Delivery Systems for Academic Advising

Annotated Bibliography
for research published prior to 1999

Bibliography compiled by George Steele and Melinda McDonald. Annotated bibliographies of recent literature are published in each NACADA Journal. Find out how to obtain full text of ERIC documents at http://www.askeric.org/Eric/Help/obtain.shtml

The author makes suggestions for organizing and implementing an academic advising system. The goals underlying a developmental advising system are described. The framework for the delivery system must be related to each of the goals. The author stresses that the success of any advising program will be dependent upon the coordination of the general advising system with related support services and with faculty. Evaluation of advising programs is explored.

Brigham Young University's computer-assisted advising program monitors and tracks a student's
progress from entry through graduation. It provides a detailed evaluation of all graduation
requirements for each student, according to date of entry. It gives general education and
institutional requirements for any major, encompassing desired minors, and generates printed copy
upon request. A computer-assisted advising report is sent to each student before the drop/add
deadline of each semester and before the registration deadline of the subsequent semester. The
program was begun in 1975 for a cost of $16,000.00 and operates at a cost of less that $.03 per
report in a school with 26, 000 enrollment. Articles which give substantive information on designing
computer-assisted advisement systems are included.

The purpose of this article is to describe how one institution implemented a computerized academic
advising system as an effective tool for improving advising. An evaluation of that innovation
suggests that academic advising can be markedly improved through computerization. The
computerized advising tool is called Academic Progress Report. It can be used as a starting point
not only for advising course selection for the coming term, but also for entering into areas of
advising such as graduate work and career goals.

The State University of New York (SUNY)-Binghamton Career Development Center has
developed a unique, simple and relatively inexpensive approach for delivery of services called the
Quick Reference Guides (QRG) series. The guides provide self-instruction on career exploration,
job searching, application to graduate school and related issues. Students can find answers to
basic, routine questions and schedule appointments with counselors for more specialized needs,
creating a savings in staff time which allows for more effective counselor/client contact. The QRG's
are inexpensive to create, easily modified and ideal for an office that encourages self-help and must
organize complex issues into manageable units. An excerpt from QRG 1 is included.

Implementation of the Automated Degree Audit System at North Carolina State University resulted
in greater speed in generating students' academic progress reports, improvement in the quality of
academic advisement, elimination of excessive manual work in the academic units and in
Registration and Records, and print-outs for students and advisers of projected alternative degree
programs. The system cost about $35,000.00 to develop with $.15 cost per student, with half
second per printout of student reports.

At Emporia State University, the student advising center practices intrusive academic advising with
student retention as one of the primary goals. Intrusive advising refers to the provision of advising
whether or not a student actively seeks it. Comparison of enrollment before the implementation
of the program and after its implementation revealed that the four-year retention rate increased from
31 percent to 39 percent after the use of the program.

In this article, the authors describe the potential contribution of the academic advisor toward
meeting both institutional goals (recruitment and retention) and student goals (achieving academic
success and choosing an appropriate career). A model is presented that conceptualizes the
interrelationships between the advisor and these goals. The role of the advisor is expanded to that
of a catalyst, a resource person who facilitates and accelerates the interaction between the student
and the academic institution.

A needs assessment of administrators at Wytheville Community College was conducted to identify
the needs of management personnel at all levels and to assist in the development of a data delivery
system to enhance effective management. Questionnaires were distributed to 20 administrators,
including the president, 3 deans, 6 counselors, and 10 other administrators, asking them to indicate
their need for information in 11 data areas (i.e., registration, admissions, student status and
achievement, student financial aid, student counseling and testing, student placement and follow-up,
academic work, instruction and curriculum, personnel management, financial management, and
facility and capital equipment management) and to specify the degree to which their information
needs were met by existing data services. The study indicated that: (1) the level of dissatisfaction
with existing data services was highest in the areas of placement and follow-up, instruction and
curriculum, and admissions, and lowest in the areas of student status and achievement, and
registration; (2) the greatest need for data services was found in the areas of registration, placement
and follow-up, and instruction and curriculum; and (3) the main priorities for components of an
in-house data services delivery system were items related to capital equipment inventory, canceled
classes, schedule building, and a master list of graduates.

Reports the results of a telephone survey of 64 library schools which examined off-campus
courses, including the number of courses, enrollment, use of telecommunications, faculty and
student attitudes toward distance education, and placement and advising services for distance
education students. Several delivery systems for academic advising are described and evaluated.

The Student Retention Model presented in this article is designed to guide institutions toward
enhancing both involvement and institutional fit for as many students as feasible, thereby increasing
student retention. The model includes the following eight phases: 1) outreach, 2)
recruition/selection, 3) assessment, 4) preparation, 5) orientation, 6) integration, 7) maintenance,
and 8) separation. Critical to effectiveness of the Student Retention Model is early identification
of problems in quality of academic preparation, basic skills acquisition, financial and emotional
support, and involvement in campus life.

A study was conducted to develop a model for a computer- based career information delivery
system for use in New York State occupational education programs. The study included a literature
review and five major substudies (information validation, user satisfaction, and vendor surveys; site
visits to selected schools and agencies using career information systems; and a demonstration of
career information delivery systems to a system review panel). Of the five career information
systems presented by vendors, four were rated satisfactory and just passing. It was decided that
the state should pursue the development and utilization of career information delivery systems. No
single system should be adopted; however, all systems considered for use should undergo some
sort of approval process. Activities such as staff development workshops and printed communi-
cations should be developed as soon as possible, and a career information delivery system
coordinating office should be created to oversee the coordination and continued improvement of
career information systems for vocational students. (Appendixes include copies of all the project
surveys and related materials, correspondence, and forms.)

High school principals (N=26), counselors (N=24), students (N=179), and parents (N=123) were
surveyed concerning their satisfaction with computerized career information delivery systems.
Results show that career information delivery systems have won broad-based acceptance as
resources for traditional counseling tasks.

Information is provided for a variety of student services provided by the Maricopa County
(Arizona) Community College District. Section I describes the Computerized Job Placement
System, designed to assist the Career Planning Office in placing students, and the
Computer-Assisted Career Position Announcement System, which alerts current and former
students to job opportunities related to their course work. Section II focuses on "Enhancing the
Employability of Single Parents--College Readiness Phase," a 5-week, non-credit program utilizing
a holistic approach to providing single parents with counseling for personal development, career
exploration and decision making, and with basic academic and college survival skills. Section III
describes the colleges' Career Expo, an annual event aimed at providing students, faculty, and
community members with opportunities to meet representatives from a wide range of employers;
and Careers in Health Fair, which promotes awareness of health careers among Arizona high
school and college students. Section IV highlights the "Employment Talks" workshops, a series of
weekly seminars on such topics as personal improvement, career planning, communication, and
career options. Finally, section V describes the Self-Contained Employer Reception Area (a
fold-away office/reception unit for use by employers visiting the campus), the Occupational
Showcase (a "walk in and browse" environment focusing on a particular topic or segment of the
world of work), and Career Wednesday.

Colleges and universities are anticipating significant benefits from electronic transfer of student
transcripts and other data, including reduced costs and time savings, improved academic advising,
and standardization of information format. Early testing of the recommended software suggests
institutions find the system useful.

In developing principles of faculty academic advising systems, four factors must be considered as
integral determinants for an effective system to be created and maintained. The four factors include
faculty, students, curriculum, and societal forces. The article discusses the following ideas: faculty
must be an integral part of an academic advising system; faculty advising should be limited to career
and education development aspects; the individual student must become an active participant in the
curricular process; and responsibility for the outcomes of the academic advising system must be
shared by all of its participants.

Suggests the discrepancy between a counselor's intentions and expectations and level of cognitive
development of clients makes delivery of career planning services difficult. The "Puzzling Your
Career" approach identifies and reconciles these discrepancies. Presents the total approach through
the concepts of self- responsibility and self-acceptance.

Explores two approaches to academic advising schemes: traditional and developmental
approaches. The role of the adviser of studies system is examined and applied to one U.K.
institution of higher education. Empirical research involving group discussions with final-year
undergraduate students was conducted to assess the role of the advising scheme. Students appear
to favor a developmental approach to academic advising.

Entering college students commonly complain of being inundated with confusing information about
attending a college or university, while student services personnel complain that regardless of the
efforts placed on making the information "user friendly," students never seem to assimilate what they
receive. This paper analyzes the literature and examines the sequence of time frames within which
student decisions are made during their transition to academic life. The review finds six distinct time
periods in students' transition to college: (1) the initial inquiry to acceptance; (2) the acceptance to
the student's summer orientation visit; (3) the summer orientation visit itself; (4) the student's arrival
on campus before classes begin; (5) the student's first semester; and (6) the student's second
semester. The review finds that student decision-making processes can be described using
information management strategies of prototype-matching and striving-for-future-selves. The paper
makes the case that universities and colleges can most effectively present different information and
services to students by knowing the particular time period they are in and the particular
information-processing strategy being used. Contains 69 references.

This booklet is a compilation of varied experiences about academic advising at Michigan State
University, especially as these experiences relate to centralized academic advising. The advising
center model at Michigan State University is described. The booklet includes information about
advising in a College of Education, College of Engineering and College of Social Science.
Problems in assessing academic progress are also examined.

The authors discuss how the U.S. Military Academy has developed a mature, effective advising
system. The authors discuss several institutional advantages that derive from the school's unique
mission to educate, train and inspire cadets so that each graduate will possess the character,
leadership and intellectual foundation essential to continuing development throughout a career of
service in the military. The Academic Advising Program at the United States Military Academy is
described. Faculty members accept responsibility for advising 60 cadets. This team includes
representation from at least one of the humanities and one of the science departments.

Ways in which undergraduate education is changing in terms of student diversity, financing, and time
required for graduation are discussed, and ways these changes affect academic advising are
considered. It is suggested that colleges provide faculty advisors with specific training and make
advising an official and evaluated aspect of faculty responsibility.

College students who transfer from a two-year or community college to a four-year institution must
make many adjustments to the new institution and frequently suffer "transfer shock," evidenced by
a (usually temporary) drop in grade point average. A student who is unprepared for transfer shock
may become discouraged and drop out before obtaining a degree. At Montana State University
(MSU)-Billings, many students transfer in from remote rural two-year colleges and must face
strenuous commutes and adjustment to a larger, more structured institution; cultural differences; and
juggling of family and work responsibilities. To address these issues, the College of Education and
Human Services at MSU-Billings created transfer guides for students at several regional colleges.
The guides contain information about how courses will transfer; answer questions about academics,
child care, and housing; and inform students about transfer shock and the cultural and academic
supports available to them. To assess the effectiveness of the guides, transcripts were examined
for 103 students majoring in elementary education who had transferred to MSU-Billings from
two-year colleges during 1990-95. Students had transferred from Northwest Community College
(Wyoming), where transfer guides were in use, or from other regional, non-tribal, two-year colleges
not using transfer guides. The two groups did not differ significantly in severity of transfer shock or
recovery of grade point average, but Northwest Community College transfer students were more
likely than other transfer students to persist to graduation. Contains 14 references.

