This study compared student satisfaction with various academic advising arrangements and determined the underlying considerations that affected their satisfaction. Students in 21 classes at a large public university completed a survey asking who their current academic advisor was and how well the current advising system met their needs. Students…

Shows how social judgment theory was used to describe and compare judgment policies of 13 advisors in a university student development program concerning course selection for profiles of students based on archival data. Three advisors are described in detail as examples of the potential use of this model. (Author/JAC)

Suggests that advisement program problems can be overcome through computer usage, especially in performing time-consuming clerical tasks. Discusses problems with academic advisement, types of information and services provided, and evaluation of computer-assisted advisement. (LL)

Investigated the degree to which academic advising is described as an official faculty responsibility by examining current collective bargaining agreements and institutional documents. Findings suggest specification of duties required of faculty advisors is generally neglected in all forms of agreements. (Author)

Measures of workplace skills used to construct graphical representations of occupations. Interpretable groupings of occupations based on similar skills emerged, as did an occupational map with salient skill dimensions. Implications for career counseling context discussed with respect to (a) selection of courses; (b) consideration of alternative…

Increased enrollment in professional programs and increased demands for limited resources have diminished advisors' ability to provide the services students demand. Student professional organizations have potential for assisting students and advisors in an over-enrolled program by recruiting professional mentors and providing information about…

An intensive advising program for entering freshmen at the College of Staten Island was designed to provide information, personal interaction, clarification or development of immediate and long-range goals, and direction in attaining them. Analysis of the advising session content and program results is presented. (MSE)

A group of advisors has developed a workshop for sophomores on choosing a major and accompanying self-help materials for undecided students. The materials, a checklist of factors for students to consider in choosing a major and a related list of campus resources, are offered for use and adaptation. (MSE)

Examines the various legal remedies that students, believing that they have been victims of misguidance, have pursued against institutions of higher education. The legal theories available primarily fit in four categories: (1) estoppel; (2) fraud; (3) breach of contract; and (4) due process. (MLF)

Expanding developmental advising through life roles offers the opportunity for advising to realize its potential as a developmental and integrating force in higher education. A model for moving into these life roles and ideas for academic advisors to use in incorporating leisure and leadership perspectives into their advising are presented.…

Most advisors do not have enough information about experiential learning opportunities in their communities to encourage their universities to become involved in offering these opportunities to their students. Some successful experiential learning programs are identified and the advisor's role in such a program is explained. (Author/MLW)

Developing an inventory consisting of each and every item that contributes to a total advising program is suggested. The point to be made by developing a campus "Advising Tool Kit" such as Penn State's is that advising and advisors are becoming increasingly integral to the entire educational mission of colleges and universities. (MLW)

Three groups of college students (n=125) watched videotaped advising sessions. In the tapes, advisors addressed students formally (using "Mr."), using first name, or using no name. As predicted, use of formal address increased perceived advisor persuasiveness. Name use did not significantly affect perceptions of advisor credibility,…

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)

Notes that, in developing partnership between academic and student affairs, understanding is necessary of contribution each professional area makes to successful operation of institution of higher education. Provides student affairs practitioners with information concerning historical development, official duties, management role, preparation…