This introduction to the strengths, needs, and challenges of veterans as they transition from the military to higher education is presented within the framework of Schlossberg's transition model (Schlossberg, Waters, & Goodman, 1995). Academic advisors must understand the way that veteran transitions to college are both similar to and different from those of the general student population so they can explore relevant topics and help connect student-veterans to appropriate supports and services that facilitate their personal and academic success. Advisors are given questions to employ in soliciting information about the ways they and their institutions can better serve student-veterans.

This study was designed to investigate how psychological separation and parental attachment are related to career maturity separately and simultaneously and to investigate the influence of gender on the relationships among these variables. Subjects were 82 single white college freshmen from intact families. Data analysis using a canonical correlation analysis revealed that although psychological separation is relevant, parental attachment plays a more important role in career maturity. The relationship among the variables did not differ for men and women. The implications of this study for theory and counseling practice are discussed and recommendations for future research are presented.

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This article describes the overall evaluation framework that is guiding Missouri's efforts to evaluate comprehensive school guidance programs. Evaluation is viewed as an ongoing process designed to improve a school's guidance program. The overall evaluation framework described consists of program, personnel, and results evaluation. It is an outcome‐based framework. Five questions guide the evaluation process. Are the program elements in place? Are school counselors supervised and evaluated based on their comprehensive guidance program job description? Are procedures used to measure students' mastery of guidance competencies? Are procedures used to measure the impact of the program on the climate and goals of the school? Are the individuals served by the program and the patrons in the community satisfied with the program?

Best practices of academic advising assessment involve identification of student learning outcomes, the development and use of multiple measures of student learning, and sound professional judgment to understand the information gathered and to improve student learning. However, the assessment results often come from minimal, narrow, and inconsistent evaluation practices, often based on student satisfaction surveys. Therefore, to generate a picture of the current state of assessment, we surveyed those conducting or deemed responsible for academic advising assessment. Although 80% of survey participants identified academic-advising student learning outcomes, one half assessed the achievement of those outcomes, with most using student surveys. Furthermore, 7% reported employing three or more measures while 60% reported improvements of practice and student learning based on the assessment.