The Myers Briggs Type Indicator can be a helpful tool for enabling returning adult students to know themselves and for enhancing student development. It should be used appropriately as part of a comprehensive plan for holistic academic advising.

In 1982, Ursinus College instituted a new Freshman Advising Program (FAP), involving: a greatly expanded role for the advisor; postponement of the declaration of major; greater emphasis on student-centered developmental advising; a focus on the transition needs of freshmen; a focus on the problem of false starts and student encounters with failure; and a focus on prevention by detecting individual needs early and meeting them promptly and appropriately. An Adviser Effectiveness Questionnaire was developed and administered to freshmen in 1981 (the last class advised under the old system), 1985 and 1988. Subsamples of the data including all freshman advisors were analyzed. Statistically significant differences between the 1985 and 1988 groups were found on 15 of the 16 individual items and on the General Advising Effectiveness Scale. On all separate measures of satisfaction, students in the 1988 group scored in the more satisfied direction than those in the 1985 group. Comparisons of means revealed only two statistically significant differences between the 1988 and 1991 groups, suggesting that generally the improvement in satisfaction with advising and overall gains in advising effectiveness have been maintained. Student gains in satisfaction across the personal, career, academic and study skills areas of advising were associated with increased overall happiness with the college. Data are presented in two tables.

At Amarillo College (AC) in Texas, academic advising is provided by certified counselors at the Advising and Counseling Center in conjunction with faculty and staff of the developmental studies department. In addition, all teaching faculty serve as student advisors. During the past 5 years, a number of factors have placed increased demands on the college's counseling and advising services, including increased enrollment; an insufficient number of counselors; a lack of knowledge of or interest in advising among teaching faculty; improved academic placement testing procedures; and the advent of the Texas Academic Skills Program (TASP), a state-mandated reading, writing, and mathematics test which students must pass in order to move from remedial to college courses. In fall 1991, in an effort to improve the delivery of student advisement services, AC initiated the Advising Connection, a faculty advisor training program. Faculty volunteers attend a 4-hour (or 3-hour intensive) training session which includes lectures, question-and-answer periods, and computer workshops on using student data files. A brief training review is conducted prior to student registration. Participants in the program are trained to interpret students' scores on placement tests and the TASP test, to advise students into proper remediation or academic classes based on these scores, and to advise various special student populations. Program outcomes have included better student advisement, improved relations among faculty members, and increased understanding of the registration process among faculty.

Faculty and administrators at St. Joseph's College developed an advising approach using a team of faculty advisors from different disciplines to advise all incoming students. A description of the strategy and its results are presented.

Students are trained at three levels of volunteer functioning. Level I skills include demonstrating minimal abilities for leading structured discussion. Level II skills include minimal competency in human relations training. Level III skills are more advanced and may serve as paraprofessionals. Student volunteers in this program feel competent and have developed a self worth that comes from mastery of skills and being an effective helper.

Describes how one university responded to the need to create specific ways in which student affairs professionals and faculty develop shared goals by developing program which used a retreat format. Actions taken as a result of the retreat are listed, including financial rewards to outstanding faculty advisors and a training program for academic advisors.

In this study, undergraduate paraprofessionals were trained to administer behavioral interventions to university counseling clients through a cost effective program that stressed skill acquisition and personal growth. Other components of the program that contributed to the high level of paraprofessional involvement and program quality were frequent and highly structured training and supervisory sessions.

This chapter presents the essential skills and competencies that all advisors must possess if they are to offer truly effective academic advising. The authors identify 11 components and outline goals and outcome objectives for each component. Critical issues to be addressed in a training program are also discussed.

A study to "arrive at a clearer understanding of the type of relationship students want when interacting with a faculty advisor" is described. The results indicate that most students think it is important for their advisor to be personally acquainted with them.

