Developmental Advising: Where Teaching and Learning Intersect

Abstract

Since the Crookston and O'Banion articles appeared in 1972, economic and technological changes have brought a diverse mix of students to community colleges. Often acadeniically and pragmatically underprepared, these students desperately need developmental advising that goes beyond the advising booth and an initial student success course. If students a r e to succeed in college and in life, the principles of developmental advising must be considered essential to all phases of the institution. Advising cannot be done in isolation. This process must be integrated among all constituents of the institution (Grites, 1979, p. 6). Advisors are in a unique position to champion and monitor this integration.