Developmental Academic Advising: What do Students Want?

Abstract

In recent years the role, processes, and definition of academic advising have come under close scrutiny in higher education. With college enrollments declining and college popula-tion changing, recruitment and retention have become key issues that affect the success of institutions. Crockett, Grites, and Habley have identified academic advising as a critical link in student retention.' The importance of academic advising in fostering total student growth is also recognized. A key assumption is that academic advising should be a developmental, student-centered process.' According to Ender, Winston, and Miller, it should be goal-oriented and should require establishing a caring relationship with an advisor.' Yet, "there is no single formula for successful academic advi~ing;"~ organizational contexts, campus resources and student sub-populations must be considered when establishing an advising program.' Given these differing conditions in institutions of higher education, and given the importance of academic advising in facilitating retention and student development, how does one assess the nature and quality of the advising process?