Ford, J., & Ford, S. S. (1990). Producing a comprehensive academic advising handbook. Houston, TX: Houston Baptist University. (ERIC Document Reproduction Service No. ED 339 435)

A comprehensive academic advising handbook that is attractive, useful, versatile, and inexpensive is the cornerstone of a well-developed and implemented academic advising program. Seven steps have proven effective in handbook development: (1) making the commitment--appropriate campus administrators must commit the human and financial resources to develop and produce the handbook and zealously support its utilization by faculty; (2) handbook responsibility--the administration must designate the office responsible for producing the handbook and the chain of command in seeking assistance; (3) determining the objectives and purposes of the handbook--several questions should be considered, such as who is the targeted audience, and what are the handbook's general purposes (e.g., promoting quality advising) and specific purposes (e.g., providing correct, concise, and consistent information); (4) Content--some or all of the following topics should be addressed: definitions, advisor responsibility, specific regulations/guidelines for registration and scheduling, academic policies and procedures, philosophy and objectives of the advising system, advising techniques, sample forms, directory of campus assistance, legal responsibilities, procedures for advising probationary students and other special groups, advising schedule, advanced standing, student assistance, characteristics of a good advisor, advisement strategies, referral skills, do's and don'ts, and a bibliography; (5) Organizational Pattern--the handbook should be organized in an easily accessible manner; (6) Typing and Printing--various options are available for preparing the manuscript and binding the handbook; and (7) Revision--normally, the handbook will be updated annually, but a looseleaf binder may be updated more often and less expensively. Additional notes and suggestions for handbook development are included.

Undergraduate students (N=1,032) using a peer advisement service completed a questionnaire containing a personal profile, reasons for using the service, previous use, how students learned of service, and evaluation of peer advisers. Results support continued use of existing peer advisement training model, which includes interpersonal communication skills and necessary academic information.

Frost, S. H. (1987). Academic responsibility: Can it be taught? National Academic Advising Journal, 9, 17-24.

A freshman seminar offered at a women's college includes activities designed to enhance individual academic responsibility by assessing academic goals and evaluating progress toward them. Faculty advisor evaluation and student evaluation of the course indicate its usefulness. The exercises can be used in any developmental academic advisor-advisee relationship.

Frost, S. H. (1990). Academic advising for college and beyond. Pomona, NJ: National Academic Advising Association. (ERIC Document Reproduction Service No. ED 329 182)

A research project presented at a workshop on academic advising on college campuses is briefly described, and the attitudes and practices of academic advisors from two campuses, obtained through an academic advisor survey, are presented. The project investigated the relationship between developmental academic advising and the cognitive growth of college freshmen. Unusually high levels of developmental advising found at two private liberal arts women's colleges prompted the development of the academic advisor survey; the survey's results are meant to help in the creation of a training component to advisors from other campuses. The survey sought advisor attitudes and practices in 12 areas of academic advising. Through factor analysis, items on the survey were broken down into three subscales and are described as: (1) areas of academic concern; (2) areas of personal concern; and (3) maintenance concerns. Items listed under each subscale are arranged in order of importance as viewed by the advisors surveyed. Contains 20 references.

Frost, S. H. (1991). Academic advising for student success: A system of shared responsibility. ASHE-ERIC Higher Education Report No. 3, 1991. Washington, DC: Association for the Study of Higher Education; ERIC Clearinghouse on Higher Education; George Washington University, School of Education and Human Development. (ERIC Document Reproduction Service No. ED 339 272)

This monograph examines student advising in the higher education setting by focusing on shared responsibility strategies that enhance student motivation and persistence in a diverse student population. In the first two sections, a new concept of advising called developmental advising is described in which the relationship between advisor and student is vital and in which the advisor's role is to help the student look at long-term as well as immediate goals. This quality in the advisor-student relationship serves to increase the student's involvement and persistence in college and to prepare the student for future decision-making situations. The strategies for achieving this type of relationship are explored in detail in the third section, including ways to help students focus on and assist in clarifying their needs and aims. The fourth section focuses on the particular needs, characteristics, and best advising strategies for special groups including minorities, academically under-prepared students, disabled students, student athletes and international students. Also discussed are students in transition, freshmen, students with undecided majors, transfer students and adult students. A sixth section offers advice on how to establish and implement a successful advising system through program management, selection and training of advisers, evaluation and recognition, collaboration, and viewing the program as a systematic enterprise. A series of recommendations and suggestions concludes the monograph. Over 200 references and an index are included.

