Grounded in the philosophy that academic advising is a robust form of one-on-one teaching, this monograph places advising in a new light, one that brings it to the center of the institutional mission and activity. This monograph challenges all readers to embrace the tremendous potential that academic advising has for educating today's college students. Chapter authors explore the advising paradigm; examine current student demographics; and address learning patterns, self-assessment, and technology as key components of advising. Chapters also explore academic advising before enrollment and beyond the advising office, as well as the critical issue of advising assessment. The diverse populations of first-year students addressed in this monograph include adult learners, students of color, students with disabilities, honors students, undecided students, first-generation students, and GLBT students. The monograph editors conclude the volume by offering a series of recommendations and addressing the future of advising. Following notes from the editors (Mary Stuart Hunter, Betsy McCalla-Wriggins, and Eric R. White), 16 chapters are included, divided into four sections. Section One, Foundations for Academic Advising in the 21st Century, includes: (1) The Academic Advisor as Teacher: First-Year Transitions (Ruth A. Darling and Marianne Woodside); and (2) A National Portrait of First-Year Students (Jennifer R. Keup and Jillian Kinzie). Section Two, Comprehensive Approaches to Academic Advising, includes: (3) The Power of Personalized Learning Patterns in Academic Advising (Christine Johnston and Betsy McCalla-Wriggins); (4) Self-Assessment: Relevance and Value in First-Year Advising (Joanne K. Damminger); (5) Using Technology to Enhance the Advising Experience (Wesley P. Lipschultz and Michael J. Leonard); (6) Advising First-Year Students Before Enrollment (Jim Black); (7) Collaborations Beyond the Advising Office (Mary Stuart Hunter, Jean Henscheid, and Michelle Mouton); and (8) Assessment of Advising: Measuring Teaching and Learning Outcomes Outside the Classroom (Victoria McGillin and Charlie Nutt). Section Three, Critical Issues and Strategies for Advising Diverse Populations of First-Year Students, includes: (9) Academic Advising of First-Year Adult Students (Penny J. Rice and Sharon Paterson McGuire); (10) Creating Vital Students of Color Communities in the First Year with Academic Advising (Evette J. Castillo); (11) Advising First-Year Students with Disabilities (Dick Vallandingham); (12) Advising First-Year Honors Students (Marion Schwartz); (13) Adapting Learning Theory to Advising First-Year Undecided Students (Melinda McDonald and George E. Steele); (14) First-Generation College Students: First-Year Challenges (Ruth A. Darling and Melissa Scandlyn Smith); and (15) Advising Lesbian, Gay, Bisexual, and Transgender First-Year Students (Casey Self). Section Four, Summary, Recommendations, and the Future, concludes with: (16) Challenges and Recommendations for Today's Advisors (Eric R. White, Betsy McCalla-Wriggins, and Mary Stuart Hunter). Three appendixes follow: (1) Concept of Academic Advising (National Academic Advising Association (NACADA)); (2) The Statement of Core Values of Academic Advising (NACADA); and (3) Academic Advising Program: CAS Standards and Guidelines (Council for the Advancement of Standards in Higher Education). Author information is also included.