This classic article, upon which many of the subsequent articles reflect, originally appeared in January of 1972 in the Journal of College Student Personnel (volume 13,pp. 12–17) and is reprinted with both permission and deep appreciation. Crookston's article i as based on a paper he presented at a conference on academic advising at Temple Buell College in Denver in July 1970.

This classic article, upon which many of the subsequent articles reflect, originally appeared in 1972 in the Junior College Journal (volume 42, pp. 62, 64, & 66–69) and is reprinted with both permission and deep appreciation.

This article uses normative data from the nearly 60,000 students who completed the ACT Survey of Academic Advising to examine perceptions of the quality of advising received from faculty advisors as opposed to that received from other advisor types.

Comprehensive evaluation of academic advisors' styles and skills should incorporate ratings by consumers of such services (students) as well as peers and supervisors. This article offers multidimensional scales to assess responses to individual advisor performance (rather than overall program performance). The student scale contains the dimensions: social context, individual educational advice, and university procedures. The professional scale contains the dimensions: task competence, other orientation, and professional networking. All scales demonstrate high reliabilities (.85 to .95) and clear construct validity and are presented in their entirety.

Communication apprehension, broadly defined, is the anxiety associated with communicating with others. As many as 20% of students may suffer from high levels of communication apprehension, interfering with their ability to communicate effectively with their acadrmic advisors. The author offers suggestions for responding to the needs of communicatively apprehensive advisees.

In providing information needed to initiate personal quality improvement efforts in working with advisees, the authors discuss key continuous quality improvement (CQI) themes and introduce four META principles (i.e., measurement, empowerment, teamwork, and advisee focus). Specific advising scenarios and possible measurable outcomes demonstrate applications.

Advisees often want to know what their grade averages will be if they earn certain grades this term or what grades they need to reach a desired average. Computerized grade calculations can be used to answer these questions easily and accurately. Spreadsheet and HyperCard versions of grade calculation programs are described.