Academic Advising in Higher Education: A Developmental Approach for College Students of All Ages

Abstract

In 1969, the Carnegie Commission on Higher Education sponsored the largest survey of academic opinion ever undertaken. The survey included 70,000 undergraduates, 30,000 graduate students, and 60,000 faculty members. After analysis of this monumental collection of data, the Commission recommended that enhanced emphasis should be placed on advising as an increasingly important aspect of higher education.' A theme throughout the voluminous reports of the Commission's work, higher education needs to humanize programs, with the explicit intent of maximizing the individual student's development. Mash responds to this particular theme by pointing out that effective academic advising can and should be the heart of a developmental approach to the student. Since individual development represents a goal of adult education according to Knowles,' Tough,+ and others, I think it appropriate to define and to describe a process of academic advising which incorporates strategies aimed a t traditional college age students and adults.