Academic Advising

One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students.

• New chapters on advising administration and collaboration with other campus services
• A new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers)
• More emphasis on two-year colleges and the importance of research to the future of academic advising
• New case studies demonstrate how advising practices have been put to use.

Preface ix

Foreword xi

The Authors xiii

PART ONE: FOUNDATIONS OF ACADEMIC ADVISING 1

Introduction 1
Thomas J. Grites

1. Historical Foundations of Academic Advising 3
Terry L. Kuhn

2. Theoretical Foundations of Academic Advising 17
Peter L. Hagen and Peggy Jordan

3. Ethical Foundations of Academic Advising 36
Marc Lowenstein

4. Legal Foundations of Academic Advising 50
Mary M. Richard

5. Advising for Student Success 68
George D. Kuh

6. Advising as Teaching and Learning 85
Drew C. Appleby

7. Advising for Career and Life Planning 103
Paul A. Gore, Jr., and A. J. Metz

PART TWO: STUDENT DIVERSITY AND STUDENT NEEDS 119
Virginia N. Gordon

8. The Changing College Student 123
Kirsten Kennedy and Jennifer Crissman Ishler

9. Moving into College 142
Mary Stuart Hunter and Leah Kendall

10. Moving through College 157
George E. Steele and Melinda L. McDonald

11. Moving on from College 178
Jennifer Bloom

12. Students with Specifi c Advising Needs 189
Blane Harding

13. Advising Students of Color and International Students 204
Evette Castillo Clark and Jane Kalionzes

PART THREE: ORGANIZATION AND DELIVERY OF ADVISING SERVICES 227
Wesley R. Habley

14. Vision, Mission, Goals, and Program Objectives for Academic Advising Programs 229
Susan M. Campbell

15. Organization of Academic Advising Services 242
Margaret C. King

16. Advising Delivery: Faculty Advising 253
Martha K. Hemwall

17. Advising Delivery: Professional Advisors, Counselors, and Other Staff 267
Casey Self

18. Advising Delivery: Group Strategies 279
Nancy S. King

19. Advising Delivery: Using Technology 292
Michael J. Leonard

PART FOUR: TRAINING, ASSESSMENT, RECOGNITION, AND REWARD 307

Introduction 307
Wesley R. Habley

20. Critical Concepts in Advisor Training and Development 309
Thomas Brown

21. Tools and Resources for Advisors 323
Pat Folsom

22. Delivering One-to-One Advising: Skills and Competencies 342
Rusty Fox

23. Assessing Student Learning 356
John H. Schuh

24. Assessing Advisor Effectiveness 369
Joe Cuseo

25. Assessing the Effectiveness of the Advising Program 386
Wendy G. Troxel

26. Recognition and Reward for Academic Advising in Theory and in Practice 396
Jayne K. Drake

PART FIVE: PERSPECTIVES ON ADVISING 413

Introduction 413
Thomas J. Grites

27. Campus Administrator Perspectives on Advising 415
James E. Bultman, Faye N. Vowell, Jocelyn Y. Harney, and John Smarrelli with Susan Ames

28. Advising Administrator Perspectives on Advising 438
Kathy J. Davis, Dick Vallandingham, and Philip D. Christman

29. Perspectives on the Future of Academic Advising 456
Thomas J. Grites, Virginia N. Gordon, and Wesley R. Habley

PART SIX: EXEMPLARY PRACTICES IN ACADEMIC ADVISING 473
Virginia N. Gordon

Appendix A. National Academic Advising Association 521

Concept of Academic Advising 523

Appendix B. The Statement of Core Values of Academic Advising 525

Appendix C. Council for the Advancement of Standards in Higher Education Standards and Guidelines for Academic Advising 533

Name Index 547

Subject Index 555

Virginia N. Gordon is assistant dean emeritus and adjunct associate professor at The Ohio State University. She is author of Career Advising from Jossey-Bass.

Wesley R. Habley directs the American College Testing (ACT) Center for the Enhancement of Educational Practices in Iowa City, Iowa.

Thomas J. Grites is assistant to provost at the Richard Stockton of New Jersey in Pomona, New Jersey.

Praise for Academic Advising

"Drawing on the best minds in the field, this book is a treasure trove of state-of-the-art academic advising policies and practices that address the wide range of developmental needs and educational interests of students.?It is destined to be an indispensable resource for academic and student affairs leaders committed to student success and institutional effectiveness."
—George D. Kuh, Chancellor's Professor and director, Center for Postsecondary Research, Indiana University Bloomington

"This second edition is another substantive and important contribution to the literature on a vitally important institutional function. Professional academic advisors, faculty members, administrators, and scholars will find this a rich compendium of state-of-the-art material on every aspect of the field. Each chapter illuminates one of the multiple dimensions of an essential, but frequently underestimated, activity. Academic advisors function as students' gateways to identifying and engaging in the broad array of curricular and co-curricular experiences that shape academic success and cognitive and psychosocial development in college. This book is about advancing the basic mission of our institutions: helping students learn."
—Patrick T. Terenzini, Distinguished Professor and senior scientist, Center for the Study of Higher Education, Pennsylvania State University

"Student success does not arise by chance. It is the result of intentional strategies that provide a clear structure for students and are proactive in addressing their needs. No need is more important than that of academic advising. This second edition of Academic Advising: A Comprehensive Handbook represents the best of what we know about advising by leaders of the field. It should be on every educator's shelf."
—Vincent Tinto, Distinguished University Professor, Syracuse University