Abstract
This article describes one program's efforts at assessing academic advising as a part of the implicit curriculum. Following an initial survey undertaken by faculty members, student researchers were engaged to qualitatively study academic advising. Research, data, and statistics were evaluated to determine advising strengths and challenges for social work majors enrolled in a small public institution. Although most interviewees reported having good advising experiences, they suggested additional advisor contact, more handouts, expanded office hours, and monthly group meetings as possible improvements. University-sponsored training sessions for advisors were also recommended. Ways in which this assessment model can be replicated and recommendations for future efforts are offered.
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