Advising Styles Observable In Practice: Counselor, Scheduler, and Teacher
Ten professional academic advisors were observed in advising sessions with 35 traditional-aged undergraduates to determine if advising styles are observable and if conceptual differences between prescriptive and developmental advising approaches are distinguishable. Individual advisors were found to use one of three styles and were not observed to vary their style among students. Findings challenge the assumption that prescriptive and developmental behaviors are used as distinct and contrasting approaches to advising.
Contributor Notes
Melissa Daller completed a master's degree in Student Personnel Services and Counseling from Virginia Tech in May 1997 and is currently employed at NAWE, The National Association for Women in Education.
Dr. Elizabeth G. Creamer is an Associate Professor of Women's Studies in the College of Arts and Sciences and an adjunct professor in the Higher Education and Student Affairs Program at Virginia Tech.
Dr. Don C. Creamer is a professor in the Higher Education and Student Affairs Program at Virginia Tech.
