The Teaching-Advising Connection
Drew Appleby, Indiana University Purdue University Indianapolis
Editor's note: We are very pleased to publish this article based on a G. Stanley Hall invited lecture presented by Drew Appleby at the 106th Convention of the American Psychological Association (APA) in 1998. At the time of the lecture, Dr. Appleby was chairman of the Marian College Psychology Department. Although his lecture was addressed to members of psychology faculties, the content of this important and comprehensive article has relevance for all academic advisers.
Because this article is longer than most appearing in The Mentor, we have published it in five parts. Listed below are the topics of each of the five parts along with their respective publication dates.
Published in The Mentor on February 5, 2001; Updated April 30, 2001, by Penn State's Division of Undergraduate Studies
Drew Appleby is director of Undergraduate Studies of the Indiana UniversityPurdue University Indianapolis Psychology Department. He can be reached at firstname.lastname@example.org or (317) 274-6767.
- Part I (February 5, 2001)
- Question 1. How do faculty perceive their roles as academic advisers?
- Part II (February 26, 2001)
- Question 2. What is the linguistic relationship between the words teaching and advising?
- Question 3. Do effective teachers and effective advisers do the same things?
- Part III (March 19, 2001)
- Question 4. Is there more than one type of academic advising?
- Part IV (April 9, 2001)
- Question 5. Can developmental advising produce active learning?
- Question 6. Can academic advising increase human capital?
- Part V (April 30, 2001)
- Question 7. Can academic advising qualify as a scholarly activity?
- Concluding Remarks
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