Advising in Undergraduate Honors Programs: A Learner-Centered Approach

Abstract

Findings from a study of undergraduate honors education introduce a new perspective into the debate over approaches to academic advising. Learner-centered advising emerged as a key attribute of high-quality honors programs. The learner-centered approach is consistent with a range of advising approaches and styles because through it advisors retain emphasis on student-learning experiences and development. Insights on existing advising perspectives and recommendations for advising honors students are discussed. Advisors and administrators are encouraged to examine both practice and underlying philosophy while conducting further research to develop advising theory that will inform effective practice.