Students who excelled in high school enter college with the expectation that, despite the increase in competition, they will continue to achieve academically at the college level. Some high-ability students never lose momentum. They view college as the next stop on the road to ongoing success and continue to achieve at superior levels. Other high-ability students find the pressure to succeed at the college level to be overwhelming. In this article I describe some of the characteristics of high ability students and give particular attention to high ability students who are pursing business degrees. Advising strategies for working with this population are also discussed.

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Virginia Gordon contributed considerable and comprehensive work in the field of academic advising, including writings on topics ranging from the history of academic advising to her groundbreaking research on the undecided student population. Her model for training and developing new academic advisors stood out as exemplary. This article focuses on Gordon's theory-based, intentional approach to the training and development of new academic advisors in what was then University College at The Ohio State University and the influence she had on those she trained and taught.

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is both fitting and proper. As one reads through this issue of the NACADA Journal, one cannot help but be struck by her leadership and unassuming personality and by the quantity and quality of the work Gordon produced and the constant encouragement she offered to others as she strove to advance academic advising as a field of study and as a profession.The authors of this issue were selected based on their relationships with Virginia Gordon as they interacted with her during different times and in different ways during her and their lifetimes. The first article, written by Higgins and Campbell, addresses Gordon's leadership style. They describe and define Gordon as a ''servant leader.'' Using a qualitative approach, Higgins and Campbell interviewed friends and professionals who knew Gordon to learn more about how she influenced the personal and professional development of other higher education professionals and about the effect she had on the field of academic advising. Higgins and Campbell's article provides critical insight regarding what effective leadership means for all in higher education.The next two articles focus on the advising programs that Gordon created at Ohio State University. The first article describes the Undecided and Alternatives Advising programs Gordon created in University College at Ohio State University in the 1970s through the 1990s. Steele describes the context within which Gordon worked and the various influences she embraced and mobilized to create these two programs. This article also describes the focus of these programs on student learning and the resources and methods of delivery deployed to help students create their academic and career plans. The second related article spotlights Gordon's approach to advisor professional development. McDonald reviews Gordon's efforts in these areas at Ohio State University and presents how Gordon viewed the professional development of advisors in her care as a continuous learning process. McDonald points out that Gordon focused on a theory-based approach grounded in practice. Both articles show