The level of professional development and functioning of the academic adviser is discussed. According to Canon (1976), professionals function on three levels of development. Advisers at the first level of functioning are primarily identified to their professional subspecialty and subunit (e.g., peer advising, undeclared students). Such staff…

The use of a practicum form of training for faculty advisers is discussed. Understanding the advising process may be viewed as a transaction between master adviser (advising mentor) and faculty adviser. Likewise, the understanding can be replicated in the interaction between faculty adviser and student advisee. Using the practicum setting to help…

Undergraduate faculty advisors in a College of Agriculture and Life Sciences were surveyed for their experiences as academic advisors. They tended to accept credit for positive outcomes and deny responsibility for negative ones. The implications of this behavior for training advisors are discussed. (MSE)

Perspectives on faculty participation in student advising are offered, along with suggestions for administrators who support or encourage faculty involvement in advising. Stages of the academic career and stages of individual growth in the role of the faculty are noted, based on the literature. The advising role might be viewed as a task less…

Improvements in advising programs are seen as elements of institutional development and are central to the mission of the institution rather than peripheral service entities that happen to take place on campus. (MLW)

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

Institutional vitality will require imaginative linking of professional development of individual faculty with carefully planned development of academic programs and institutional policies. Academic advising is discussed as faculty development. Faculty anxiety about scholarly production is described. (MLW)

Advising of student-athletes is discussed as an institutional rather than an individual or educational endeavor. A general systems framework for thinking about the issue is provided to initiate a dialogue about the understanding of and developmental change in advising student-athletes. (MLW)

The concern of this paper is how people in organizations understand the dynamics of an organization's practices. The way that organizational culture influences advising systems is considered. The focus is on how people understand the function of academic advising and the influence of three concepts of culture (cognitive, symbolic, and…

A relationship exists between the development of individual faculty and their career development and the overall well-being of institutions of higher education. Ways that advising by faculty may be used to help both the institution and the individual faculty member are described. (MLW)

Motivations and incentives for advising are considered to help promote faculty members' sense of accomplishment and productivity. Intrinsic rewards and motivation are distinguished from extrinsic rewards for successful performance. A framework for viewing intrinsic rewards and motivation is considered that involves "possible selves" (i.e., views…

A guide for faculty advisers is presented that addresses aspects of the advising process that are often not discussed. Objectives are to accomplish the following: to provide a working definition and theoretical framework for advising, to show with model conversations the theory in practice, to provide procedures for advisor self-evaluation, and to…

The goal of the report is to identify, describe, and discuss some aspects of faculty advising that are little discussed between advisors and colleagues: source of confusion; roles; how to proceed with advising; keeping the relationship alive; special problems; informational advising; and models for advising. The concept and practice of an advising…

Ways that academic advising can be used to foster cohesion in the college are addressed. Advising is assumed to contribute to the primary mission of the institution, the pursuit of scholarship. The question at issue concerns the types of efforts directed toward differentiation and specialization in contrast to efforts designed to increase…

The advising program may be more amenable to influence and change than other functions within a college or university. Ways that academic advising programs may be used to increase levels of coordination within an institution are described. (MLW)