In October 2005, NACADA President Jo Anne Huber appointed a task force, chaired by Past Presidents Ruth Darling (University of Tennessee Knoxville) and Eric White (Penn State), to develop a definition of academic advising for the Association that could guide the work done by our members at their institutions. The members of the Task Force included Peter Hagen (Richard Stockton University), Tom Grites (Richard Stockton University), Joyce Buck (Penn State), Russ Tiberii (Saint Mary's College of California), and Charlie Nutt (Kansas State University/NACADA Executive Office).

The Task Force began their discussions and work via e-mail and phone teleconferences and then met face-to-face at Richard Stockton University in January 2006. During the group's work several key issues came to light:

• A definition was too limiting and restrictive - too narrow in focus - while a concept would be broader and would provide for a conceptual approach to advising that is intentional. Academic advising is a complex process and a definition would limit the complexity of the process.
• Academic advising must be clearly discussed in the context of teaching and learning.
• The concept must identify both what academic advising is and what it should be.
• The concept must focus on the varied audiences that are concerned with academic advising.
• The concept must be bold but not defensive in regard to how the Association must be the leader in the field of academic advising.

The Task Force built a concept that included three primary components for academic advising:

• The curriculum of academic advising- The 'WHAT' of advising
• The pedagogy of academic advising- The 'HOW' of advising
• The student learning outcomes of advising- The 'RESULTS' of advising

The draft of the NACADA Concept of Academic Advising was vetted through a variety of constituency groups, including presentations and open forums at all ten of the NACADA Region meetings in spring 2006. Members were given the opportunity to discuss with one or more of the Task Force members the development of the Concept Statement as well as their concerns, issues, or suggestions for the statement. The input from the Regional Conferences was very positive in regard to the draft and invaluable to the Task Force as they continued their work on the concept.

In addition, members of the Task Force utilized the draft as they worked with advising groups on their own campuses and on other campuses as well. Once again, the responses from these groups were very positive due to the statement's recognition of the complexity of academic advising, its focus on teaching and learning, and the clearly defined components of academic advising.

One major issue that was brought to light was in regard to how the Concept of Advising Statement might be used on campuses. The Task Force felt strongly that the Concept was one of three major resources that the Association can provide to our members as they work to enhance, expand, and improve academic advising. These resources are:

• The NACADA Concept of Academic Advising
• The NACADA Core Values
• The CAS Standards for Academic Advising

NACADA is pleased to provide this new resource to our members and encourages you all to utilize the Concept of Academic Advising as you work on your campuses.

Cite this article using APA style as: Board of directors approve NACADA's concept of academic advising statement. (2006, December). Academic Advising Today, 29(4). Retrieved from [insert url here]