This essay examines the convergence between enduring ideals enshrined in the American tradition of general education that many faculty members endorse and the learning-centered approach to academic advising. In light of this convergence, and in response to the notion of "advising as teaching" advocated in the literature on academic advising, I call for restructuring of some faculty roles, responsibilities, and rewards; course and curriculum redesign; ongoing professional development; and a creative approach to institutional planning that will allow more options for careers in college teaching. This will enable at least some faculty to rebundle their scholarly, instructional, and mentoring roles in ways that are professionally more satisfying and better for student learning in general education.