This article provides a review of the evolution of the developmental academic advising approach and a brief analysis of its relationship to the emergent contemporary approaches to academic advising.

Developmental academic advising has become a widely used descriptive term about which a great deal has been presented and written. Recent scrutiny of this concept, however, has prompted us to examine some of the fundamental principles upon which this concept is based.

Academic advisors confront many ethical problems and benefit from being able to draw on a system of ethical principles. Such principles, to be credible, should be philosophically defensible and not merely reflective of individual tastes. This article proposes such a set of principles, shows how they can be used to cope with ethical dilemmas, and explains why such dilemmas cannot be prevented. These principles are intended to be useful in training academic advisors but are not intended to create a code of ethics for advising.

This chapter provides an analysis of a set of conditions that transfer students will most likely face in their transition to a new institution. The specific focus is on transfer from two‐year to four‐year institutions.

This article traces the history and content of the NACADA Journal through an analysis of its 33 published issues. Over the past 18 years of its existence, the Journal has been the purveyor of important information about many topics relevant to the field of academic advising. An extensive analysis of the Journal's content, such as number and length of articles, type of author (s), methodologies, and references cited by authors is provided. Prominent advising themes and trends during two decades are revealed through this study of the Journal.