Exposure to models and theories about adult development gives learners structure and language they can apply to their own experiences. Responses of 65 women in a development course brought out 6 themes: knowing oneself, accepting oneself, connecting with others, changing perspectives, empowering oneself, and seeking growth and development. (SK)

As important as teaching processes are in adult learning, it may be even more important to help adults find connections between discipline content and the issues they experience personally as they move through the life cycle. (Author/MSE)

Describes an online course in which graduate students collaboratively investigated and shared personal experiences with respect to adult development. Topics include naturalistic inquiry that was used to identify issues that characterized course dynamics; adult education; flexibility of course; co-construction of meaning; and the expression of…

Presents an interview with Susan Krauss Whitbourne in which she discusses issues such as the challenge in teaching a course on the psychology of aging; types of assignments and active learning she uses in her course; resources she recommends; and how her research influences the adult development courses she has taught. (CMK)

Outlines a recent educational initiative in social gerontology at the Western Australian College of Advanced Education: a two-year course on aging and the community. Discussed its educational and national context, the development of the course and its present content. Analyzes the student population to establish typical profiles of those…

A course for teaching an advanced undergraduate course on the psychology of adult development and aging is described and evaluated. Course goals, content, and format are discussed. Students generally viewed the course favorably. (RM)

Describes an undergraduate course project where students helped mentally alert senior citizens write their life stories. By assisting senior citizens to organize memories and interpret life decisions, the students experienced stages they had not yet lived through. Students evaluated the course project as a positive learning and personal growth…

Assesses students' concepts of aging at the beginning, middle, and end of a psychology of aging course. Results show students' knowledge reflected stereotypes in the beginning, but during the course, new concepts appeared. Claims instructors can benefit from using this technique to plan and assess success of course goals. (Author/NL)