Gardner, M. K., White, T. B., Packard, T., & Wampold, B. E. (1988). Counselor recall of specific details: Implications for counseling and counselor training. Counselor Education and Supervision, 28, 43-52.

This study examined two verbal process variables in counseling: 1) accuracy of counselor recall statements, and 2) relevance of counselor recall statements. The results indicated that when recall comments were at a high accuracy level, participants' perceptions of the counselor were significantly more favorable than when recall comments were at the low accuracy level. Different levels of relevance of recall comments, however, had no effect on the participants' perceptions of the counselor.

A study of a project at Stephens College to train faculty advisors to include lifelong career guidance in their academic advising. The project involved seven faculty advisers, seven doctoral interns in counseling psychology (trainers), and fifty-four student advisees. Based upon several assumptions from vocational development theory, deliberate psychological education, and group dynamic theory, the program had a preponderance of positive responses from faculty, trainers, and advisees. A brief outline of the program is included.

A description of a faculty training program or a "cooperative learning program" is presented. The training program was built around group discussion, role playing and live experiences. Faculty were divided into training groups on the basis of time and philosophy of education, role of faculty adviser, and dynamics of student behavior. A description of the evaluation of the training program is included.

Academic adviser training is a vital component of an effective advising program. Academic advisers need to be trained in fundamental concepts and functions, which are the same regardless of the setting. Five essential elements of an adviser training program are described. They include: the academic advising process, student characteristics and development, career development and advising, campus resources, and the college environment. Objectives and evaluation methods are also discussed.

A graduate-level course to introduce future faculty, staff, counselors, and administrators to the role of advising and the advisor in higher education is described. The course includes segments on organizational models and delivery systems, techniques and resources, special problems and populations, and career advising. Communication skills are emphasized.

This study provides a complete description for developing an effective adviser training program including determining the need, obtaining administrative support, setting objectives, identifying program content and topics, selecting appropriate strategies and methods, evaluating the program and future planning. A section on training paraprofessional advisers is also included.

The way that academic advisers, counselors, faculty, and administrators can help undecided college students set and implement educational and career goals is described. The focus is a developmental advising approach and career development concepts. Origins of indecision, categories of undecided students, and model programs for counseling and advising students are considered, with attention to program components, delivery systems, administrative concerns, individual and group advising techniques, adviser techniques and training, and program evaluation. The term "undecided" is used as the descriptor for students unwilling, unable, or unready to make educational and/or vocational decisions. The following types of undecided students are addressed: entering freshmen, major-changers, undecided upperclassmen, and special category undecided students (e.g., honor students, student athletes, adult students, and underprepared students). Delivery models are identified, including general advising center, faculty advising, advising centers for undecided students, residence hall centers, and university colleges or divisions. Included is a questionnaire, "Assessing Your Advising Program for Undecided Students," along with scoring instructions. A freshman orientation survey is also provided.

This manual was designed to assist academic advisors in training for their advising and teaching responsibilities in the University College at Ohio State University. The manual contains five major sections: 1) the setting for academic advising, 2) inter-personal dynamics of the advising process, 3) advising tasks in University College, 4) career advising, and 5) advising special populations.

This chapter discussed an overview of adviser training issues and methods. Different aspects of training components such as establishing objectives, content, method, training, location, and evaluation are described. The issue of rewards is addressed. A training committee is suggested as a vehicle for insuring advisor training is responsible to campus needs. In-service and pre-service approaches are outlined.

This bibliography on academic advising presents 351 annotated citations grouped in 10 areas. Though some older, classic articles and books are mentioned, most of the citations are from the 1980s and 1990s. Topical areas were chosen so that users could examine the literature based on their interest and need. Citations from areas related to advising are also included. Each section's citations are listed alphabetically by author. Chapter 1 covers organizational and delivery systems (general approaches, faculty advising, departmental advising, computer-assisted advising, peer advising, and residence hall advising). Chapter 2 treats developmental advising. Chapter 3 addresses special populations (adult students, student athletes, commuter students, disabled students, graduate and professional students, high-ability students, transfer students, and undecided students and major changers). Chapter 4 is on culturally diverse students (African American, Asian American, Hispanic American, Native American, and international students). Subsequent chapters cover adviser training, career advising, retention, legal issues in advising, advising as a profession, evaluation and assessment, and academic advising books. Includes author and subject indexes.

