From Theory to Practice: The Application of Theories of Development to Academic Advising Philosophy and Practice

Although there are no established theories of academic advising (Creamer, 2000), there are numerous theories from education and the social sciences which have provided a foundation for the changes which have occurred in the field since it became a "defined and examined activity" (Frost, 2000, p. 10) in the 1960s and 1970s. As stated by Creamer (2000), "academic advising is an educational activity that depends on valid explanations of complex student behaviors and institutional conditions to assist college students in making and executing educational and life plans. These explanations are commonly found in sound theories...[Therefore,] advisors may be required to understand many theories...in order to grasp sufficient knowledge to be useful in advising students" (p. 18). Moreover, as a result of the increased interest and scholarly research associated with the field, as well as drastic changes within society, institutions of higher learning, and the student population, various approaches have been defined and proposed as effective models of academic advising. This paper is intended to examine several of the theories and approaches to advising that can provide a solid foundation for advisors wishing to develop their own personal academic advising philosophy.