Presents model for comprehensive developmental approach to advising Black college athletes which relies on these five growth dimensions: symbolization, allocentrism, integration, stability, and autonomy. Claims the model implies that the dimensions of development are all interdependent and must be balanced in order for an athlete to grow in…

Assessed the perceptions of students, faculty, and administrators of the role and success of academic advising centers and faculty advisors. Results indicated significant differences in perceptions across groups. (BL)

Reviews the status of academic advising and considers barriers to effective advising. Suggests that strategies for improving advising systems must take into account specific institutional factors that act as barriers to effective advising and must include long-term commitment to enhancement efforts. (LLL)

Describes use of matrix management to organize learning support services on a college campus. Claims matrix management, which links support services from academic and student affairs, increases access, improves accountability, and encourages new programs. (Author/ABL)

Describes how one university responded to the need to create specific ways in which student affairs professionals and faculty develop shared goals by developing program which used a retreat format. Actions taken as a result of the retreat are listed, including financial rewards to outstanding faculty advisors and a training program for academic…

Surveyed graduate deans (n=63) and found academic advisement needs improvement in 3 areas: articulation of advisement guidelines, preparation of advisors, and support from graduate advisement in the university community. Forty-four percent stated they were satisfied with overall status of graduate advisement; even so, 64% reported faculty members…

In viewing retention as a process beginning at application and concluding at graduation, a Pennsylvania community college developed a comprehensive program addressing intake for new students. Enrollment, testing, academic advisement and scheduling were completed in one day, and students' families were involved. Student surveys showed considerable…

Examines the effects of an intrusive advising program on the attrition rate of college freshmen and sophomores. Identifies reasons students drop out and outlines an advising program used at Western New Mexico University. Results showed the intrusive advising program to be effective in reducing attrition rates. (BH)

Notes that by taking an active role and seeking contact with students, advisors can help reduce attrition rates. Describes use of intrusive advising program with special student populations, including educationally disadvantaged students admitted through an alternative admissions program, minority students, learning disabled students, and severely…

Describes a method for evaluating academic advisement which includes the staff in the evaluation process. The college Advisement Center Self-Study Guide creates an opportunity for program changes and improvements to be developed internally, with its major strength as preventative research. Advisement accreditation standards are outlined. (JAC)

Reviews research on key student academic needs and presents them in a taxonomic model on how to focus on student development in academic advising. Addresses the different needs of each academic class and discusses potential delays to student progress through ineffective advising. Discusses coordination of institutional resources to promote student…

Describes the value of computerized systems in freeing counselors from excessive paperwork and allowing them time to provide improved student services. Offers guidelines for designing and implementing an effective information system for career and academic counseling. Outlines benefits, desirable system characteristics, basic components of an…

A model illustrating the relationship between institutional goals, student goals, and the role of the academic advisor is presented. (Author)

This article reports the evaluation of a walk-in student advising system designed to meet students' needs for accessibility, advising, and close interaction with advisors. The walk-in advising system is reported to be well-used, and to address the need for both information and good student-advisor relationships. (TE)