Developmental Advising

The goal of developmental advising is to help students clarify interests, skills, attitudes, and values as they relate to the college experience and career/life goals. Through developmental advising, students will develop life skills which will facilitate success, allow for choices, and develop autonomy. Students will also experience achievement, and develop purpose and direction. 

Developmental advising emphasizes students' individuality as they define their educational, career, and life goals. It helps them create educational plans to achieve these objectives. Rooted in student-, career-, and adult-development theories, this approach shapes advising philosophy, objectives, and programs. Practical applications include integrated services such as orientation, advising, experiential learning, and career planning. 

A core tenet of developmental advising is that each student is unique, with a particular level of academic, social, and emotional preparedness. Under this advising theory, an advisor seeks to assist in the development of the student's potential.  Initially, the advisor will take the lead in providing essential information for the student's success, recognizing their limited experience with higher education. Over time, students are encouraged to proactively seek reliable resources, take ownership of their learning, and embrace their role in their academic journey. 

Developmental advising can promote retention because it provides the personal touch many students need in adjusting to college life, and it also promotes success in the educational process. 

The process of developmental advising encompasses four phases, below, with tasks which take place in each phase. The process is a continual one which may require the advisor and student to re-visit tasks and phases. Unlike the advisor role in prescriptive advising, the advisor collaborates with the student. In this role, the advisor must be able to diagnose and prescribe, as well as provide support as the student grows and takes on more responsibilities in planning their education.

I. Assessment

• Task 1. Become aware of individual values, abilities, and interests.

• Task 2. Clarify life goals based on self-awareness.

• Task 3. Explore relationships between life and career goals.

• Task 4. Explore the world of work

II. Goal-Setting 

• Task 5. Clarify career goals.

• Task 6. Explore educational combinations leading to life and career goals.

III. Decision-Making

• Task 7. Sequence and select the educational combination

• Task 8. Schedule courses

IV. Evaluation

• Task 9. Evaluate experiences for confirmation or re-direction 

Adapted from: 

Gordon, Virginia N., Ohio State University, Advising Skills, Techniques, and Resources, ACT, 2/16/2007; https://pierce.instructure.com/courses/1174409/pages/prescriptive-intrusive-and-developmental-advising?module_item_id=13194455  

https://advisortraining.wayne.edu/handbook/dev-goals-process