvs. RA 199). "A Survvv Aratk'mk' Advising as :a Fivld ii

inquiry.'' In Mither Educatif t Handily( 4. of Theory aml Ito:earthvol 1.0) Sinan. Agaibon Itess

Ualsh, 1981. "Charri.ws in CA dIrgv Freshinvn Following Panit-inatii in in 3 St Went I k-wit igEnn F.d.1 tlis.scrtaiii

'10-,as Ti.vhnirat I 'inv.Witti.1.1._M. 1982. "1.0V1inv to thr I'ndoprepared- stivivsslid Ara

donii Advising.- Improving i nit VINity am' 'Age leaching 3044 ).

IN)

159 te,4.

NNAon. JAI, 19-9. "lietemiiwt. Role Modeling. and AraLk.nik }WadiA K1'414'011' Al the Milk' Minority Student In thghvr Edu

nrgoinvi and Gradana ,./ournal S8121: 124- .r.".Ldkhri. 1LT 28 Matelt 1990, "t..'AinsWent Inlionatkm ti lisansfer

Kates sit* 1'44. Community CI igs. tlerrffirde isfIfOler Edit'cation: A3S.

1981. 'A Suctrxsful Academk. Migrant; inhi. 111We

akilis...fiwntal tf CiiirAN'Srptit'M Ilermwm1 22: -*88, 92,AilliAnw, TM.. and M.N1, itinutd. 1988. -Ciradtuting Black l'nder

gnidtrates: The step Ityi end ketentii Agana ofCalm, StridentAVIElfpnitig 20: 0) S.

Wilson. R. 28 Ninvnther 19911. "Ft reign Students in U.S. iteadiReel ird :S8te.tX/0.- chrrniick uf li4iker Ednanion: Al+.

U'in* st, KR.. S.C. Ender. and 'Di, eds. 1982. DerrifyoneundrIPPnwho foikadeffik Attlivh/g. New Dim-11441S t.S.1* Student SyrOw. No. t 311 nk-iwy Flaw

Winston. Itik. T.K. Miller. Ender. TJ. Gilles, and ANN wiates. eds.1984. ft,eivhforwutedAattlettrk Adrisfr414: ilddnIkvisNMinknts'adhnial, Oliver, and ItIvinal Nett& tim) Franciscio:Jim.ey

Kit and jA Nuxit 11. 198 4.1)01'1(4mM:11W Academic Advising: 1Ne students Wanfr Ce11-)Alonrn(,l 4( 1): S 13.

Wihemm, R,L, k.A. Fury, ;Ind 1) 1481't. -Predicting Academicst MANN hr INsahled Students in !HOLT 17Am:it en." lleseurt100,Per Educatiun 28:

Wooldridge. KAI 1982. -The 1 kAr144pinental Studem: Advismgfengeter the I9810, NALAI kifinfrnal 21 I 1 M 12

%tigN. DJ. 198i "Mk-ming Slim filly Sutkins.- In r Welding Atli4)04,47,,e, et Med Mi. 1 Ix ralt. San Wilt is : j ovt4,1

.-krdenne Agit-F.4PN fur *+tiideirt t et%

AAcademk athising. 3

contribtam to tautlent SUCCeM,delivery, 17tandems and learning, 2

Aradvmk boredom. 43Amiens* integnation, 27, 43

frtashmen, 30Academic performatke

Afrim-American students, 27Hispanic tautknts, 27tandem athletes. 34white students. 27

&Wen* planning, 15, 20Aeademk support

student athletes, 35Aeademituliv undetprepared students, 28. 44Act* minty, 6. 7, 59, 60, 62, 67Adfustment to college, 42144

mintsty moxients, rAdministrators

suggestons for, 72Adult studenK 39, 53

athising, 56definition, 54Inky-AM in, 55longterm needs. 55motivation, 54short term needs, 55time matragement.

