A guide for faculty advisers is presented that addresses aspects of the advising process that are often not discussed. Objectives are to accomplish the following: to provide a working definition and theoretical framework for advising, to show with model conversations the theory in practice, to provide procedures for advisor self-evaluation, and to create a vehicle for discussion of those issues germane to advising. To control sources of confusion in the advising process, attention is directed to assumptions about youth and the advisee and incorporation of the roles of advisor and adult role model. Examples of advisor comments to a student are provided to illustrate the different roles the advisor may assume. Additional topics include: the faculty advising contract, the use of a visual model for planning, ineffective communication and risk-taking, students' verbal competence, unequal relationships, the advisee's right to fail, and informational advising. A model to help the advisors negotiate with their managers concerning an advising contract provides an example of the advisor-manager conversation. A second model, providing a focused conversation between advisor and advisee, illustrates a first meeting. The guide includes comments on major points enclosed in "boxes" and a bibliography. (SW)