The author discusses how his gradual loss of vision had unexpected favorable results in his advising activities. Based on these personal experiences and his further research, he offers academic advisors practical suggestions for increased professional effectiveness.

The authors propose an advising approach to identify singular courses that will result in a more effective use of curricular requirements and provide a wider array of learning outcomes.

In this article, the author discusses the mission, activities, and results of a freshman seminar at a private women's college. The course was designed to involve the students actively in the learning and advising process.

The Student Advising Center (an intrusive, centralized advising center) at Emporia State University has become a catalyst for team building throughout the whole campus. This paper examines the process and results of such teamwork from four different perspectives: presidential, enrollment management, centralized advising, and faculty. This article demonstrates that a commitment to advising from central administration, statewide Board of Regents, and an expansion of the advising team can create positive effects. The results obtained are a reduction in freshman attrition, higher graduation rates, and an increase in credit hours generated.

It is often difficult for larger schools to lend a personal touch to advising students. It is also hard to spot problems with students who do not come forth for assistance. This article describes a technique that helps with both problems at the College of Charleston.

Increased enrollment in professional programs, combined with increased demands for limited resources, has diminished the ability of advisors in these programs to provide the services students demand. This article examines the potential of student professional organizations for assisting students and advisors in an overenrolled program such as a business administration program.

Although colleges and universities are increasingly expanding their graduate programs, many institutions continue to focus too little attention on orienting new graduate students after they arrive on campus. Orientation programming at the graduate level, however, can serve many functions such as reducing anxieties, familiarizing students with new academic challenges, and orienting graduate students' spouses. While serving these functions, orientation programming also can heighten student retention, satisfaction, and success. 1% authors offer several guidelines for developing programs responsive to the diverse needs of graduate students.

The authors present an extensive summary of the literature to support their view of these inseparable partners in higher education.

The purpose of this study is to assess the relationship between marital status and other variables in older women undergraduates (over 25) and to apply these findings to advising. Psychological adjustment variables varied by marital status as did some sociodemographic and academic variables. Using t-tests and ANOVAs, married students compared to non-married students were found to be consistently better adjusted (happier, more satisfied, having higher self-efficacy in getting what was wanted in life): and were less likely to be full-time students. Divorced students were generally more heterogeneous than other groups while having more financial problems than non-divorced students and, surprisingly, also having higher self-esteem. Single students were less well adjusted, experienced major financial stress, had poorer grades, yet persisted to graduation at a higher rate than non-singles. The older female students may require added attention from university personnel to make higher education a positive experience. Implications and recommendations for advisors are discussed for all marital status categories.

This article redefines adult learners as part of the broader commuter student population and identifies four areas of concern common to students who commute: mobility, integrating support systems, multiple life roles, and involvement in campus life. Implications of these con-in the advising setting are discussed, and four roles for advisors working with adult learners are proposed: (1) dealing with issues of transition, (2) translating the institution to the student, (3) assisting the student in forming campus connections, and (4) advocating on behalf of the student. Three case studies based on interviews with adult students are provided which illustrate practical applications of concepts developed in the article.

This article provides the results of a study completed at a major urban university. The research was meant to answer some of the questions about adults who experience academic difficulty. The article also includes the results of a special intervention program created after data were analyzed.