&Slimathwates. 39

attitudvs toward disabilities. 34effeethenew 65evaluation, 59, 65, 66recognition, 65relationships to) students, 64respostsibilities, 64seleethtn, 59, 63training, 59, 63. 64. 65

Advisingadult students, 39as a ;votes& 16freshmen students, 42institutionai goals. 62internaik siudents. 38, 39mission, 61, 62

Academic Adr4vir4 f for Student Suceez

1 5

philosophy, 62pratices, 1preferences, Direkttiortship. IS. 23. 29strategies for the future. 59T4c.nutic enterprise, troitransfer *mkt*. 39undorrepared students. 29

AtiviNing mudinattirssumstions for. '2. " 3

African-Americansand community colleges. 51enn Milton, 26104 SCUrvs. 35

Amoican Coma 4 sn Wm-Jam 6, 46Aminidation into colkge,Auributes of sue/1.mM aiMibtrig, 40Anititin rates...Atik devek mem. 1

Campas pt ipubtk wimps, 23Ornegie Finindatiim for Ow Akkancen tent it Teaching. 2. .43t:it;1t in in adviskig. 67, 614C:tillege activities

stutknt invcOvinent. 39dlege students

diversity, 234imminity eirlieges

African Amoions, SIIlispink siudents, 52Native American stutien....

Impettwe dinvkipment. rConuct with Eicuky

students. 13(*Annuli fi +r d2& Acivancemou standards, ('*1

1)vvelopmein81 AMON. 4. 1. )1). IM. 4 rihs:thirti st ;Mons

Ct411.1.111.S.. 32

l'iisahility issues. 31ardiifixtunti harrk-rs, 32attitudinal harriers. 32

ility harrio-s. 32s4 k14l trarriers. 32

;P

Eavolve learning, IElective xygem

ex *uses. 3Fmhandng minority achkvement.Shnic minorftirs. 23

litcuity siudent collahontikm, 08Faculty student eontat, 10

infimnal commis. I Iminority student\ 2"

Ford FoundatkaPirsimun seminar\ 6, -17Freshmen gudents

advi.sing,4virMation. 42

Freshman year eqwrience pnigrants.

Ooodness of fitmint irity student\ 2$

Grade point average. 2I4. 30Atilt's. 36high schtiol. 35

Iiisixtnic studentsvommunity college\ 52enrollment. 26

Hun= growth, r

Improving advising, 'IIndividual advisers

sumestii InsiMitituttimal fit

"Indents, Iimenutional students. 36

achising. $7. $t4, 39Mtn-Mr achising, 29, 50hwohrment and persistence

students, 12invokeinent in Learning,

"Writ/emit elthivinx for .vuA'i:: .Sc C.! 70

) 7

Learning cksabihtiesadvising gudent.s with, 33

Mintnity studentsachimment, 28atilutaMent to COI lege, rfaculty contact, 27goodnetts of III, 28retention and achievement, 26

Missionetilleges and universities. 60

Motivating underprepared students, 30

National Academic Advising Association, 5, 6, 7Nationd Msockitkin of Academk Advisers for Athletics. 36MitiOrrAl Collegiate Athletic Association, 34

academie guidelines, 35Natkinal imaitute of Education, 1, 2, 5Mak alai Survey of Academic Advising. 3Native Americans

community colleges, 52Nontraditional student.% 53Nonverbal C011ununication skills. 29

mrufaikm dh'ersityco1kges, 24. 25

Positive college outcomes, 12Prescribed cuniculum, 3Prescripthr advising, 15Pretiktors of success, 28Program management, 59

Reed College, 5Rehabillution Act of 14-5. 31

Uistiction with college, 13sktred responsibilities

students and advisers. 15Social integrant In. 43

freshmen. 30Stages of ;Lssimilatknt -42Strategic planning. 60

Student athletesacalemic develliment, 34wade point average, 36posit:nee nue* 36perstmal development, 34social developnwm. 34starulardized tva scow& 35

Student mum! poxes& 4Stucknt student collahotatitm, 6$Studerms

adtievement and a,Aising, 45and adviser :weds, 114, 23in transition, 39, 42integrzion hno academic community. 2hwo1vement in college. 9teaming and personal development, 2success in college. 9with disabilities, 31

Sxni1szudents, 1Supptirtiw community

in alleges. 26

liansfer counsek cs, SiThanster titudents, 39, 50

academic (*mak m, 53ettntats with advisers, 53retentkm, 51

VUndecided studems. 47.414. 49. SOUCIA Oxrcrathr instilutk nil Research liwgram, 6Unxin Community College lbnsfer Oppimunitits Program, 52. 53.

VVerbal communication skins, 29

White student athletes,test scores. 35

Auden& Adtting fur Student Suctm 97

1

ASHE.ERIC HIGHER EDUCATION REPORTS

%Jim.. 1483. the A.:sot:holm for the Study of Ifigher Edoottoti ASIIEand the Edtwatit mai Rest nirces Intl irritant in ('enter f EXIC) Clearinghtntse on IfiWier Education. a spt insured protect -if the School

Educatii )11 and f Inman Develt ;mem at The (btshrng1iui'niversity. haw cusp mstired tht. AMIE ERIC 1144'r Eductition

Mt seties. The P791 series ts the twentieth overall and the thirdto be mthlished h du:Mugu! of liducatic in and Human I XivIiment at the Cret wge Ulifibingtini I ltiversity.

