A guide for academic advisers is presented that includes anticipated student questions and important concerns to consider at each stage of student's progression through college. Resource materials that will help the adviser are listed for each topic. Publications and materials that the student should have are also indicated. Topics include the…

Interviews are the major tools of academic counseling at Northwestern State University (NSU) in Natchitoches, Louisiana. To enhance the specific application forms and the meaningful qualities of interviews, a counseling Content-Guide-Checklist has been constructed from NSU fall 1987 academic counseling interview reports and from a review of the…

The roles of the adviser of undergraduate students are discussed. To orient the student to the department, pamphlets can be prepared to answer some of the student's basic questions. Considering academic schedules are an important function of the undergraduate adviser, who reviews course options and directions with the student. The student should…

The Course Sequencing Pathways Computer Support System was developed at Miami-Dade Community College (MDCC) to aid students and advisors in selecting appropriate courses based on test scores, MDCC graduation requirements, the university of choice (if applicable), and the student's major. A student report, which is calculated on-line, is available…

Intended to aid theatre administrators as they attempt to exhange information, high school and college faculty members as they advise students on the availability of suitable programs, and students of theatre as they seek degree programs appropriate to their needs, this directory groups theatre programs by state and lists them alphabetically. Each…

This study examines opportunities and realities for counselors of adult education distance learners. The needs of adult learners; selected case studies of student service operations in Canada, England, and Australia; and technology used to provide counseling and support services to distance education adults are discussed. (Author/JL)

Alerts high school guidance counselors to the availability of college programs for learning disabled students. Suggests ways counselors can judge the quality of special programs available at many colleges. (Author/ABB)

Seven major organizational models for academic advising programs are identified and explained: faculty-only, supplementary, split advising, dual advising, total intake, satellite, and self-contained. A survey form is included. (Author/MLW)

The Freshman Advising Program at Illinois Benedictine College is described. The program was developed to improve the quality of academic advising and to lower the student attrition rate. (MLW)

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)

Standards and guidelines for academic advising are presented covering mission, program, organization and administration, human resources, funding, facilities, campus and community relations, and ethics. (MLW)

The non-scholarship athletes of Division III represent a substantial group of advisees that are similar to, and yet different from the scholarship athlete. Division III student-athletes, their characteristics, situations, and needs are examined and specific efforts to improve their quality of student life are identified. (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)

Four issues involving the student-athlete are identified as important to academic advising: the relationship between athletic participation and academic performance, individual differences among student-athletes, the possible conflict in the role of student and athletes, and the debate over the need for special programs for student-athletes. (MLW)

The role of British external examiner in regulating standards in first degree college courses is discussed. A personal view is given of the examiner's current role in geography departments. Consideration is given to the examiner's potential role in the higher education debate on standards and quality comparison. (Author/TRS)