Whether academic advisors teach or advise students--and some would say advisors are teaching--they have a responsibility to enhance students' collegiate learning experiences by understanding who they are and what needs they have. The adult learner is not an exception to this assumption. While much variation exists in defining and categorizing the adult learner, what they do know for sure is that adult learners are a unique and diverse group of individuals. Human relationships are a key factor in experiencing a great college education (Light, 2001). Light encourages a partnership between the advisor and student that goes beyond basic course scheduling to a plan that fosters personal growth and development. Thus, higher education is experiencing a shift from prescriptive (course scheduling) advising to developmental academic advising, taking a holistic approach to student advising (Strommer, 1995). Polson (1994) defines developmental advising as an "institutional lifeline" (p. 21). It is through this institutional lifeline that students can have successful collegiate experiences as well as plan and prepare for fulfilling and rewarding careers, regardless of their age or numerous reasons for returning to higher education.