Fareh nu Int graph is the definitiw analysis of a tough higher edum prt fused un thon nigh research cif peninent literature

and insitutit nut exixliences. Ti cpic ire klentified by 3 national stirwy. Ni tied practith wrs and scht gars 311. then contmissit 'tied

Ilk apt With tlirwris pn /Wing critical revier . of rad)nunuscript 111.1Ore publication.

Fight int Nraphs f In before Mil in the ASHE nth: igherEducalfin1 Rept wt series are pul)lished cath year and XV JUI,Ibbkirn iIidividtul and subsctiptk lit basis. Subscript it in to eight issuesis WOO anmully. ro to int un1wr c ftWIE. MR. tir AMA; and $00fit ASIR: members. MI fiirtign subsiTilferti must inchide an additk$10 per stlies war ft or postage.

'lb in-der single ;Ark.!. I it esisting rept ins. use the i inter firm linthe fast page t if this book R ilarprkm. and sixvial raft avadaNt-to members tit. AAUE. MR. AF.RA and AS11E. are as fi )Ik nes:

krles Regular MembeiviPAX) 91 $1.00 512.s1488 tfo !sun I I .!C

19$C 8" 1000 .5019:43 H-4 -30heti Iry 19$3 IN)

Pritv int kids:* ht x k rate j ciI;lgt tthin Ow I 'N. Ft it ti reign tplease add SI 00 per bt ik. Fast United Pared Sell Ice :Wallabk t%)11)111

the' t.i nfllguc ius at 52.i4} lin- each irder under $50.00. and calciliated at i' it Itivi Ace It 431 Ii ir infers $511.(*) c r abt w.

Aff trders under rim must he paraid. Make check payableIt I ANtE ERIC Ft MasterCard. include t-anf numl Per, tviration Lbw and signature. A bulk disiount of 1( r is avail:ask t intram tit 16 or int rre hot tki, inc t applicable on subscript it ins ).

,Adtitess tater toAMIE ERIC: flight T iv; Rept irisThe George ViAlingon 1 'nh viNit v

Dupt mi Cirt le. Suite ODAlishingfi in, 1X: 2f /0344

u)rpbcsne 1202 ) 290 26crWrilv c it t all fi ir a 0 anplele 011ah ig Tr A IE ERR Higher hit;

call* nt Rcpt Os.

At (n Ade itiffg for mer(/erit Vett et% 1)9

1991 ASMER1C Higher Education Reports

. Active Learning: Creating Excitement in dw ammo!:Cholesc: Ikwut41 and James A Ekon

2. Realizing Gender Equality in Higher Education: The Need toIntegrate 'Work Family Issues

Nancy Bernd

1990 ASIIIMIHC Higher Education Reports

1. The Campus Green: Fund Raising in Higher hlucationBarnum I BrillIngkon and Motto R liezzsd

2. The Emeritus Pnifessor: Old Rank New Waning_tams E Mandl, jack W MO. and jack Manban

3. llittli Risk" SAuderus in Iftghvr Education: Future *Rendsf Mum, J. _tones and Hats

for ghr Educatkin at the State level: Enigma.Paradm, and Mural

Daniel I lama* Indian W:

S. Pnrrietary Scht ils; Programs. Pt +vies, and Purl-wetsJohn B. ht. and .famfe Merivaik

(1. 0 illtw (lutice: 1 nderstanding Student Ennillmon h.nu pt.

timicen

Pursuing 1*.eNty: Recruiting Collew Minority Studentstiarbemt /Lowe and 1.1.ia NuFfrez ttipmfock