The results of a national survey of academic advising are presented in this report, based on
responses from 820 two-year, four-year public, and four-year private colleges and universities.
For each of the 47 questions, responses were reported as the mean by type of institution.
Conclusions include the following: there are more similarities than differences in the approaches
institutions take in delivery of academic advising services; there are few effective systems in place
for the evaluation of academic advising and little reward or recognition attached to its successful
delivery; generally, institutions have no comprehensive statement of policy regarding the delivery
of academic advising; and all of postsecondary education is communicating an increased interest
in the academic advising function.

Asserts that minority student counseling requires new and more dynamic outreach models to attract
inner-city students to explore the possibilities of counseling. Suggests that counselors be mobile,
informal, accessible, and visible. Describes Medgar Evers College's (New York) Counseling
Program, a comprehensive outreach delivery system emphasizing group and individual activities.

Student affairs professionals have come to realize that the student body on college campuses is
changing. Adult students are filling the spaces left vacant by a diminishing traditional-aged student
population. Interventions in student affairs, however, are often targeted for the specific
developmental tasks of the traditional student. Student affairs professionals need to give greater
consideration to the developmental needs of adult learners. Adult learners have a common need
for interventions which focus on the transition process. To provide services to adult students,
student affairs professionals need a knowledge base of current literature on adult transitions. In
addition, a distinction should be made between a developmental model and a medical model as the
foundation for establishing intervention goals for the adult learner who is in transition. New systems
of service delivery are required to meet the needs of the growing college population of older
students. Service delivery areas important in meeting the needs of older students include specialized
services, advocacy, referral, networking and mentoring, education, provision of a clearinghouse
linking students to campus services, program planning, and counseling.

"Classification Structures for Career Information" was created to provide Career Information
Delivery Systems (CIDS) staff with pertinent and useful occupational information arranged
according to the Standard Occupational Classification (SOC) structure. Through this publication,
the National Occupational Information Coordinating Committee provides technical assistance to
states to assist them in converting their existing CIDS to a SOC structure. A secondary purpose
for the publication is to provide counselors with a compendium of occupational information
compiled from a great variety of sources. The publication is organized in three volumes. This
second volume, divided into four parts, contains technical information about the individual
occupations assigned to each SOC category. It is intended primarily for technicians who prepare
information for a CIDS or other professionals working with occupational information. Subtitled
"Occupational Characteristics," this volume contains guidance-oriented, descriptive statements for
each occupation. Each SOC category is identified, along with all of its assigned Dictionary of
Occupational Titles (DOT) codes, and other crosswalk codes. Composite classification tables
provide an overview or summary of the characteristics associated with the DOT titles assigned to
the SOC codes. (This document, part 3 of volume 2, contains characteristics for SOC numbers
treated in the range 6699 to 7679.)

The popular view of computer-assisted academic advising as a tool to generate summaries of student academic records is shared with another view at Houston Baptist University. With faculty and deans serving as academic advisers, the Microdata Reality System also produces registration forms (including i.d. and personal data cards), class enrollment data, lists of advisees by adviser codes, and a list of advisers. Other useful lists are those of students by academic majors, showing major one and major two or undecided, and by class rank. Following each quarter, lists of students in various stages of academic difficulty can be produced.

Fully implemented in the Spring 1976 at the University of Denver (7,000 students), this computer-
assisted advising program with degree audits provides students with a document (the Academic
Progress Report) showing progress toward a degree while providing faculty and deans with a
comprehensive advising tool which can assist in topics such as career choices. On-line terminals
are used in the registrar's office but not in advising offices. It serves university administration in a
number of ways, including absorption of substantial curriculum changes, reduction of student
petitions, reduction of errors and time in making student progress checks, isolates Pass/Fail work,
study abroad, CLEP, etc., and provides a data base for retention studies.

The use of graduate student support groups to complement the academic advisor's role and reduce
students' sense of isolation is examined, particularly for female graduate students. Intersection of
research on collaborative groups for thesis-writing and on gender-related communication patterns
is examined to suggest how such groups can be structured and used to enhance educational
opportunities for all

Describes student organizational development as an evolving technology for conducting intentional
student development. Reviews three general models for guiding this effort with emphasis on the
CORE (Cohesion, Organization, Resourcefulness, Energy) Model. CORE can be used as a
conceptual organizer, training or delivery model for student organization members.

Standards and guidelines for academic advising are presented covering mission, program,
organization and administration, human resources, funding, facilities, campus and community
relations, and ethics. The standards and guidelines presented are prepared by the Council for the
Advancement of Standards for Student Services/Development Programs.

Student affairs professionals in community colleges are facing several major issues in need of
resolution including: the insufficient use of existing knowledge about adolescent and adult
development and organization development in program design and execution; and the insufficient
use of knowledge of program evaluation for understanding the effects of programs on students. In
addition, student affairs is weakened by the lack of an adequate conceptual model for the delivery
of student services in the community college; and by the abandonment of the historic integration of
the liberal arts and student personnel services. These problems can be addressed through: (1)
administrative support of self-improvement programs for professional staff; (2) provision of the
opportunity to read the literature on organizational development; (3) the sharing of
cross-department resources; (4) efforts to encourage student personnel workers to understand and
use program evaluation data; (5) the development of a service delivery model that considers the
interdependence of teaching and counseling, the role of student affairs in educational programming,
and institutional planning/marketing; and (6) recognition that the goals of liberal arts and student
personnel are the same.

This study was designed to enhance the understanding of planned change in higher education,
especially as it relates to implementing efforts to infuse student development goals and principles
into formal programming for students. This study was developed from an analysis of survey data
about efforts toward planned change in higher education and an emerging model of planned change.
It is based on early phases of a research project designed to yield substantive theory of planned
change in higher education.

A survey of 325 colleges and universities found 200 had some change in academic advising
programs planned or under way. In general, the projects were perceived to have positive results,
including enhanced perception of the value of academic advising among faculty and administrators.

Designed to assist institutions in evaluating the current status of their academic advising program,
this manual provides guidelines and materials used to conduct a four-step audit. Following a brief
introduction, an overview of the audit procedure is presented. The next four sections,
corresponding to the steps in the audit, are presented: (1) Information Gathering, including a
detailed survey instrument designed to collect information about the institution, advising in the
academic unit or department, advising offices, and overall institutional effectiveness; (2) Evaluation,
which provides a scoring key and accompanying explanation for each item of the survey instrument;
(3) Analysis, which provides a key for use in grouping item scores by categories and includes
guidelines for identifying areas of strength and weakness; and (4) Action Planning, which offers a
series of recommendations for further review, study, and action in areas such as the delivery of
advising services; the selection, training, and development of advisors; and advising information
systems. The final section, which constitutes the bulk of the manual, consists of additional resources
for the development and evaluation of advising programs, including six survey instruments; "The
Third ACT (American College Testing Program) National Survey on the Status of Academic
Advising," by Wesley R. Habley, and David S. Crockett; "CAS (Council for the Advancement of
Standards for Student Services/Developmental Programs) Standards and Guidelines for Student
Services/Development Programs"; "CAS Academic Advising Self Assessment Guide"; and a
64-item annotated bibliography.

This report provides a conceptual framework for guiding decisions regarding the administrative
delivery and course content of the freshman orientation seminar. The proposed framework relies
heavily on empirical evidence generated by college-level research in the areas of student retention,
student learning and academic achievement, and student development. The report proposes and
discusses 10 guidelines for course administration and 7 topics for course content. It is noted that
such guidelines may be especially relevant today because the alarmingly high rate of attrition among
first-year students makes an effective freshman year orientation seminar more critically important
than ever. Among the guidelines present are: (1) that institutions should offer a full-semester
freshman course, i.e, "student adjustment" or "student success" course; (2) the orientation course
should be conducted as a credit-earning course; (3) college faculty should be involved; (4) small
class sizes should be adopted by using multiple sessions; and (5) upper-class students should be
used as counselors or peer mentors. Among the suggestions for course content are: areas involving
self-concept and self-esteem; problem solving and decision making skills development; learning
skills and strategies; and interpersonal relations. Contains 117 references.

The use of cognitive social learning theory to help students plan independent study projects is
examined and illustrated in the context of a Manchester Metropolitan University (England) senior
project program. The theoretical model drawn from the theory focuses on self-regulated learning,
and its application emphasizes students' development of efficient self-regulation skills.

The focus of this article is on academic advisement and creation of a model for incorporating this
service into the overall student services program. This is accomplished by assignment of staff to
various stages of the advising process depending on their qualifications. A team approach is used
with counselors, guidance workers, and student assistants as team members. An emphasis is on
student responsibility in decision making. The article advocates such team advising rather than
faculty advising. Also, faculty expertise is focused on issues of their specific area rather than student
development issues. Seven advantages to the model are presented.

In an effort to improve certain critical areas in the academic advising system, faculty and
administrators at St. Joseph's College developed an advising approach using a team of faculty
advisors from different disciplines to advise all incoming students. Another component of the
program was a booklet prepared by the coordinator of Academic Advising to help advisors deal
with some important issues such as what constitutes good advising and what is the role of an
academic advisor. A description of the new strategy and its results appear in this article.

The Degree Analysis Progress Report (DAPR) at Ball State University is a toll used to aid the
adviser in determining the status of a student's progress toward completion of academic program
requirements. No maintenance or changes to any student records are made by running a DAPR.
It produces completed courses, transfer courses, and any exceptional data (e.g. course waiver,
course substitution, requirement waiver). If a student has a double major, s/he will receive two
DAPR's. Students can receive a DAPR projection as to how courses would apply to majors only
under construction. Inclusive lists of hardware and software plus program characteristics are
provided.

