Two studies are described which capitalize on the strengths of the instructional development process for research purposes. Typically, developed courses have carefully-designed learning environment specifications, replicable instructional treatments, and well-proven achievement measures. A battery of questionnaires and rating scales concerning interests, activities, and attitudes including a locus of control scale were administered to college freshmen in eight courses. The full-time academic advisors of those students were administered an Advisor's Judgment Questionnaire to record their assessment of the students. A multiple correlation was computed for the prediction of course grades for 152 students using eight variables, which included the Scholastic Aptitude Test (SAT), previous grade point average (GPA), and advisor judgment. The multiple correlation, without SAT or GPA, was only slightly lower using seven predictor variables. It was inferred that part of the valid variance in advisor judgment was gained in face-to-face meetings. Some recommendations for attending to additional information when advising students were made; it was suggested that the student's use of time and motivation for alternatives are also predictors of academic success. (Author/CTM)