'dal CcnitiCiotmess and Career Aw.treness: Emerging linkin !Uglier Educathm

jaw s jr

1989 ASHE-ERIC Risher Edmation Reports

I. Making Sense of Administrative Leadersinp: The 'F. %Ord uiHigher Eduexion

Ektela lieminnoninna Neumann, and Ruben Birnbaum

2. Ahlmutive Rhein-if:, Negative ALIIInI. African American andFacuhy at Predontimmtly White 1 'niversitio,

1 ithow Wiebingion and William Hanky

3 Pt :stseci yndary Deveh ipnwntal Prt warns: A lhiditional AgentEtwith NVW

tonic(' M. 7i pfditrATIN

O. The Old Alege Try: Ralani ing Athktics and Ao.n,kmics ineducatiim

.fi,bn R. flt1in and Liam YILV I.. W

S. The Challenge tri Diversity: inwhrment ur Alititatiun in theAcademy?

!Amyl G. .0ontill

1 1 1

6. Student Goals for College and Courses: A Miming link in Assessing and improving &Wen* Achievement

ACM Star* Katbken .11. Mau; and.Makohn A Lotaber

". The Audent as Commuter: Devekping a Comprehensive MAItutional livronse

Barbara frothy

N. Renewing Civic (-amity: Preparing College Students for Serviceand Citivenship

stIVIMIC W. 31001`

1988 ASRE-ERIC Higher Education Reports

1 . The invisible Tapestry: Cuhure In American Colkges andcnhersities

Geaqe IA Kuli and Elizaberbf What

2. esitkui Tinnking: Theory. Research. Practice. and Possibilities.loanne Gainen Kurfiss

3. Devehring Academk Prt 'foams: 1lt Clinute for innovationT StTmaur

I'Ver Teaching: TO 1h is lit Learn 'ilviceNeat A ttinlman

ligher Education anti State Co ivonments: Renewed Partnership,x 'penult t Ct intro it it in?

!Waved R Hines

6 Entrepreneurship and Higher Educatit less( ins ft ir Cc Hews.'niversities. and industry.farnes Fairnvatbet-

- . Planning for Micrt koniptiten. in iligher Educatit in: Strategiesfor the Nest Generation

RertioldvAlrrantiqam Haman, Mag .savan t-.inetwm, andHarty

8. The Challenge fin. Researdi in Wier Edwin it n am nidngExcellence anti t'tility

AkIn U Lindvay andRutb 7: Ntwnumn

1987 ASHE-ERIC Higher Education Reporta

lneeint Ealy Het iirtnent Pn rpm% fig Facuhr lit(ieRespt irises u a Changing Envirt Inment

Jay t. fin tnictor and Thamac R

2. Win-king Etrectiwly with Inisteek Buikling refuliw Campusleadersliip

Barbara Tnior

Acadetnk hr s1ui4 1,11 Slicti 'NS 101

112

102

3. Rental Recognitkm of Envit iyet. !4)onstirml Insiruction: Conflictand Colkgkiiiiy in Posoiccontiary Education

Aitnty N Naff, and Elizabeth M. Ilaulharne

IL-arning SlyIm Implications lie Improving Educational ItatikrsCharkli amiun and Pitttricia II: 3funrff

thgher Etiticatilm Iradrrshir Enttinting SUS Ihn tugb Proki..sional I kNelopmcnt linigrams

.Shanm .11e1lade

(1. I lighcr I:ducation and thc Public ThisL: hurt wing Slaturc inCt tlIcgcs and I nivvrsitk:s

Rkburd L ,-Iffreof aiidfidie ri,ixonan

t;t4kgt. Stildettl ( )ultink's AmvssIlltella: A laltin I )t Arli vincntPeivect

Maruinn 1a4fbi. Alexander :Win and Ft-ank etuda.../r.

8, Opp /nunily !him Suctioh: Strategic !limning Clartrivd withCitsv Examplvs

Mhei-t Ope

1986 ASHE-ERIC Higher Education Reports

1. Pt /st tenun. Faculty Evaltutit in: rural t w Opp ot mity?Chrestint, 1.4-ida

2. Mut RiWt o enmissit Ms and Ifighcr FclutAit m ChangingAcadvme In MI the Oiaskfc

Janet R. jaws( oi Witt t .thirtio

3 licspt pnsivc Pm fli-ssit mai l'Altwatif et: lialancing Outwit ics and)pportunitics./toapt 8. Stark Malt r.lni ,1 1 wilier. and Bonnie AI I: Morn.

4. IrItTeitSing Studous* fr:mung: A Nicuhy Guide to Reducingsing,. among Sit kkfits

Nod IV Thirnai I id ( y)endli it'. and ir lain, 11 Clark

stutivnt FinanciA Aid and Ai imcn: Equity I hIcittma?ary .1h wan

6. Nlaswes I) .l.truv: iladituWith ;leizer

thy Cirnshitutit in. and thc- t msunivr 1 tkitlif implicathms he r Pe ilicv and Pt-A.10.2.