The Miami University Degree Audit Reporting System (DARS) is a comprehensive, flexible reporting tool used
from entry to graduation. Program records can be defined for "pseudo" academic programs which
can be used for special evaluative procedures, such as honors eligibility. Freshman reports indicate
which courses are specifically needed, which are optional, and any non-course related requirements. Completed and partially completed components can be noted, as well as those courses in progress. The report is used as a certification document for graduation after posting of final grades indicating that all requirements have been met and the appropriate degrees, majors, minors, and honors have been recorded. The essential shareability of DARS software comes from its intentional design as a "called program module". A perpetual license to use DARS software is available from Miami University for the payment of a one-time fee -- currently $15,000.00 for a single processing site license.

The Johnson County Community College (JCCC) presented material on the Computerized
Academic Advising System/Degree Audit (CAAS/DA). The central feature of the system is the
degree audit which has been renamed the Degree Progress Report (DPR). DPRs are based upon
data stored in the form of a degree tree. Each tree outlines the courses required for graduation in
a specific program or major. Degree trees are constructed of building blocks: 1) MAS, the first
level of requirements under a specific degree program; 2) GRP, a group of courses from which to
select courses to take; 3) SEQ, a series of courses, all of which must be taken to meet
requirements; 4) OPT, either/or situations where students have a choice; and 5) EXC, an exclusion
or exception to a GRP or SEQ.

The Student as Learner Inventory, which was developed at Alverno College (Wisconsin), is
described. Alverno College is a private, 4-year liberal arts college for women with an enrollment
of 2,500 students. The inventory, which is completed by entering and second semester students
in an undergraduate program, is integral to the curriculum. The inventory is part of a New Student
Seminar and involves: self-reflection by students on their development as learners; support for
discussions by student, advisor, and instructor concerning learning issues; and identification of
students "at risk" for attrition. Teachers bring students into a conversation about their learning
perspective in relation to what will make them effective as learners in the curriculum. Consideration
is given to: the rationale for research in a curriculum context; the contextual validity of the learning
statements in the inventory; collaboration among researchers, instructors, and advisors; reframing
validity as research and instruction are combined; the value of putting learning ahead of research
and measurement goals; integration of research and measurement with instruction; use of qualitative
and quantitative responses to interpret student responses to the inventory; measurement
perspectives on score uses; items specific to the local context and philosophy of learning; and
inventory revision based on statistical techniques and informed judgment. The inventory is
appended, along with an educator's guide to the inventory.

This document is the 1985-86 directory of the Association of Computer-Based Systems for
Career Information (ACSCI). An introduction states that 41 states, the District of Columbia, and
Puerto Rico have computer-based career information systems (CIDS) used by over 4,500,000
adult and student job seekers. Two-thirds of the systems are in elementary and secondary schools
with the rest in training centers, vocational institutes, community colleges, and rehabilitation
agencies. The 42 computer-based information delivery systems are listed alphabetically by state
with information on management, organizations represented on advisory body, special features,
delivery system medium and statistics, service statistics, and finances. Eleven descriptions of major
software systems are given including the Appalachia Educational Laboratory Career Information
System, Career Information System, Career Prospects, CHOICES, Coordinated Occupational
Information Network/Bell & Howell, National Educational Software Service, DISCOVER,
Guidance Information System, Micro-SKILLS, System of Interactive Guidance and Information,
and VIEW. A description of ACSCI and technical notes are given. Full and supporting members
of ACSCI are listed.

Student services offices are often designed to react to crisis rather than plan interventions. This
program is an innovative approach to academic advising for undecided or undeclared students.
Overall, this program was developed on the basis of leading perspectives of student
development--both personal development and epistemological development--and represents an
attempt to address the needs of students in a coherent programming approach called "cluster
programming." This cluster program is designed to assist all students to transition onto the campus,
into a major, and finally into a career after graduation. Theoretical rationales provide the basis for
descriptions of the manner in which programs need to be offered to address the personal
development and the epistemological development of students. Perspectives addressed are:
counseling, epistemological, freshman, and senior. An overview of the Student Development Center
at the University of Nevada is offered. Appendices provide program summaries which outline the
activities of each of the three programming venues within the Student Development Center: First
Year Programs, Academic and Life/Career Counseling Program, and Senior Year Program.

Because of the anxiety students experience in the career development process, college and
university counselors need to pay more attention to career counseling. This article accordingly
provides recommendations for university counseling services in the areas of service delivery,
supervision, training, and research.

This paper discusses how a holistic, collaborative approach to advising can be developed and what
important pieces are needed to implement an effective advising system for the 1990s at Ferris State
University (FSU). These actions/policies are recommended: (1) see advising as a university-wide
responsibility with collaboration on the delivery of advising services; (2) define information that is
readily available to all persons interested in the advising process and eliminate redundancy of
information; (3) develop a personal advising system; (4) break advising skills up into the areas of
information giving, communication process, and helping skills and work to enhance each area; (5)
recognize the special needs of special populations at FSU, such as the needs of nontraditional
students, women, minority students, undecided students and underprepared students; and (6)
clarify the responsibilities of being an advisor. The paper concludes that there are several areas of
the advising process at FSU that could be improved with little or no cost to the institution. It is
claimed that these changes would help bring about a more collaborative and holistic system of
advising. It is recommended that FSU examine alternative advising systems that would have new
cost but would help the institution keep competitive through the 1990s.

The Maryland study of the Career Information Delivery System (CIDS) was conducted to review
computerized information delivery systems. The study also sought to assess the Information
Network for Occupational Resources (INFORM) system, in terms of user satisfaction. The review
process started in September 1988, at which time 320 current INFORM users were surveyed.
Since that time, a review of literature, contact with 57 other state occupational information
coordinating committees (SOICCs), a series of vendor presentations, and the use of demonstration
software packages have taken place. The study found a high level of dissatisfaction with the current
INFORM microfiche system, but a high degree of support for a microcomputer INFORM system.
Students and counselors are using the current systems, but wish to improve them. The study
concluded that Maryland should use a computerized CIDS; that the CIDS should be enhanced to
include regional data; that data on Maryland occupations, high schools, colleges, trade schools, and
financial aid sources should be incorporated into the system; that CIDS should be state supported;
and that it should be available in a variety of equipment formats. (Appendices include survey and
system evaluation forms, site visit reports, and the Association of Computer-Based Systems for
Career Information's standards for career information systems.)

To gather data on the satisfaction of community college students with their faculty academic
advising, a survey was conducted in winter 1989-90 of a random sample of 750 full- and part-time
students at an urban multi-campus community college in Iowa. Specifically, the survey sought
information on student characteristics and levels of satisfaction on a 5-point scale with overall
advising, the frequency and length of advising meetings, and the ease of making appointments.
Study findings, based on 398 returned surveys that had all the questions related to advising
answered, included the following: (1) regarding overall satisfaction with advising, no significant
differences were found between full- and part-time students; (2) for both groups, the more
frequently students and advisors met, the higher the students' satisfaction with the advising process;
(3) full-time students were significantly more satisfied if their advising sessions were between 15
and 30 minutes, while part-time students were significantly more satisfied if their advising sessions
were more than 30 minutes; and (4) full-time students were significantly more satisfied with their
advising than part-time students if it was easy to make appointments and significantly less satisfied
if it was somewhat difficult to make appointments. Includes recommendations for improving
advisement, data tables, and the survey instrument. Contains 12 references

The 16 articles in this special issue were written by H. B. Gelatt, Garry Walz, Marilyn
Haring-Hidore, K. Richard Pyle, JoAnn Harris-Bowlsbey, Bruce McKinlay, Martin Katz, Marilyn
Maze, Barbara Gelesko McKee, James Long, Morton Wagman, Susan Wood, Robert Reardon,
L. Russell Watjen, James P. Sampson, and Edwin L. Herr. The four sections of this special issue
examine the relationship between counselors and the computer; discuss the delivery of career
information and guidance by computer; describe other uses such as testing, student services,
personal counseling and software applications; and discuss improving computer applications.

This document contains an annotated bibliography which includes citations for 73 reports or other
documents that deal with the evaluation of computer-based career information delivery systems.
A few entries deal with the broader field of computer-assisted career guidance. The citations are
grouped under three headings: (1) 42 state-based systems, listed alphabetically by state; (2) 8
comparisons of systems, listed alphabetically by author; and (3) 23 other documents, listed
alphabetically by author. Coding at the end of each entry identifies the topics discussed in that
document.

The international literature on learning at a distance is reviewed with attention to student
participation, faculty issues, the technology of delivery, necessary support systems, and the
organization and process of distance education. Distance education is used in many content areas
in economically diverse countries. Individuals who must learn at a distance have ongoing obligations
(e.g., employment or caring for young children) or physical handicaps, or they live in geographically
isolated areas. Distance faculty members are commonly called mentors or tutors, because they
direct students to learning materials and personnel, provide emotional support, and evaluate
students' progress. The more that distance learning expands students' heterogeneity, the greater the
need for nontraditional recruitment, admissions, registration, and counseling. Despite a strong trend
toward the use of multiple media, the major way of providing distance education remains printed
materials. It is only when enrollment is high that the use of technology, especially broadcast media,
in courses becomes cost effective in comparison to classroom-based students' achievements.
Thirteen kinds of media that deliver instruction to distance learners are considered. An extensive
bibliography is appended.

As a solution to the problem of serving large numbers of students with a small staff, the Community
College of Rhode Island (CCRI) has adopted three new technologies to advise and register
students and respond to telephone inquiries. The first of the technological innovations is TELUS,
a telephone voice response registration system offered as an option to in-person and mail-in
registration and designed to make registration a simple, efficient, cost-effective process. The
second is ON COURSE, an automated degree audit/advisement system, designed to provide for
the delivery of consistent, quality advisement relative to degree requirements and course selection.
The third technology is PhoneMaster, an automated telephone notification and call routing system
designed to place routine calls while personnel concentrate on calls that demand individual
attention. A fourth tool, currently under consideration, is Schedule 25, a software package
designed to automate space allocation for courses. This description of CCRI's new technologies
provides for each: (1) an overview of the function of each technology; (2) the methods under which
the college operated prior to the procurement of the technology; (3) the current method of
operation; (4) the current versus prior levels of productivity; (5) the costs to procure the system;
and (6) cost-benefit projections as a result of the procurement.

Describes the use of the Electronic ClassRoom, a teleconferencing tool, for the academic
advisement of graduate distance education students at Nova University (Florida). Topics addressed
include distance learning students' problems and the need for advisement; scheduling; the use of
Tymnet; academic advisement delivery models; and future research plans. (Contains four
references.)

