Although developmental advising grew out of the works of many theorists prior to 1972 (Erikson, 1968; Heath, 1964; Neugarten, 1971; Perry, 1970; Super, Starishevsky, Matlin, & Jordaan, 1963), Burns Crookston was responsible for integrating these concepts into conscious thinking about academic advising. Although his landmark article grew out of…

Undeclared majors, like declared majors, are at various levels of maturity, and the development and implementation of advising strategies must incorporate these levels and the students' perspective. An integrated model of college student development applied to the undeclared major is presented. (Author/MLW)

Data collected during new-student orientation on nontraditional-age and traditional-age first-time students indicated more psychosocial similarities than differences between them. Results suggest that first-entry nontraditional students experience some of the same needs and concerns in higher education as do their younger peers. Referrals to…

Strengths-based advising is proposed as a new lens for higher education, one that enables advisors to see diverse groups of students fulfill their potential and achieve excellence. Based on research from social work, positive psychology, and the business world, this approach enables advisors to identify and build on the inherent talents students…