Perspectives on faculty participation in student advising are offered, along with suggestions for administrators who support or encourage faculty involvement in advising. Stages of the academic career and stages of individual growth in the role of the faculty are noted, based on the literature. The advising role might be viewed as a task less central to the role of faculty and, therefore, a lower-risk activity, compared to teaching activities. In addition, faculty may derive personal benefits from interactions with students. In motivating faculty to participate in advising, emphasis might be placed on its meaningfulness, the accountability of the adviser to helping students, and knowledge of the results of effective advising. Administrators might offer options for participation in advising activities, such as structuring the duties to increase/decrease the level of challenge. For example, an adviser might advise nontraditional students who have special needs. For especially difficult cases, advisers could be provided avenues for referral. Clear criteria for performance (e.g., behavioral cues) could be stated so that the adviser is able to evaluate success. Standardized polls or performance reviews could also be used to provide timely feedback to the adviser. (SW)