In an effort to determine how student support services are meeting the needs of underprepared and
part-time students, and assisting in efforts to increase program completion rates, the Center for the
Study of Community Colleges conducted telephone interviews with support service personnel in
six large urban community college districts (i.e., in Chicago, Dallas, Los Angeles, Maricopa
County, Miami-Dade County, and St. Louis). The study identified exemplary approaches in
outreach efforts, early and midterm interventions, use of faculty referral slips, coordination of
support services with content courses, identifying and reducing attrition in high-risk courses, block
programming, and funding. In addition, the study identified trends toward: (1) support staff visits
to classrooms to promote services and programs; (2) attempts to identify and assist high-risk
students even before the first course exam in order to decrease attrition; (3) policies permitting
high-risk students to enroll in particular content courses only if they receive supplemental support
instruction; (4) inclusion of monitoring student progress, advising, and counseling as part of all credit
courses; (5) faculty involvement in the delivery of support services; (6) coordination of academic
support services with particular subject areas; and (7) funding patterns for academic support
services based on program operation costs.

A nationwide survey was conducted to test the validity of a theoretical model of advising program
development. Respondents generally supported the Four Stage Model, which outlined the
direction, nature and scope of changes leading toward an effective advising service. However, the
survey revealed disagreement on the stimulus/response relationship outlined in the model, the
component of each stage, and the amount of overlap among stages. The model was then adjusted
to depict more accurately the sequence of changes common to most advisement programs. The
revised model provided advising and administration with a framework for understanding the
process of development and a basis for planning program improvements.

Student portfolios provide academic advisors and college students a useful vehicle for assessment
and decision making. By setting goals, developing strategies, monitoring progress, and sharing
ownership, students and advisors develop a holistic approach to assessment that is mutually
beneficial. Portfolios contain varied work and are tailored to the individual.

The Student Advising Center (an intrusive, centralized advising center) at Emporis State University
has become a catalyst for team building throughout the whole campus. This article examines the
process and results of such teamwork from four different perspectives: presidential, enrollment
management, centralized advising, and faculty. The article demonstrates that a commitment to
advising from central administration, and an expansion of the advising team can create positive
effects.

The Institute of Child Development which offers a baccalaureate degree in child psychology has
maintained a successful peer advising system for nine years. The system has proven valuable to
faculty members, student advisors, and undergraduate students in need of advice. In this program,
the faculty advisor serves as the student's primary source of information and guidance in designing
a program of study that meets the needs of the student, while satisfying college requirements. The
peer advisor takes on the more routine advising responsibilities usually assigned to faculty.

A graduate-level course to introduce future faculty, staff, counselors, and administrators to the role
of advising and the advisor in higher education is described. The course includes segments on
organizational models and delivery systems, techniques and resources, special problems and
populations, and career advising. Communication skills are emphasized.

The way that academic advisers, counselors, faculty, and administrators can help undecided college
students set and implement educational and career goals is described. The focus is a developmental
advising approach and career development concepts. Origins of indecision, categories of
undecided students, and model programs for counseling and advising students are considered, with
attention to program components, delivery systems, administrative concerns, individual and group
advising techniques, adviser techniques and training, and program evaluation. The term "undecided"
is used as the descriptor for students unwilling, unable, or unready to make educational and/or
vocational decisions. The following types of undecided students are addressed: entering freshmen,
major-changers, undecided upperclassmen, and special category undecided students (e.g., honor
students, student athletes, adult students, and underprepared students). Delivery models are
identified, including general advising center, faculty advising, advising centers for undecided
students, residence hall centers, and university colleges or divisions. Included is a questionnaire,
"Assessing Your Advising Program for Undecided Students," along with scoring instructions. A
freshman orientation survey is also provided.

This chapter discusses the organizational and administrative approaches now used to deliver
academic advising. The building blocks of academic advising can be seen as a model for examining
the objectives or goals of an advising program, functions or tasks involved, the personnel who
provide services, the location and timing of services, and the various methods by which advising
is delivered.

The Graduate Studies Degree Audit System is a software system at Brigham Young University, used as an advisement tool for graduate students. It improves the department's ability to advise the students by helping them to: 1) Establish a study list/course of study to comply with all minimum university requirements, 2) monitor the students' progress, and 3) clear the students for graduation. When the study lists are entered,
submitted for a computer check, or used for a progress report, the program reports deficiencies or problems to which the department can react as it pleases. The graduate office consists of five full-time personnel, and five part-time students, who track 4000 graduate students in 55 departments across campus. This system can provide a "note-pad" for reports to be included on progress reports or to be reported on department reports only. The estimated savings is one full- time employee.

GRADS is Oakton Community College's comprehensive, computerized advisement system. As
a subsystem of Oakton's Student Information Management System (SIMS), GRADS performs
three major functions: 1) providing students and advisers with accurate, up-to-date, easily
accessible data regarding student records and college curriculum, 2) degree audits, 3) student
monitoring and communication system. One of the advantages of GRADS is its support of the
college as it assumes a "student management oriented" approach, which is more directive with
students, while focussing on retention.

In this article, an experiment comparing a faculty team approach to advising small groups of
students, to traditional individualized faculty advising is discussed. Results revealed that the
team/group approach significantly reduced the average student advising time with no loss in either
student satisfaction with advising or student knowledge of college policies and procedures. This
approach has merit for upgrading the quality of advising, orienting new faculty to advising systems,
and promoting a sense of community among faculty.

Based on the assumption that sound student development theoretical concepts should be applied
by all education institutional resources, this author uses a 4 X 4 model as an operational
framework. Four operational issues and four developmental issues are included in the model.
Operational functions are: 1) primary (graduation requirements); 2) professional (professional and
graduate school requirements); 3) personal; and 4) programmatic (education enhancement). These
are to be provided by academic advisers, faculty, psychological counselors, and by other various
personnel, in that order. Other developmental issues are divided into the following stages: 1)
preview (recruitment); 2) planning (orientation); 3) process (use of advisers and educators); and
4) postview (alumni). By coordinating existing operational functions with four existing
developmental issues, the 4 X 4 model utilizes the academic structure already in place, making
application of the model adaptable to a variety of institutions.

A prototype computerized expert system was designed to advise high school or first-year college
students who are uncertain about a particular college or major. On-demand consultation gathers
information about student grades, interests, test scores, and aptitudes, assesses admission
qualifications for a variety of majors, then recommends curricula and courses for consideration.

Trait-factor theory, developmental/self-concept theory, personality theory, and behavioral theory
are some of the major theories of career development. The first three (trait-factor,
developmental/self-concept, and personality) have ties to the gestalt school because of the
emphasis on the individual's relationship to the environment. Anne Roe's personality theory of
career development integrates the concept of acting in response to and interacting with the
environment. Goodstein's and Krumboltz and Thoresen's behavioral theories embody behavioral
concepts portraying the client as a reactor, in a need/anxiety state or problem identification made
because of early conditioning. The implications for career educators in two-year colleges involve
these issues: (1) the need to serve full-time and part-time students of all ages; (2) the need to
provide career development to students in the maturity spectrum from early dualism to commitment
on the Perry Scheme; and (3) the need to fund student services in a time of retrenchment. A simple
delivery system of career planning services is needed. Holland's Self-Directed Search seems
suitable for these students. The outcomes of this instrument can be discussed at face value or used
as a springboard for career decision- making. All two-year college educators helping students with
career decision-making and planning should be aware of the theoretical bases of modern career
development and be prepared to aid students in their development.

The purpose of this article is to a) present seven existing organizational structures for academic
advising, b) enumerate several practical concerns that must be addressed before implementing an
organizational structure, and c) to stimulate research or organizational structures for advising
programs. The seven organizational models for advising are described, and 10 practical
implications are presented to provide a framework for research on the effectiveness of each of the
models.

The purpose of this chapter is to explore the relationship between organizational models on the
issues of goal achievement, program effectiveness, and five-year changes in effectiveness. In this
study, respondents were asked to rate their advising program on eight goals, 11 effectiveness
variables, and five-year change in each of the 11 effectiveness variables. Responses are provided
and discussed. Seven models are presented and discussed with goal achievement and program
effectiveness.

In spite of the recognized need for studying the organizational framework of advising programs,
there is little literature regarding this topic. In this article, the authors identify and explain seven
major organizational models for academic advising programs: 1) faculty only, 2) supplementary,
3) split advising, 4) dual advising, 5) total intake, 6) satellite, and 7) self-contained. The study
provides both an initial understanding of these models and a framework for further research in the
effectiveness of each.

This report presents the results from the third national ACT survey on the status of academic
advising in colleges and universities. The purpose of this survey was to update information for
members of the advising profession who rely on the ACT advising surveys as a source of
information about current practices and trends in academic advising. It is based on the responses
from 447 institutions representing a return rate of 69 percent. Results indicate that when comparing
data for the total survey group in 1983 and 1987, two trends became obvious. First, there appears
to be a swing toward campuswide coordination in the advising system. And secondly, there is
increasing recognition that the function of advising should be coordinated. Thorough results of the
study are provided and discussed.

A serious problem for large psychology departments is providing adequate advising for its majors.
Described are unsuccessful attempts to establish effective advising at the University of
Massachusetts, Amherst, in the past and the current system, which is regarded as the first
successful advising system in the past 15 years. Among other suggestions provided, it is
recommended that large departments undertake objective appraisals of their advising systems,
particularly attending to the costs of poor or non-existent advising.

The main areas covered in this paper are the following: 1) The undergraduate student: Needs and
problems, 2) The collegiate environment: Teacher and learner, 3) Faculty advising: The intent and
scope, 4) Advisor preparation and program evaluation, and 5) What's ahead in advising. In
advising, basic encounters occur when the faculty advisor and the student in conference adjudge
a) educational and vocational goals and opportunities, b) learning skills and teaching methods, c)
curricular choice and limitations, and d) the evaluation of student and teacher performance in
combination. This authentic partnership of faculty advisor and student can lead to the renewal of
the education process and a merited restructuring of the system.

Discusses problems relative to the study and promotion of nontraditional careers and offers
suggestions for counseling and research. Problems stem from the meaning of nontraditional careers
for those who engage in them, the delivery of counseling services for nontraditional careers, and
the selection of variables for research.

Discusses the basic elements in career planning: (1) self-evaluation; (2) exploration of options; (3)
selection of alternatives; (4) formulation of plans; and (5) entry into an identified option. Suggests
two models of service delivery.

Describes several models for the design, evaluation, and delivery of developmental programs,
including the Expanded Individualized Prescriptive Instruction system (which includes placement,
counseling, and intervention phases), and the Developmental Pyramid Model (which includes
diagnosis, prescription, evaluation, and advising/tutoring).

