Developmental Academic Advising: A 40-Year Context

Abstract

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.

Augmented Advising

“…The developmental model of advising posited by Crookston (1972Crookston ( /2009 has remained one of the most comprehensive and dominant frameworks for academic advising over the years (Grites, 2013;Hagen & Jordan, 2008;Hemwall & Trachte, 1999;Lowenstein, 1999;Winston, Ender, & Miller, 1982). Further advancing important elements of the developmental framework, Lowenstein (2005) advocated the ideal learning-centered paradigm and advising-asteaching approach with a student-advisor partnership that creates a connected ''logic of the curriculum'' (p. 65).…”

An Advising Initiative for Online Students on Academic Probation

“…The developmental approach requires a close student-advisor relationship that focuses on achieving both the academic and the personal goals of the student. Grites (2013) later recognized a common thread through proactive, appreciative, and developmental advising: All three approaches use a developmental approach to help students reach their goals.…”

Relational Advising: Acknowledging the Emotional Lives of Faculty Advisors

“…This was in contrast to prescriptive advising , according to Crookston, which focused on advisors disseminating information about curricula and policies and keeping records of students’ academic progress. In his recent overview, Grites () affirms that developmental advising is still the dominant approach. Grites () summarizes, “[T]he developmental academic advisor gathers information to recognize where the student stands along the educational, career, and personal dimensions of her or his life, discusses where the student plans to be, and assists the student in getting to that point as readily as possible” (p. 13).…”