Advising Undergraduates in Psychology: Exploring the Neglected Dimension

'Three models for advising undergraduates resulted from a nationwide survey of psychology departments. The All Faculty;model, which includes faculty from students ' first to last year of college, was perceived as superior in meeting student needs. Next most effective was the No Faculty model, adopted by only 13 % of departments, which consists of a departmental advising office (with minimal faculty involvement. Private institutions were su-,berior to plublic institutions in advising effectiveness, and depart-ments with small numbers of students were perceived as superior to departments with many students. Although our respondents gave their advising systems high marks in general, problems with advising included lack of recognition and reward for advisers and unsatisfactory treatment of minority students ' needs. Titley and Titley's (1982) contribution to a special issue of Teaching of Psychology devoted to undegraduate education called attention to the neglect of academic advising. They highlighted the relationship of advising to such importan