Data from 65 colleges and universities across the United State were used to study course substitution practices for postsecondary students with disabilities. Data indicate that the majority of surveyed institutions (90.8%) allow course substitutions, yet only 50% had written policies directing substitution decisions. At responding institutions (N = 65), foreign language and math are the most common courses requested for substitution. In addition, at surveyed institutions, students with learning disabilities are more likely than other students with disabilities to request and be offered substitutions. These findings are discussed in regard to §504 of the Rehabilitation Act of 1973, subsequent legislation, and two key cases, Southeastern Community College v. Davis (1979) and Guckenberger et al. v. Boston University (1998).

The American workplace today is unlike any other in history because for the first time it is made up of four distinct generations. The advising workplaces on today's college campuses mirror this generational diversity. Four generations and their different perceptions of work attitudes and values, management expectations, communication patterns, and even work hours and dress are addressed in this article. Also discussed are generational preferences for information giving, teaching styles, and advisor-training formats. Suggestions for how advisors and administrators can use this diversity to enrich collaboration between generations are offered. Acknowledging and incorporating the ideas, values, and perceptions that advisors from different generations bring to the advising workplace can have a positive impact on its climate, collegiality, and effectiveness.

Four advising styles, authoritative, authoritarian, permissive, and uninvolved, were identified according to doctoral students' perceptions of demandingness and responsiveness of their advisors. Doctoral students who perceive working with authoritative advisors reported the highest levels of perceived development in cognition, motivation, professional skills, satisfaction, and professional production.

Students with emotional disabilities are attending institutions of higher education in increasing numbers. Professionals considering appropriate postsecondary classroom accommodations and support may face advising challenges. However, most advisors have little training in responding to the needs of students with emotional disabilities. Answers to eight questions that advisors frequently ask about working with students with emotional disabilities, practical guidelines, and experience-based examples and resolutions are offered.

The number of students with learning or psychiatric disabilities entering college continues to increase. When advisors are unaware of a student's disability, they are unable to provide direction and appropriate referrals, leaving the student uninformed of the assistance available to him or her. As a result, the educational process may be compromised, jeopardizing the student's likelihood of success. To maximize student academic success, the academic advisor should be aware of the law and key legal phrases surrounding students with hidden disabilities. Concrete examples of referrals made to students and several case studies are offered for training and further reflection.

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

Premedical students have often been viewed as academically narrow and cynical about liberal education. To investigate the veracity of this generalization, I conducted a qualitative study of pre-medical students at a liberal arts institution. Contrary to negative stereotypes, the students in the study expressed a positive attitude toward liberal education and articulated a belief that their own liberal education will benefit them as physicians. However, they acknowledged that obtaining high grades is also an important educational goal. Implications for advisors and medical admissions committees are discussed along with implications for future research.

This psychometric study was designed to test the feasibility of measuring college students' preferences for developmental and prescriptive advising styles as separate constructs. Part 5 of the Academic Advising Inventory (Winston & Sandor, 1984b) was revised into two independent scales, one for measuring preferences for developmental advising and the other for measuring preferences for prescriptive advising. Results suggest that the two scales have a reasonable item structure, and the internal consistency reliability is reported to be modest. Of greater theoretical importance, the two scales are found to be largely independent. The practical implications of this independence are discussed relative to future applications and research.