Ways that academic advising can be used to foster cohesion in the college are addressed. Advising is assumed to contribute to the primary mission of the institution, the pursuit of scholarship. The question at issue concerns the types of efforts directed toward differentiation and specialization in contrast to efforts designed to increase integration in the institution. To better link people in the college and increase cohesion and community at the institution, it is necessary to characterize the people and culture that constitutes the faculty, and to identify faculty needs. Reasons that faculty may voluntary participate in the advising program are discussed, including satisfaction from the helping role, feeling the competence needed in coping with advising students, changing work functions, establishing peer relationships that provide a forum for mutual exchange, and mid-career realignments. Five levels or types of interaction described by Fry and Pasmore in their work with executives may be used to characterize different types of interactions between advisors: single-frame, multiple-frame, frame-linking, frame-sharing, and frame-breaking. These types of interaction characterize a process by whch changes in thinking and action can occur. (SW)