During the decade of the 70's, reports of the impending and dramatic decline in the traditional college-bound population led to an increase in research on the college drop-out phenomenon. Cope (197" 8) reports that data collected over the past four decades leads to the conclusion that of the more than fifteen million students who will enter baccalaureate-granting institutions in the 1980's, 40%(5 to 6 million) will never earn college degrees. Conclusions drawn from the~ esearch have been both conflicting and complex (Astin, 1975; Tinto, 1975). Although Cope cautions that for some students, dropping-out may be an integral part of the lifelong learning process, many students leave college for reasons which are: iirectly related to the quality of programs and services offered to them. Noel (1978) reports that retention is a by-product of the institution's concerted effort to create a staying environment in which students can discover and develop their talents to the fullest extent.

Although all academic and support services available on the campus are critical e~ ements in a retention strategy, the academic advisement process has been called the cornerstone of student retention (Crockett, 1978). Increasing interest in ac::. cemic advising has been evidenced in several ways. First is the incorporation of a National Academic Advising Association (NACADA) and the Association's publication of the NACADA TournaI. In addition, there has been an increase in thec. ry development and research on all phases of the academic advising process. Fmally, numerous agencies and professional organizations have sponsored conferences, workshops, and seminars on the topics of academic advisement and rete: J. tion.