The performance appraisal model for student advisement is examined. This model is a centralized
developmental model that focuses on the content and process of advisement. The model's content
is discussed through objectives-job definition, performance assessment and goal setting are
discussed. Operation of the model is described. Four benefits and two patented limitations of the
model are identified.

In an Alabama program for highly motivated students, contract advising helps students set goals,
plan academic schedules, and seek out members of their advising committees. The areas discussed
in this article are 1) admissions, 2) university orientation and academic advising/scheduling, 3) new
student retreat, 4) contract advising meeting, 5) routine advising, 6) peer advising, and 7) the junior
year review. Evaluation shows the college has succeeded in establishing mutual respect of students
and faculty in academic matters more so than in other colleges of the university.

Key themes in the Continuous Quality Improvement (CQI) approach to management are noted,
and CQI principles are applied to academic advising in higher education, focusing on measurement,
empowerment, teamwork, and advisee focus (META). For each principle, brief scenarios are
presented along with suggested courses of action and possible outcomes

In this article, recent research about academic advising is reported and specific ways to implement
an academic advising system are suggested. The importance of student retention in effective
academic advising is discussed. Advising as part of academic integration, multiple approaches to
advising, formulating policy for advising, rewards, and training and evaluation are also discussed.

The narrative portion of this report summarizes the highlights of Phase II of a project to identify
competencies needed by regional delivery system personnel in delivering career guidance. It
identifies the six informational modules that were prepared during Phases I and II. Appendixes
contain the six modules for guidance counselors/coordinators in regional delivery systems. Each
module provides information on one of the following six competencies: coordinating student service
activities, assessing needs for regional student services, organizing an education for employment
student services committee, conducting an inventory of resources for student services, establishing
leadership within the student services committee, and myths about vocational education.

This article discusses how the problem of improving academic advising must be seen as a problem
of change. Organizational obstacles, including aspects of family culture, must be overcome
systematically and lessons from literature should be explored. After assumptions about change
become more overt, the basis for evaluation of progress is then established. The conscious use of
organizational change strategies are likely to improve the prospects of genuine improvement.

Describes Wytheville Community College orientation program and its use of the resources of the
Virginia Vital Information for Education and Work (VIEW) program to assist students in making
curricular choices. Considers adult learners' use of Virginia VIEW resources, student reactions,
and implications for other colleges.

This article discusses the author's feeling that colleges and universities must begin to see academic
advising as one of the keys to a student's survival and success in college. The Freshman Advising
Program, created to improve the status and activity of advising in one educational institution, is
discussed. The overall results of this program have been positive. The major finding was that FAP
freshmen felt that their advisor had 1) helped them formulate tentative objectives for college, and
2) assisted them in selecting appropriate courses consistent with their career plans.

This paper describes the Advisement Intervention System at East Central Community College
(ECCC) in Decatur, Mississippi, recognized by the Small/Rural Community College Commission
as an "exemplary program." The paper also provides suggestions for revising or developing an
advising program. Many advising programs are not adequate because their function is
consumer-oriented but their environments are dominated by traditionalist attitudes. The advisement
program at ECCC underwent changes from traditionalist to consumerist orientation to adequately
meet the needs of and to become accountable to the 1,400 students it serves. The program
involved five advisement intervention meetings scheduled throughout the year to address specific
content and purposes. A graduation transfer checklist was developed to actively involve students
in tracking their academic progress, particularly the required core courses taken in order to
graduate. In addition, an academic advising evaluation procedure and an effective advisor
assignment method were developed. A better communication network was implemented, including
early alert absentee notifications and academic progress mailings for students experiencing
problems in these areas. Students are required to complete an advisement checklist to identify
problems or potential problems related to academics. An adviser sheet was also developed to
promote goal setting, which fosters discussion between student and advisor. The appendices
include the forms used to implement the advisement program.

Reviews phases of Kellogg Foundation support for library-based adult career counseling programs
as background to this special issue. The programs are (1) System of Interactive Guidance and
Information (SIGI) at the University of California-Irvine, 1975-80; (2) Project LEARN (Lifelong
Educational Assessment and Referral Network), 1980-86; and (3) Education Information Centers
and counselor training in public libraries, 1986-90.

This article attempts to explain how one English department at a major university has tried to meet
its advising responsibilities. Staffed by a faculty member, a graduate assistant, and a full-time
secretary, the office is open 40 hours a week. Aside from its ready accessibility, the counseling
center offers, on the average, more accurate and up-to-date information than would faculty
advisors since advising the student is the center's principal responsibility. The system is discussed
in detail.

Developed at Kapiolani Community College, the program focusses around an instrument for
identifying student needs through self assessment and testing of academic skills, the Kapiolani
Student Needs Identification Inventory (KSNII). The system integrates student services with
instructional programs and utilizes the faculty as expert resource personnel. It taps the counselor
experience for developing support strategies in special need situations. Utilizing the KSNII, three
processes are possible: 1) The scoring program is combined with the admissions data base for
mailings to new, non-registered students; 2) individual placement score print-outs are generated;
3) test error reports are produced. The batch file which provides the data base is a non-cumulative
working file which merges each individual test session in three major files: a cumulative record of
all raw test data, the master file with data for five years maximum, and the counselors' currently
enrolled student profiles.

This report outlines the plans and procedures for integration of centralized counseling with
instructional divisions at St. Louis Community College at Forest Park. Four objectives of
integration are identified and discussed. The components of such a plan are described and the
respective functions of each of the program "players" are examined. Procedures for counseling,
developing career cassette tapes and academic advising handbook, and carrying out staff meetings
are discussed.

An effective academic advising system can assist in the retention of two-year college students;
however, the institution and its faculty must be committed to providing such a system. Establishing
a successful advising system would require the following: (1) a clear distinction must be made
between academic advising and course scheduling; (2) academic advisers should meet with
advisees at least once during the quarter other than registration time; (3) academic advisers should
be faculty members who are genuinely interested in advisement; (4) the institution should support
the faculty member in this role by ensuring reasonable workloads, conducting in-service training,
providing handbooks and other institutional documents, and recognizing the role and contribution
of the advisers; (5) academic advisement should be provided in a number of ways since no
universal delivery system operates best for all students; (6) academic advisement should serve to
develop students' educational and career goals, and thereby reduce attrition; and (7) the system
of academic advisement should be evaluated systematically by all participants on a regular basis
and identified problems corrected.

A comprehensive delivery system offers several advantages in career counseling programs serving
adult clients. Systematic delivery is advantageous because of its developmental emphasis, effective
use of resources, amenability to change, provisions for built-in ongoing evaluation, and focus on
process and product. A comprehensive adult career counseling delivery system includes the
following components: needs assessment, resource assessment, goal setting, planning, establishment
of specific objectives, program development, implementation, evaluation, and modification. Vetter
et. al. (1986) have developed a six-point interactive model for adult career counseling programs.
The model provides for intake (obtaining formal information about the client and establishing a
foundation for the counseling relationship); formal assessment (analyzing clients' strengths,
weaknesses, attitudes, values, and interests with enough flexibility to address the needs of special
populations); exploration and information gathering (to identify and clarify work values, interests,
and skills and to facilitate exploration of specific occupations); decision making (identifying,
prioritizing, and selecting alternatives); planning (translating the information gathered in the
preceding stages into action); and transition (entry into a training program, education program, or
job). Care must also be taken address the special career planning needs of dislocated workers,
displaced homemakers, long-term unemployed persons, limited-English proficient individuals, adults
with disabilities, incarcerated persons, and older workers.

Offering new perspectives on academic advising in community colleges, this book defines
developmental academic advising, describes the organization and delivery of advising services, and
discusses key components of effective programs. The following 10 chapters are included: (1)
"Developmental Academic Advising," by Thaddeus M. Raushi, defining developmental academic
advising as a process which views students in the context of their whole life setting; (2) "Academic
Advising, Retention, and Transfer," by Margaret C. King, highlighting the role of advising in student
integration into college life; (3) "The Organization and Effectiveness of Academic Advising in
Community Colleges," by Wesley R. Habley, describing findings of a national survey of advising
program characteristics; (4) "Advising Models and Delivery Systems," by Margaret C. King,
reviewing seven organizational models and five delivery systems; (5) "Adviser Training in the
Community College," by Portia K. Weston, arguing that training activities improve student success
and provide team-building staff development; (6) "Evaluation, Recognition, and Reward of
Academic Advising," by Buddy Ramos; (7) "Advising the Two-Year Student: Considerations and
Strategies," by Judith L. Sanford-Harris; (8) "Advising Multicultural Populations for Achievement
and Success," by Thomas Brown and Mario Rivas, discussing challenges and strategies for advising
students of different backgrounds; (9) "Intrusive Academic Advising," by Martha T. Garing,
suggesting intervention strategies at specified times from admission to graduation; and (10)
"Sources and Additional Information: Academic Advising in the Community College," by Karin
Petersen Hsiao.

Reviews factors influencing the organization and delivery of academic advising services. Discusses
the strengths and weaknesses of seven two-year college organizational models, including faculty
only, supplementary, split, dual, total intake, satellite, and self-contained models. Describes advising
delivery systems using faculty advisors, professional full-time advisors, counselors, peer advisors,
and paraprofessional advisors. Describes the ideal model.

This chapter focuses on who provides advising services for students rather than how the services
are organized. The chapter defines five delivery systems and discusses the strengths and
weaknesses of each with regard to the following criteria: 1) access/availability to students, 2)
priority placed on academic advising, 3) knowledge of the major fields of study, 4) knowledge of
student development theory, 5) training required, 6) cost, and 7) credibility with faculty and staff.

Undergraduate academic advising at University of Pittsburgh's College of Arts and Sciences (CAS)
occurs at two levels: freshmen-sophomore and junior-senior. The advising center assigns freshmen
and sophomores to advisors who are graduate students. In addition to discussing courses and
plans, students fill out registration forms each term with their advisors. During the end of the
sophomore year when students are choosing majors, departmental advisors are assigned. Qualities
sought in graduate-student advisors include communication skills, interest in undergraduate liberal
arts education, understanding of the advisor's role, and reliability. In addition, a broad range of
academic backgrounds, experiences, and interests are sought for the total staff. No attempt is
made to match freshmen-sophomore students with advisors on the basis of academic interests.

This article reviews the status of academic advising and considers barriers to effective advising.
It 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
enhanced efforts.

In order to assess student needs and perceptions of the advising process, a questionnaire on
academic advising was administered to students at the University of Northern Colorado. Student
preferences were investigated as indicators of what services were most important to advisees.

