Suggestions for faculty who are attempting to improve their advising skills without the benefit of a formal program are offered. Good advisement is always a process composed of timely responses in areas relevant to student education. The scope of advising may encompass the following: describe the intent of the general or liberal arts part of the undergraduate curriculum for the advisee; communicate the rationale for institutional and/or departmental requirements, policies, and procedures encountered in the advising process (i.e., grading policies, endorsement of schedules); analyze the student's study skills/habits, especially when difficulties with a course are indicated; question the course selections and other choices of students (e.g., determine the reasons why certain courses are chosen); determine the involvement of advisees in other campus activities; explore the advisee's career choice and suggest alternative careers if appropriate; explore graduate school expectations and choices with the student; and assist students with course selection. Strategies that advisors can use to allow sufficient coverage of all areas of advising are as follows: develop a checklist, calendar, or syllabus for advising; use contracts with advisees (i.e., a student outlines a degree plan); use groups when appropriate to economize advising time; use other students as advisor helpers; encourage student self-advisement; and share information, skills, and techniques with other advisors. There are also a multitude of techniques that may help an advisor work more effectively with advisees. These are grouped under three skill headings: informing, communicating, and helping. Among the suggestions are to insure having accurate information about academic programs, listen carefully and use open-ended questions, and respect the advisee. (SW)