Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
Research on academic advising in higher education has consistently shown that students value the advising relationship as a crucial component to their success. The delivery systems of advising vary from faculty advising to full-time professional advisors. Whatever the delivery system, students have expressed the desire for an individualized advising relationship (Gordon, 1992). The concept of developmental advising grew out of the desire for personal attention in the 1970s and 1980s. Crookston (1972), for example, described the developmental relationship not only as advising but as teaching. That is, it is a relationship based on negotiated agreements on who takes initiative and responsibility rather than the more traditional prescriptive advising relationship based on authoritarianism. Winston, Ender, and Miller (1982) define developmental advising as ''advising that both stimulates and supports students in their quest for an enriched quality of life; it is a systematic process based on a close student-advisor relationship intended to aid students in achieving educational and personal goals."(p. 8).
Year of Submission
1996
Degree Name
Master of Arts in Education
Department
Department of Educational Administration and Counseling
First Advisor
Michael D. Waggoner
Date Original
1996
Object Description
1 PDF file (21 leaves)
Copyright
©1996 Tracey Roling
Language
en
File Format
application/pdf
Recommended Citation
Roling, Tracey, "The application of student development theory to developmental advising practices" (1996). Graduate Research Papers. 3208.
https://scholarworks.uni.edu/grp/3208
Comments
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