This article focuses on the use of in-place technology to assign preselected faculty advisors to
students, enhancing faculty-student contact with incoming students. Specifically, the article
describes a computer program that has created an "advisor file" and links advisor information with
student records. The program provides for computer generated advisor-advisee reports, letters
of invitation to students to receive advising from faculty, and faculty advisor information on advisor
reports that are distributed to students each semester.

This article compares the perceived role and performance of an academic advising center and a
faculty advising system. A campus-wide survey was devised to study the perceptions of these two
types of academic advising. The results demonstrate two roles for academic advising:
informational and planning. Advising centers are perceived as the place to obtain academic
information. The linking of student academic and career plans is perceived as a function of faculty
advising. The implications of the effectiveness in delivery of these two forms of advising services
are examined. The authors conclude that constant evaluation of present services is necessary to
determine perceptions and performance of academic advising.

The purpose of this report is to delineate two levels of advising thought to operate in every advising
relationship. More specifically, the authors have designed it to accomplish the following: 1) to
provide a working definition of advising, 2) to describe a theoretical framework for the process of
advising, 3) to show with model conversations the theory in practice, 4) to provide procedures for
advisor self-evaluation, and 5) to create a vehicle for discussion of those issues relevant to advising.
The report is organized so that the experience of reading and thinking about the material becomes
a model for structuring the advising relationship.

The Brigham Young University (Utah) Academic Information Management program, a
computer-based academic information and planning system, is described. The system provides
students with critical and timely academic planning information, assesses and provides access to
student academic information for the academic community, and facilitates individualization

An advising model used by Marymount Manhattan College is described. The heart of advising is
the faculty: faculty care about students, design major requirements and course content,
communicate the rationale for required courses, help students see alternatives in courses of study,
and provide them with options. The author discusses how undecided students need an advisor to
help them determine a major early and how it is crucial to work with them in the process of
clarification.

Academic advising by faculty members has often been ineffective. Peer advising systems that
employ peers as academic counselors may successfully address student criticism of faculty advising
systems. Peer systems capitalize on the primacy of peer influence, provide an economical delivery
system, and are available and accessible to students. These programs are strongly identified with
students, able to improve the organizational dynamics of the advising program, and offer positive
personal benefits to students involved in the advising program. Although student-to-student
counseling has been effective in a variety of student personnel functions, questions concerning
continuity, objectivity, and accountability must be answered effectively during program
development. Critical elements for program success are: (1) formulation of meaningful peer
counseling goals; (2) development of informed peer counseling support; (3) delineation of realistic
peer counseling activities; (4) careful selection and training of peer counseling personnel; and (5)
evaluation and revision of peer counseling efforts. If these requisites are met and the program is
appropriate to the educational institution and its students, then the peer counseling program will be
effective.

The Macomb Plan, recently developed by Macomb Community College (MCC), is a delivery
system for the final two years of a four-year college degree to be housed in a facility located on a
two-year college campus. The plan is designed to meet the unique needs of an adult learner's
lifestyle, while approximating most of the elements that make up the college experience. Under the
Macomb Plan, the community college acts in partnership with four-year colleges and universities,
which are under contract to provide bachelor's degree programming in accordance with community
educational needs. A baccalaureate center, operated by the community college but with a distinct
appearance and identity, provides many of the academic facilities and offices found at a senior
institution (e.g., study areas, counseling offices, computer and science labs, and classrooms).
Students can enroll at MCC and later apply for transfer, enter MCC as freshmen with dual
admission to the four-year institution, or enroll directly into a senior institution as juniors or seniors
if lower division credits have already been earned. Faculty are employees of the college offering
the coursework; that is, MCC faculty teach MCC classes, while senior college faculty teach
upper-division courses. The Macomb Plan is unique to the state and possibly the nation in that for
the first time, the local citizens voted to create a bachelor's degree granting facility within their own
community and authorized the funds to build and operate it through their local community college.
Information on the growing numbers of adult learners, their educational needs, and the development
of the Macomb Plan is provided.

The purpose of this article is to review research related to advising and to propose measures for
improving the advising process. A major fault with the advising process appears to center on the
lack of training and preparation of college professors to serve as advisors. These skills which relate
to the counseling field, seem also to be essential for academic advising.

This conference proceedings provides a summary of presentations on five academic advising issues
of concern to Pennsylvania's community colleges. The first topic addressed during the conference
was "Models of Academic Advising." The presentation by Richard A. Kratz, Preston Pulliams,
John Hariston, Dolores Hill, and Sharon Gavin described four academic advising delivery systems,
representing centralized, decentralized, and mixed models of organization.

For many individuals, opportunities for higher education in America are unknown. To meet the
long-existing demand for guidance in this area, this volume instructs professionals in all facets of
college advising. It shows advisers (school-based counselors, teachers, administrators, and
independent counselors) how to motivate and prepare students to succeed in college. A detailed
curriculum for advising about the college selection and admission processes is presented, as are
specific strategies for working with special populations, such as students from culturally and socially
diverse backgrounds, and students with disabilities. The book features seven sections: Part I
examines ways to motivate students to pursue postsecondary education, while Part II describes
three areas of planning which will provide students with numerous options for higher education. The
variety of opportunities are discussed in Part III, and Part IV explains the college admission
process and outlines how to help students choose among various admission options and prepare
for national college admission tests. Part V considers specific populations, and Part VI profiles
programs, organizations, and publications necessary for continued professional growth and
development. The last section consolidates all these advising practices to provide the basis for a
plan for elementary through senior-high advising. Twenty-five appendixes include: noncollege
educational opportunities focusing on career training; regional information offices for student
financial aid; sample criteria for college selection; selected computer software for the college search
process; guidelines for the traditionally underrepresented in higher education; organizations offering
scholarships to people with disabilities; selected contests and competitions, and statement on
counselor competencies.

Surveyed students' (n=489) perceptions of career search, including modes of service delivery
preferred, importance of common career goals, and degree of help needed. Found that students
preferred traditional modes of service delivery, ranked enjoying work and co-workers as most
important goals, and expressed medium-to-strong need for information or assistance regarding
service typically found in career planning and placement.

The National Occupational Information Coordination Committee promotes the development of
statewide computerized career information delivery systems because more accurate locally relevant
information is available at the state level. States can exercise quality control because they are
directly involved with the system.

Traces the development of statewide career information delivery systems to provide accurate and
up-to-date data related to career decisions through multimedia delivery systems and support
services for vocational counselors. Focuses on Virginia's Vital Information for Education and Work
system, considering patterns of adult usage in community college.

Fifty-eight quarterly issues of CSPA (College Student Personnel Abstracts), published since 1965
are reviewed for content and emphasis. The literature largely criticizes traditional advising systems
but maintains that faculty are the core of effective advising, and advising is important to student
success and satisfaction. Equal proportions are devoted to research and to theories and models.

The college of education at Kent State University implemented a computer-controlled advising
system for use by undergraduate education students. The computer program provided information
in a variety of different areas including descriptions of various education programs, deadlines and
applications, student teaching and other topics that may be helpful to the students. Preliminary
evaluation revealed that the system was easy to use and effectively able to answer the questions
often asked by undergraduate students in the college.

Describes the counseling services of Northern New Mexico Community College (NNMCC).
Covers NNMCC's assumptions regarding counseling, mission, current counseling services, goals,
and limitations posed by the present counseling structure. Proposes a proactive delivery mode
based on group instruction in response to fiscal constraints.

The Special Delivery Systems project developed a curriculum for students with learning disabilities
(LD) in an adult basic education program. The curriculum was designed to assist and motivate the
students in the educational process. Fourteen students with LD were recruited and screened. The
curriculum addressed varied learning styles combined with the appropriate learning setting and
self-esteem instruction, stress management, and communication and assertiveness skill training. The
cognitive component of the Special Delivery Systems curriculum included adaptation for listening
skills deficiencies, visual deficiencies, and attention deficits. Measurement of program success was
based on the completed curriculum, written test results, and completed individualized education
plans for students. (A bibliography lists 18 LD resources. These appendixes are attached to the
16-page report: student intake form; individualized enrollment plan; screening tool and example;
screening procedure; permission form and example; Slosson Oral Reading Test (SORT); SORT
lists for distractable clients; Barsch learning style inventory; Torrance brain dominance analysis;
psychological evaluations; client contact form; LD status report and example; educational
counseling service screening; LD reading strategies; LD behaviors list; information on auditory and
visual dyslexia; and informative handouts from an LD seminar.)

The purpose of this investigation was to examine whether upper-class students could perform
advising functions as well as experienced faculty members. The overall results of this study suggest
that the level of competence needed for the advising function is not beyond the capacity of most
upper-division students. Given the minimal training and supervision provided to this nearly
unselected group of seniors, advising outcomes appear to be at least equal and frequently superior
to those of faculty advisors.

A study investigated the cost effectiveness of a Seton Hall University (New Jersey) freshman
studies program designed to improve retention, stabilize enrollments, and enrich campus life. Data
were analyzed from short- and long-term perspectives. Results indicate that, despite increasing
costs, the program is a cost-effective approach to student advising.

This handbook, one of five local handbooks developed to support specialized implementation of
the National Career Development Guidelines, presents guidelines for developing comprehensive
programs for students who are served at the post-secondary school level. Part I describes the need
for guidelines and standards in career development, defines career development programs within
the context of comprehensive student development, and discusses national, state, and local roles
in establishing and implementing standards. A comprehensive set of student competencies and
indicators is recommended and organized into three broad areas: self-knowledge, educational and
occupational exploration, and career planning. An organizational capabilities section provides
statements of the commitments, structure, and support required for effective career development
programs. The personnel requirements section describes the roles of various staff members and
identifies specific competencies needed by counselors and other staff for effective program
delivery. Part II present an implementation process that uses the guidelines to establish career
development standards and improve existing programs. The process encourages flexibility in
standards-setting efforts, builds upon existing program strengths, stimulates coordination within
agencies or organizations, and enhances cooperation with other organizations. Appendices provide
a set of competencies and indicators for all levels; sample forms; local program examples; a listing
of resource materials related to career development standards and program implementation; and
a listing of all State Occupational Information Coordinating Committees.

Many community college educators feel that a different academic advising model may be more
appropriate for the community college and for community college students. This article proposes
a model based on a logical sequence of steps to be followed in the process of academic advising.
The model, while geared to the community college, would probably be adaptable to four year
colleges and universities as well.

