Faculty Advising Examined provides an overview of the central issues related to academic advising in the twenty-first century. The authors are all very knowledgeable in the field. Each of the book's chapters provides solid information about the various practices currently being used in academic advising and several chapters identify issues for further exploration. The book provides solid basic information about academic advising that will be useful for individuals who have just assumed new job responsibilities that include academic advising.

However, Faculty Advising Examined seems to be somewhat "academic" in character in a way that is puzzling. The irony is that several chapter authors cited Richard Light's work, which is full of rich stories garnered from students, but few of the chapters in the book include stories about the students, advisors, and faculty members, or experiences with the advising process. These voices for the most part are left out of the book and thus make the book more about procedures and processes. Inclusion of stories about the students, and faculty members' experiences in the advising process would have made Faculty Advising Examined a much richer reading experience.

While the chapters in Faculty Advising Examined document much about current practices in the advising field, I wish that the authors had identified important new tools and trends in advising in a more powerful way. The book would further be enhanced by providing scholarly evidence about the current understandings of best practices in advising while highlighting the need for more practice-oriented research on the advising process. I hope that's the next book these authors will write and edit.

Karl L. Schilling
NYU