Rak11 M lendritks(ni aml Atinctie (1.114»

!**ItNihhig /lkge and I 'nwrrsth- chid: Thit. Enhirst And

the t)uestionRit ban' A 1:4)1(

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1985 ARHE-FAIC Higher EducatImt Reports

I. Flexibility in Academic Suffing: Effective Polities and PraliirsKenneth P Martimer. Marque fitobaft; and Andrew TMad/and

2. Awitiations in Action: The Vi:ashingh in. D.C. Higher EducationCiunnuinity

Harland G. Thidand

. And on the Seventh 1)ay: Facuhy Consuiting and SupplememalMonne

Cara Bayiw and Darrell R. 1.tvciv

Faculty Reseateh Perli inn:trice: irk-stills from the Stiences antiSodal Scklices

John IX: Cnvrett

5. Acatkinie Program Review: instittaional Ainnwehes. Expettations. and Onus wersks

(.7ift)n Cana and Rkbard E Witvw

h. Students in 1 'dun Settings: khieving the Baccalaurcate DeweeAlef.writc: Ricbanivun,.fr. and Ittnis UT Bonito.

Serving More Than Students: A Critical Need fiir Cillitw StudentPerN4 Servicvs

hler H. Garland

8. Factdly Part iciration in tk.tsicin Making. Net essity or 1uxur)*0Can.,1 E

1984 ASHE-ER1C Higher Education Reports

1. Aduh Learning: State Polities and Institutii mai PrattictsK Itorida Cntv and Anne .1farie

2. Stutkin Stres.s: /Am and SolutionsNeali. %Ibi,inan. an -id *tinily: v. and claire 11 (ha+

Pan time Huhy: 1 ligher Educatii in at a CI-limn:adsudith A/ GriNvi

I. Sex Discrimination Law in I ligher I'ducati4m The Ivssons t itthe l'ast kv..ide. ED 252 109."

Limottra, Mali 7.* ()tet. A lirkti and .1w,Gitvot

i. Facuhy Freed:ins and hist it wit nut Acc: iunubility: Interact i4 insand Ci nflk ts

Clown t gift ant; and Barbara /1 ter

*lbe 1 figh 'lechni k gy num lit $11: AcAtlen* IndINtriat t /4

enaii in I it Et't *141111k GroSi.1}1

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Academic. .kIfii7I g_fro- Ctudent NucceNN

1 4

7. Empkiyee Educational Prwams: lmplicatkens for lndusny andHigher Education. ED 258 500

Suzamm It: Mitt*,

M. Aidtirnc LbrarieS: The thmging Knowledge Centers of Colkges, and I nivershies

ifttrbown F Mow:

9. Futures Research and the Strategic Planning Process: !mphcations kw Higher Education

fames L ittirristm, L Renfro, and ttione I Bomber

10. Facuhy Vitwitload: Rem:ant. Theory, and Interpretationin4dIi )"uker

1903 AS111-ERIC Higher Education Reports

I. The Path to I,Ncellence: Qtctlity Assurantv in I liglwr Filucationlaunike k Manms, Antla 0. Lome, and Ednurd Goltibem

2. Facuhy Recruitment. Retention. and Etir Ernpitlinent: Obliwtions and Opportunities

jobn S Wevgatman

3. Meeting the Orallenges: Developing Faculty Careers. ED 232SW*

Mkbad T limas and Klathertne L German

t. 1thsing Academic Standards: A Guide it) learning ImpnwementRuth Tahiti Keintig

S. serving learners at a Distance: A Guhle to Pre want Practicesbarks E. Fetoky

Cornix-tence. Admissions. and Artitillation: Returning ti theBasics in Higher Educate( ni

,lean L Pryer

Public Smite in iligher Fducatit Pract Wes and Prit trities

Patrickt It 1.:ntsvoi

S. Academic Employment and Retrenclirnou: judicial RtAitAVand Adminisiratny Adion

/tuber, M Hendrkkgm and Barbara A. tee

9. Ikon The New Academic Diseaw. 11)2.12 255 "tiinifred Athinu Mektulez and Rafael M tie tiuzntun

10. At ademk- Wiwicplace New 1)enrands. ikVitened limit InsAnn E Austin and Zelda F Gantsun

'Ow ()I piml muiLtble thn nigh Fims. (Ai 1 rtutt ERit

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the cognitive growth of women college student5 . and freshman year experience programs Dr. Frost's recent journal ankies convent teaching **Janie responsibflity, academic advising, and t:ogninve gnmth. She serves as a consultant on advising pnktk.es and is wr Acing on a book about undeignnktne higher education In the United *tam

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