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Reconsidering the Developmental View of Advising: Have We Come a Long Way?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Luff, Ned Scott |
| Copyright Year | 1994 |
| Abstract | Since Burns Crookston argued that advising could be both a teaching and a developmental activity, advising as a field has been quick to assume those roles. But, frankly, Crookston never discussed how the relationship between developmental theory and advising was to be made. More importantly, he never outlined the teaching activity that he claimed was associated with a developmental view of advising. Although the field has been quick to adopt Crookston's vocabulary-most visibly his idea of the shared responsibility between advisors and studentswith hindsight it is fiction to claim that in his article Crookston provided either a solid basis or a good direction to think about a developmental view of advising as teaching, let alone put it into practice. |
| Starting Page | 46 |
| Ending Page | 49 |
| Page Count | 4 |
| File Format | PDF HTM / HTML |
| DOI | 10.12930/0271-9517-14.2.46 |
| Alternate Webpage(s) | https://www.nacada.ksu.edu/Portals/0/Events/Region%20Conferences/Region%202/documents/14-2-Laff-pp46-49.pdf |
| Alternate Webpage(s) | https://doi.org/10.12930/0271-9517-14.2.46 |
| Volume Number | 14 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
