Institutional vitality will require imaginative linking of professional development of individual faculty with carefully planned development of academic programs and institutional policies. Academic advising is discussed as faculty development. Faculty anxiety about scholarly production is described. (MLW)

Advising of student-athletes is discussed as an institutional rather than an individual or educational endeavor. A general systems framework for thinking about the issue is provided to initiate a dialogue about the understanding of and developmental change in advising student-athletes. (MLW)

A relationship exists between the development of individual faculty and their career development and the overall well-being of institutions of higher education. Ways that advising by faculty may be used to help both the institution and the individual faculty member are described. (MLW)

Improvements in advising programs are seen as elements of institutional development and are central to the mission of the institution rather than peripheral service entities that happen to take place on campus. (MLW)

The advising program may be more amenable to influence and change than other functions within a college or university. Ways that academic advising programs may be used to increase levels of coordination within an institution are described. (MLW)

A healthy advising program serves as a useful vehicle for faculty development. An institution may use the program to develop faculty skills useful in other contexts than the individual student's welfare. Advising programs should endeavor to improve students, faculty, and the institution. (MSE)

Undergraduate faculty advisors in a College of Agriculture and Life Sciences were surveyed for their experiences as academic advisors. They tended to accept credit for positive outcomes and deny responsibility for negative ones. The implications of this behavior for training advisors are discussed. (MSE)

Aspects of both formative and summative evaluation of academic advisors, primarily full-time faculty, are addressed: administrator roles, faculty attitudes, accountability, and evaluation criteria. It is recommended that guidelines for advisor evaluation be disseminated throughout the institution and painstakingly followed. Adequate resources…