This is a case study of integrated advising, curriculum planning and career guidance. These services
are best provided by professional, non-faculty advisors. The benefits to both faculty and students
are delineated. Although this is a study of a sociology department in a university of 22,000
students, it is also advocated for liberal arts programs. Faculty benefits include having more time
to pursue research and teaching. Benefits to students include having centralized advising
resources. The benefits to nonfaculty advisers include criteria for professional advancement that
are focused on advising rather than research issues. This focus improves the quality of advising
students.

Discussion of the development of an expert system that will serve as the primary advisor for
individual course sequencing in a graduate program focuses on the characteristics and selection of
an expert system shell (i.e., software that facilitates expert system development). Advantages,
disadvantages, and prices of several commercial products are listed, and vendor addresses are
provided.

During the 1980's, a series of studies have been conducted to examine assessment strategies,
teaching methodologies, core services, and delivery systems for Learning Disabled Average (LDA)
adults in California's community colleges. Study findings included the following: (1) between
1981-82 and 1985-86, the number of formal programs for LDA adults increased from 80 to 85,
while the number of students served by formal programs increased from 7,962 to 11,876; (2)
tutorial services were delivered primarily in one-to-one settings in academic career and personal
areas under the direction of the LDA program or external programs; (3) in 4 years, there were
significant increases in support to the areas of registration services and notetaker services, and
decreases in support to four areas (time extension to complete course requirements, course
schedule modifications, Course curriculum revisions, and learning center availability); (4) at least
90% of the LDA referrals came from, in rank order, faculty, counselors, high schools, Department
of Rehabilitation, parents/relatives, and the LDA students themselves; and (5) two tests were used
by more than half of the LDA programs for identification/assessment: the Wide Range Achievement
Test and the Woodcock-Johnson Psychoeducational Battery. Study findings revealed a lack of
consistency in services to the LDA community college student. Research review includes a
proposal for a revised definition of LDA.

PACE, an acronym for Programmed Academic Curriculum Evaluation, is a fully automated degree
audit system operational at Georgia State University since 1968. The current on-line system is
integrated with other student information system components, but functions independently. PACE
relies on software interface to access the student's course and transfers credit history which reside
in the student database. The system matches the student course record with the degree
requirements specified in the Requirements Library. Degree programs, known as academic
program frames, generate specific requirements which conform to one of five format options or to
some combination of multiple options, with individual student exceptions allowed and provided
through the software interface. Developed in the 1960's, PACE has been revised as needed and
now requires less that 500 KB of memory. All data is contained in the Requirements Library files
which is implemented as a single-key, flat (VSAM-type) file. The file occupies less than ten MB
of on-line disk storage to accommodate over 200 degree programs.

Provides an annotated bibliography of ERIC documents and journal articles dealing with counseling
and academic advisement at the two-year college. Cited materials cover the status of counseling
and advising services; management and delivery; counseling underprepared students, transfer
students, and special populations; and evaluating counseling staff.

Overviews the constructs of power, leadership, and trust as they occur within the context of human
relationships in organizational settings. Presents some implications for counselors in human service
delivery systems, particularly the schools, to enhance their being a significant influence in their
organizations.

In an attempt to develop a coordinated, statewide plan to improve academic advising, a survey of
the services provided by 25 public institutions in Maryland was conducted. Respondents from 23
of the 25 institutions returned the questionnaire, nine from four-year colleges and 14 from two-year
colleges. Sixty percent of the institutions said they had a written document describing their
academic advising policies. The documents most often dealt with the issues of who did the
advising, who was the responsible coordination person, and the relationship of advising services
to other support systems on campus. Respondents indicated that 40 percent used a centralized
academic department, and 15 percent specified they had a mixed model of faculty members and
professional staff. Other issues related to advising and the implications for a statewide
improvement effort are discussed briefly.

This paper provides a review and analysis of literature from the Educational Resources Information
Center (ERIC) database on the dimensions of career change. Definitions are given for relevant
terms and the characteristics of career changers are discussed, including demographic
characteristics, developmental stages, and reasons for career change. Assistance programs
presently available for career changers are described by type, service provider, and mode of
delivery. In addition, the expertise, techniques and tools required by career counselors and
facilitators are discussed including: (1) knowledge of adult development theories; (2) ability to plan
for and manage change; (3) strategies for getting into and progressing in educational or job choices;
(4) an understanding of agencies, businesses and industries; (5) familiarity with the issues faced by
special groups; and (6) sensitivity to appropriate teaching and assessment tools for adults and
special groups. Several models for program planners are outlined, and relevant areas needing
further investigation are highlighted. An annotated bibliography of ERIC references is provided,
along with a listing of additional references.

This article presents the theory and rationale for a departmental advising center as an alternative
to a faculty advising system. The advising center of the Department of Family and Child
Development at Kansas State University is described. Such an advising center is said to serve as
a clearinghouse for academic information, a referral source for other campus and community
services, a career counseling service and a partner in the recruitment effort for both undergraduate
and graduate programs. The structure of the center and its personnel and operations are discussed.

This article presents a simple methodology through which various sized campuses can measure and
communicate competencies, efforts, and contributions to the educational system. It describes the
results of a questionnaire survey instrument completed by the directors of the various student affairs
departments on a university campus. The results have been distributed to student affairs directors
and other campus decision makers. The study is easily replicable to determine future progress or
change.

Enrollment management in a process designed to influence the number and characteristics of
matriculants. This entails coordination among different departments such as admissions, financial
aid, and academic advising. Various organizational structures have been devised to improve
enrollment management. Perhaps the most common approach matches each student with a faculty
adviser. Another approach splits advising responsibility between faculty and staff members, with
faculty members answering questions pertaining to the students major and staff members giving
advise on administrative matters. Overall, the circumstances of the particular institution will
determine which enrollment management model is chosen.

While there is general consensus on the importance of good academic advising to student success
and support for the American College Testing Program's developmental concept of advising, there
is less agreement on the most effective model for delivery. Research suggests that both faculty-
oriented advising and professional counselor-oriented systems may have fallen short of their
intended purposes. Concern for the quality of academic advising and recognition of the important
role it can play in promoting student retention and success underpin current efforts to improve
advising. Steps to improve academic advising include the following: (1) preparing, reviewing, and
revising a written plan detailing the goals and functions of academic advising; (2) screening potential
advisors and informing them that they must be willing to do more than help students schedule
classes; (3) requiring that students meet on a regular basis with their advisors; (4) implementing
advising programs in which counselors and teachers work together as a team; (5) rewarding the
efforts of those involved in academic advising; (6) training advisors in basic counseling skills and
techniques and providing simulation and role-playing activities; (7) using computers in academic
advisement; and (8) assessing students and administrators to determine if the advising system is
meeting its goals.

The Texas Academic Skills Program (TASP) was created to enhance student success in college
and has three elements: a diagnostic test, academic advising, and if necessary, remediation.
Academic advising is the central element. The legislation creating the TASP requires an annual
report on academic advising. The fifth academic advising survey of Texas public postsecondary
institutions was administered in March 1995. Ninety-nine percent of the responding institutions
agreed that academic advising aids personal development for students and that academic advising
services and facilities are readily accessible. Survey results indicated that not all students receive
academic advising. Much self-advising occurs for sophomores, students with a filed degree plan,
and others. More institutions are moving from a decentralized, departmental model to a centralized,
student advising center model staffed with professional advisors who report to a campus official
in charge of the advising programs. Compliance with the requirements of the legislation has
improved since 1989 and is expected to continue to improve. Finally, the institutions seem to be
more favorably disposed toward their academic advising system. Much of the report consists of
aggregate data for each of the survey questions.

This resource guide provides guidelines for the development of a new model for student services
delivery systems. Following a discussion of the philosophical basis of student services, a broadening
of the concept of student services to include a range of services related to student life and learning
under the umbrella term "educational services" is suggested; the mission of educational services and
its objectives are outlined; and the administrative functions of educational services are looked at.
Next, sub-models of educational services are presented in the areas of admissions, advising,
assessment, as well as several other areas of interest. Guidelines for evaluation and accountability
and staffing are followed by a series of recommendations for future study and action in the areas
of assessment and program placement, advising and attrition, and learner-centered education. A
glossary of terms and selected references conclude the resource guide.

Surveyed 400 public and private small (less than 5,000 students) colleges to examine their delivery of counseling and psychological services. Results are discussed for program organization, administration, staffing, delivery systems, most frequently provided services, and services ranked most important.

Indicates ways in which resources for educational advising as a special library operation can be
systematically developed. Six groups of advising resources, both print and nonprint, are included: college and university guides and directories, background or support works for American higher education, specialized guides and directories, guides outside higher education, international study, and resources for staying updated on advising materials.

This document informs advisers about nonprint information sources on college programs, college
adjustment, preparation for college entrance examinations, financial aid, and career planning. The perspective is international; items aimed exclusively at an American audience are avoided. The first chapter concentrates on computer resources for advising--software on compact disks, diskettes, and videodisks. This chapter also concentrates on videotapes, most of which are less than one hour in length. The last chapter brings together printed resources on nonprint materials for advising. Each entry gives the title, date of production, equipment specifications such as type of computer operating system, price, vendor or producer, and a description of the item's contents. Items are coded with symbols indicating whether "essential to overseas advising" or "would be useful as a reference resource," as appropriate. Other features include a list of distributors, procedures, publishers and subject and title indexes.

Six high schools and Millersville University implemented the microcomputerized Discover II Career Guidance system. Subjects for the high school study were 386 juniors in six high schools within a 25-mile radius of Millersville University. Subjects were divided into control, Discover/directive counseling, and Discover-only groups. Pre- and post-tests measured career maturity. Post-tests surveyed career development activities. Pre- and post-tests surveyed counselor attitudes toward delivery of career guidance using microcomputer technology. Structured observations were conducted to assess counselors' incorporation of computer technology into career guidance. Discover II had a positive effect on career maturity, especially when combined with directive counseling. Counselors who used Discover II exhibited a more positive attitude toward computer technology. In the university study, use of Discover II was initiated at the Career Planning and Placement Center. Subjects were 87 freshmen enrolled in a course offering career assistance. The 10 sections were divided into control, Discover/directive counseling, and Discover-only groups. Pre- and post-tests measured subjects' career development and maturity. Discover II had a positive effect on career maturity and development, especially when combined with directive counseling. (Appendixes for both reports include forms, instruments, and survey results.)

Explores factors perceived as contributing to the underuse of computer-assisted instruction (CAI)
in counseling, and examines options for enhancing the use of CAI as a counseling resource.
Concludes that the development, validation, and ethical use of CAI by counselors offers the
potential for achieving a better balance between remediation, prevention, and education in the
delivery of counseling services.

