In today's highly competitive workplace, students must be prepared to respond to the challenges of a knowledge-based economy. While pursuing their academic careers, students need specific information about career possibilities in their prospective field, ideas for mounting a successful job search, an awareness of the dramatic changes occurring in…

This booklet is a guide to the process of transferring college credits from one institution of higher education to another. First, it identifies the factors that affect college transfer, including college and/or state policies on transfer of credits, college residency requirements, comparability of courses, grade received in a course, and…

A three-part program in planning for life beyond college emphasizes the need for logical thought, reflection, insight, and good judgment in choosing a major, exploring careers, and examining one's relationship with society as a whole. (MSE)

Detailed descriptions are given of the five computer-generated reports of the Student Advising Information Package provided to advisors for each advisee: (1) Family of Patients; (2) Clinic Activity and Patient Management; (3) Student Procedure Progress by American Dental Association Code; (4) Delinquent Appointments; and (5) Student-Patient…

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)

The president's address, delivered at the 1989 annual meeting of the National Academic Advising Association, outlines four steps to prepare the academic advisor for harmonious entry into the 1990s, including use of computer technology, developmental principles, program planning and evaluation, and professional development opportunities. (MSE)

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…

Discussion of student advising highlights the development of a personalized electronic advising system (EAS) to supplement the university calendar. Word processing programs that are used as the basis for the EAS are discussed, the inclusion of student records is described, and the ease with which information can be modified is emphasized. (LRW)

A faculty member discusses how his own gradual loss of vision had unexpected favorable results in his advising activities. Based on these personal experiences and additional research, practical suggestions for increasing professional effectiveness are offered to other academic advisors. (Author/MSE)

Comprehensive advising in college is a logical place to begin the process of life planning. The approach results in education that is both liberating and holistic. It requires student development personnel with academic credentials, active faculty support, active student participation, and development of appropriate tools and processes. (MSE)

A tour of centralized university advising centers revealed that the busiest centers had done an excellent job of marketing themselves to their campus clientele. Factors affecting successful marketing include image, location, service, advertising, and innovative problem-solving. (MSE)

An interview with Dr. Harvey Wall, who retired from his position as director of the Division of Undergraduate Studies at Penn State University in 1986, is presented. A definition of academic advising and his views on how advising should look to the future are included. (Author/MLW)

College advisors can use the internet to communicate daily and exchange information with colleagues around the world, through a user-friendly academic advising forum. Basic instructions for joining an academic advising forum on the internet are provided. (Author/MSE)

A survey of 103 undergraduate and graduate students found both traditional and nontraditional students rated prescriptive advising as more important and more satisfactory than developmental advising, but both groups also found the advising they received (of either kind) less satisfactory than desired. The questionnaire used is appended. (MSE)

A Rutgers University (New Jersey) survey of 1,670 students and 54 departments identified differences between faculty and student perceptions of "good" advising. Students relied more on printed information and friends than on academic advisors. Advising sessions usually involved discussions about registration and drop/add problems.…