A shared perspective on the extant and ideal organizing principles for an institution's advising system is important to the overall effectiveness of advising. In this essay, I develop a vision of advising as educating, and from that vision, derive some higher order principles for an institutional advising system that will accommodate the widest range of prevailing theories and practices of advising and still allow for meaningful assessments and evaluations of advising effectiveness. Seven basic principles for organizing and managing institutional advising systems are identified.

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Author notes

Dr. Melander thanks Peter Hagen for his substantive comments on earlier drafts of this paper. He also thanks fellow members of the Penn State ePAAWS project-development team for their continuing dialogue on ideas developed in this paper.

E. R. Melander is a faculty affiliate with the Center for the Study of Higher Education, Professor Emeritus of Quantitative Business Analysis, and Associate Vice Provost Emeritus for Undergraduate Education at the Pennsylvania State University. He can be reached at erm1@psu.edu.