The Myers-Briggs Type Indicator (MBTI), a practical tool for helping students understand some of the dynamics of how they communicate and approach the decision making process, is described as an instrument that can be a valuable source of information for students and advisors.

A mentoring evaluation method that is both a learning tool and a measurement tool involves (1) assessing performance in the roles of communicator, counselor, coach, advisor, broker, referral agent, and advocate; and (2) evaluating on a continuum the impact of mentoring discussions.

Some common strategies and elements relative to the training of faculty advisers are described. A set of written objectives and administrative commitment are two important prerequisites for training programs. Timing, location and rewards are discussed. The article suggests some content including basic information skills, career development and decision making skills, communication skills, co-curricular activities =, an environmental perspective and a developmental perspective. How to adapt training programs to types of institutions, delivery systems and advising personnel is also included.

A bibliography on academic advising in higher education is presented that contains 196 journal sources and 58 unpublished sources from 1960 through June 1983. The document is designed to assist both practitioners and researchers and includes many specific aspects of the process, including faculty advising, peer advising, computer-assisted advising, advisor training programs, advising centers, retention efforts, and evaluation instruments. The bibliography focuses on entries that are not already included in the Educational Resources Information Center (ERIC) system under the "academic advising" descriptor.

A sampling of publications, assessment instruments, institutional resource documents, campus agencies, and human resources that may be useful to academic advisors are examined. In order to be able to select and use these materials effectively, an advisor training program is necessary. The training program enables the advisors to achieve the maximum potential use of the available advising tools and resources, and it must include strategies for introducing them. Participation in such a program is itself a developmental activity for the advisors.

This monograph describes the practice of faculty advising in higher education as based on a philosophical and psychological base of advising. First the needs of and problems faced by the undergraduate student are described. The college environment between the teacher and the learner is described, and intent and scope of faculty advising are explained. The monograph concludes by describing adviser preparation and program evaluation strategies and by looking ahead at the future.

Vocational staff from 10 Pennsylvania vocational schools were given information and instructional materials to enable them to create effective programs for disadvantaged populations. A needs assessment was conducted to identify specific needs of the participating vocational staff pertaining to programming for disadvantaged students. After identifying these needs, the project staff planned specific strategies and activities aimed at addressing them. Vocational personnel in the 10 area vocational-technical schools and many of their sending schools received specialized inservice training. Vocational and academic counselors attended two 2-day workshops conducted by the Penn State resource team. In addition, during weekly visits (two per week) from November through April 1987-88, a resource team provided on-site inservice training and instructional materials to vocational teachers, cooperative coordinators, and vocational counselors. The following topics were covered at the workshops: the Carl D. Perkins Act; vocational assessment instruments; basic skill development in vocational education; computer programs for special populations; vocational assessment of special needs students from a legislative perspective; a review of commercially available assessment instruments and work samples; development of local work samples and other assessment instruments; and use of data obtained from a vocational assessment.

An effective academic advising system can assist in the retention of two-year college students; however, the institution and its faculty must be committed to providing such a system. Establishing a successful advising system would require the following: (1) a clear distinction must be made between academic advising and course scheduling; (2) academic advisers should meet with advisees at least once during the quarter other than registration time; (3) academic advisers should be faculty members who are genuinely interested in advisement; (4) the institution should support the faculty member in this role by ensuring reasonable workloads, conducting in-service training, providing handbooks and other institutional documents, and recognizing the role and contribution of the advisers; (5) academic advisement should be provided in a number of ways since no universal delivery system operates best for all students; (6) academic advisement should serve to develop students' educational and career goals, and thereby reduce attrition; and (7) the system of academic advisement should be evaluated systematically by all participants on a regular basis and identified problems corrected.