The purpose of this article is to explain the Iowa State University Department of Physical Education and Leisure study model for a comprehensive advising system and how it evolved, its limitations, and what has been learned from those limitations. The College of Education (where the department is housed), developed a computerized academic performance evaluation system. The program developed competency areas for evaluation of student growth and progress, required periodic contact between faculty advisor and student, and exit interviews at various levels of academic development. In the program, each staff member would continue to perform traditional advising functions in addition to new functions. Most important in the whole process was the increased role of the student services coordinator.

The firm of Information Associates presented a system description of the Series Z Monitoring Academic Progress (Z/MAP). This system has three primary components -- program construction, auditing, reporting. Program construction is used to build the computerized catalogue descriptions of program, degree and certificate requirements. The audit portion interfaces the program requirements with student academic records to generate a degree audit statement. It includes consideration of minimum grade point average requirements and student exceptions such as waivers or substitutions. The reporting component includes the audit reports plus any additional reports used to maintain the system, including those reports which are too extensive for screen display. Z/MAP can monitor financial aid processes as well.

While many colleges continue to assign the task of student academic counseling to faculty advisors, and other schools turn to full-time profession staff for such counseling, some are discovering that a model involving both kinds of helping persons is often the most useful. The article is a report and discussion of a two year pilot program involving a full-time profession academic counseling staff that has led to just such a mixed counseling model.

The goal of the Los Angeles City College (LACC) Urban Transfer Opportunity Program (UTOP)
is to increase the opportunity of low income minority students to transfer from LACC to four-year
institutions. To achieve this goal, the college initiated an instructional delivery system that integrates academic courses, skills courses, and counseling services. The system teams up instructors, one representing an academic discipline and one representing a skills discipline, in curriculum development and instructional delivery. In addition, the instructors are teamed with a counselor in student assessment, guidance, and evaluation. This coordinated approach enables the college to understand and address the totality of a student's needs. The project report discusses the results of the delivery system in terms of its achievements to date; the relationship of the program's
achievements to its original objectives; changes made in program, resource allocation and staff from the original project proposal; and plans for the institutionalization of the delivery system.
Appendices provide samples of materials developed for the UTOP students.

Computer-assisted advisement provides solutions to the most fundamental of advising problems
by giving reduced time in evaluating students for graduation, improved accuracy, ease in obtaining
information, frequency in providing information, reduction of cost, and versatility.

The College Advisement Center at Brigham Young University is examined. The authors assess
student needs in connection with academic advising and student perceptions of faculty advising.
The College Advisement Center was found to maintain unity of purpose among those responsible
for advising and proved to be more efficient in preparing and disseminating information to students.
The authors examine the philosophy, mission statement and functions of a college advisement
center. The benefits of such a center are assessed.

This article presents a non-technical checklist to use in designing and implementing a computer-
assisted academic advising program. It also discusses ideal capabilities of a computer-assisted
advisement program and its benefits and potential for meeting advisement-related challenges of the future. The seven steps covered include: 1) review and evaluate the present system, 2) determine and identify the needs or goals desired, 3) explore the alternatives, 4) identify limitations, 5) design the system, 6) implement the system, and 7) evaluate the system.

The outreach program described in this article has five major effects: 1) the number of advising
office appointments has more than doubled, 2) student procrastination concerning academic
deadlines seems reduced, 3) informal interaction of students and advisors has significantly
increased, 4) an ever-increasing group of highly trained paraprofessional student helpers is being
developed, and 5) outreach ideas continue to proliferate. It is felt that this type of outreach
program emphasizes the students' freedom of choice while making them aware that the opportunity for help in making decisions is readily available.

A 3-year project analyzed the Arkansas postsecondary vocational-technical education system to
determine how effectively delivery was meeting the objective of providing vocational training. Two
postsecondary vocational-technical schools in Northeast Arkansas were selected as pilot schools to test the innovative strategies that evolved from the project. The following research and survey activities were conducted: (1) a student survey to determine needs and preferences concerning vocational education; (2) program monitoring and evaluation; (3) survey of Mississippi County businesses and industries to determine needs; (4) student opinion polls to analyze perceptions of their vocational education experience; and (5) an administrator/instructor survey of perceptions of changes. Enrollment of the two pilot schools was monitored. Findings were used as the basis for these state-level recommendations: follow-up on new curriculum; designation of multiple exit points; syllabi development; a move to credit hours; more local contact by state-level program supervisors; provision of qualitative research information; articulation/dual admissions; upgrading of school facilities; and flexible scheduling. The following local-level recommendations were also made: articulation agreements, early access to counseling, early intervention, and recognition of successful graduates. (Appendixes, amounting to approximately one-half of the report, include instruments, proposed calendars, and model school plan.)

Explores the dimensions of confidentiality in nondyadic situations. Offers guidelines for practicing counselors regarding counseling as part of multidisciplinary team; coordination of services, referral, and placement; mandated services; supervision; and client advocacy.

Pursuant to the Carl D. Perkins Vocational Education Act of 1984, this document comprises the
Illinois Council of Vocational Education's evaluative report on the adequacy and effectiveness of
the state's vocational education delivery system. After an introductory overview of the growing
need for vocational education, the report focuses on the following topics: (1) provision of student
services, including student services plans, views from the public, and survey results; (2) guidance and counseling services, including federal requirements, plans, state initiatives, and career guidance centers; (3) special services at community colleges, including support services and special programs; and (4) occupational information, specifically, the effectiveness of the HORIZONS program which analyzes and synthesizes technical labor market data and educational statistics. The report concludes with lists of evaluative findings and recommendations. Resources are included, along with a membership list of the Illinois Council of Vocational Education.

Recommendations of the Task Force on Undergraduate Education at the University of Houston
central campus concerning the core curriculum, academic advising, developmental education,
instructional improvement, and administration of the core curriculum are presented. The following
objectives for the core curriculum are outlined: to insure that students acquire a broad knowledge
base; and to stimulate the integration of specialized learning experiences. In addition, specific
curricular proposals for achievement of these objectives and a rationale for these proposals are
presented.

Discusses the role of Thomas Nelson Community College's Career Center in providing career
information to disabled adults in its service area. Considers the college's use of the resources of
Virginia Vital Information for Education and Work. Describes specific programs and services, and
outcomes. Offers implementation suggestions.

This article discusses a study by the author of student satisfaction with academic advisement at eight community colleges using four different advisement models (instructor-counselor, counselor- instructor, counselors only, instructors only). The results indicate that advisee satisfaction varies according to the complexity of the model. The more elaborate models, incorporating both instructor and counselor, did not score as well, indicating that who performs the advising may not be as important as having responsibility for administration of advising under either faculty or counselors. No significant difference was found between single adviser and combined models. It was found that a critical issue for part-time students may be accessibility of advisers who are interested in issues of part-time students.

The operating assumptions and the value of the University of Vermont's Advising Referral Center
were evaluated during a university-wide program review process. The centralized office
supplements a faculty advising system and is designed to promote consistency and improvements in advising practices within the university. It serves as a communication link between the students and the faculty and administrators. As the center has developed, its emphasis has shifted from reacting to student' academically related problems to focusing on advising as a total system. The advising unit's goals may be divided into three broad areas: to assist students in decision making, help faculty to be better informed and skilled advisors, and foster a climate whereby administrators officially reward advisors.

This monograph is designed to provide a blueprint to educators on how to improve academic advising for first-year college students. Seventeen chapters are: (1) "First-Year Students: The Year 2000" (Wesley Habley); (2) "Insights from Theory: Understanding First-Year Student Development" (M. Lee Upcraft); (3) "Creating Successful Transitions Through Academic Advising" (Eric R. White and others); (4) "Organizing and Delivering Academic Advising for First-Year Students" (Margaret C. King and Thomas J. Kerr); (5) "Using Information Technology to Enhance First-Year Student Advising" (Gary L. Kramer); (6) "Advising Alliances: Faculty and First-Year Students Team Up for Success" (Susan H. Frost); (7) "Faculty Mentoring: A Key to First-Year Student Success" (Gary L. Kramer and others); (8) "Selecting, Training, Rewarding, and Recognizing Faculty Advisors" (Robert E. Glennen and Faye N. Vowell); (9) "Reach-Out Advising Strategies for First-Year Students" (Derrell Hart); (10) "Academic Advising Through Learning Communities: Bridging the Academic-Social Divide" (Anne Goodsell Love and Vincent Tinto); (11) "Advising First-Year Undecided Students" (Virginia Gordon); (12) "Advising Underprepared First-Year Students" (Nancy Gray Spann and others); (13) "Advising and Orientation Programs for Entering Adult Students" (Elizabeth G. Creamer and others); (14) "Pluralistic Advising: Facilitating the Development and Achievement of First-Year Students of Color" (Thomas Brown and Mario Rivas); (15) "Assessment of Academic Advising" (M. Lee Upcraft and others); (16) "Academic Advising: A Compendium of Evaluation Instruments" (Debra S. Srebnik and Jennifer Stevenson); and (17) "Perspectives on Academic Advising for First-Year Students: Present and Future" (John N. Gardner). Three appendixes provide a statement of core values of academic advising, a taxonomy of advising services, and an annotated bibliography. Each chapter contains a reference list

This digest discusses the importance of marketing in the field of career planning and placement. It explains the use of marketing techniques in counseling and the human services, lists major relevant marketing concepts, and provides a marketing list for career planning and placement counselors.

Computer-assisted advising can be an effective support for conventional academic advising. A
shell-based expert system allows computer-assisted advising without automated student records, because students maintain and input their own records into the system. The Expert System for Advising Undergraduates (ESAU) used in the management department of the University of Wisconsin-LaCrosse is described. (12 references)

Significant differences in staffing patterns and services of counseling centers related to size of staff, type of institution, and accreditation status of the center are reported. Sex and ethnicity, licensing and academic characteristics of counseling center professionals; numbers of interns, practicum students, and peer counselors; and center functions are profiled.

The author advocates academic advising programs which center on four basic ingredients: selection, training, evaluation, and recognition of advisers. When combined with adequate numbers of advisers, good referral agencies sufficient clerical help, and cooperation with other segments of the university, advising programs can adequately service the student population. This article discusses strategies relevant to the four basic ingredients.

The objective of this study was to investigate four areas of adviser-advisee relationships - student
expectations of college advisers, characteristics of good advisers, student roles in advising precess, and faculty relationships. The authors surveyed three hundred students and fourteen staff members in one department of a major university. The article focuses on conclusions rather than tabulation of numerical data.