This article provides an overview of the typical roles and tasks of advisor
y groups in general, followed by a discussion of the roles and tasks the In
terdisciplinary Generalist Curriculum (IGC) Project Advisory Committee was
asked to assume and how these were fulfilled. It analyzes the lessons learn
ed about advisory committees as a result of the IGC Project experience.
Key elements of success in fulfilling advisory committee obligations includ
e well-defined expectations, periodic evaluations, and clear communication
between project leadership and the members of the advisory committee. In th
e spirit of lessons learned from the IGC Project, this critique identifies
several philosophical and logistic issues that might be considered in the d
esign and implementation of future projects, such as the need to choose com
mitted, high-energy advisory committee members who are willing to perform m
any complex, time-consuming tasks.