A nationwide survey was conducted to test the validity of a theoretical model of advising program development. Respondents generally supported the Four Stage Model, which outlines the direction, nature, and scope of changes leading toward an effective advising service. However, the survey revealed disagreement on the stimulus/response relationship outlined in the model, the components of each stage, and the amount of overlap among stages. The model was then adjusted to depict more accurately the sequence of changes common to most advising programs. The revised model provides advisors and administrators with a framework for understanding the process of development and a basis for planning program improvements.

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Author notes

*CELESTE P. FRANK is an academic advisor at the University of Arizona. She earned a B.S. from Texas Tech University (1971) and master's degrees from Texas A & M University (1976) and Texas Tech (1982). With teaching experience in the Geography Department, her introduction to advising was on-the job training when she became the first full-time academic counselor for undecided students at Texas Tech University in 1978. She was a consultant on academic advising at Pima Community College prior to obtaining her current position at the U of A. Her study on advising program development was *resented at the 11th National Conference on Academic Advising.