| Module 1: College Advising
Prescriptive vs. Developmental Advising Exactly what is academic advising? What is an academic advisor? Is academic advising class selection only or does it involve more than that? Grites (1979) defines academic advising as “assisting students to realize the maximum educational benefits available to them by helping them to better understand themselves and to learn to use the resources of an educational institution to meet their special educational needs and aspirations” (p.1). Glennen and Vowell (1995) define advisors as “student advocates whose primary function is to serve students and provide them with the best information to assist them in making academic decisions” (p. 1). Gordon (1992) describes the functions of academic advising as providing academic information (institutional regulations and procedures, etc.), academic counseling, career counseling, and addressing personal and social concerns. All of these definitions fall under the category of developmental academic advising rather than simple prescriptive advising. In prescriptive advising, the primary focus is class selection, and the student is seen as a rather passive participant in the advising process. In developmental advising, the approach is much more of a partnership between the student and the advisor, and the student is viewed as an active participant in the advising process. A developmental advisor is more interested in a holistic approach to advising; assumes a teaching role in the advising exchange; respects the uniqueness of each individual student; and sees the advising process as a shared responsibility between the advisor and the student (Gordon, 1992). Clearly, if done correctly, there is much more to academic advising than simple class selection. Simply stated, advisors are facilitators. They do not need to be making decisions for the students, but rather, they need to be providing needed information so that the students can make the best decisions for themselves. Academic advising will continue to be an essential and necessary part of higher education if students’ needs are to be seriously addressed. The delivery and style of academic advising may change over the next few years, and certainly, academic advising will not solve all the problems of college students or higher education institutions. However, if valued and effectively delivered by the institutions, it can prove to be a critical element which can address student needs and therefore enhance student learning which is what universities should strive to promote each and every day. Glennen, R.E., & Vowell, F.N. (1995). Academic advising as a comprehensive Gordon, V.N. (1992). Handbook of academic advising. Westport, CT: Greenwood Press. NACADA. (2004). NACADA statement of core values of academic advising.
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