Differences between military culture and civilian culture can affect the postmilitary experience for transitioning veterans. Adult educators should acquire and maintain a high level of military cultural competence to effectively serve female veterans as they transition out of the military. For women, the military-to-veteran transition also…

This chapter focuses on negotiating life transitions that facilitate positive adult development, and the importance of self-care for health professions educators.

Constructive-developmental theorists have made the case that adults require at least a self-authored meaning-making system to thrive in today's world. This chapter shows how coaches literate in adult development and body/mind theory and practice can be powerful partners to adults on the journey to self-authorship.

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.

This chapter provides an overview of key principles and practices in executive coaching. Coaching is discussed as a reflective learning opportunity and offers the theoretical grounding, strategies, and case studies for each of four key elements of a coaching engagement.

In this article, the author begins by providing an overview of the literature on wisdom itself and then considers what some of its insights might suggest for dealing with a few current challenges facing the field of adult education. This article is grounded in two basic assumptions: (1) that there is an integration quality to wisdom that attends…

Since the 1980s, educators in adult basic education and special education have speculated that a substantial if unknown percentage of adults have specific learning disabilities (LDs) and have sought to identify and address effectively the needs of these learners. Two rarely intersecting bodies of historical literature on LDs provide the background…

The purpose of this chapter is to consider the important influence that spirituality has in adult learning and how discussions of it are affecting the field of adult education. In so doing, the author begins by attempting to define spirituality and then considers the nature of spiritual experience and its relationship to adult development.…

This chapter examines the potential for personal growth, development, and learning of older adult women who will have many productive years in the workforce. What implications are there for adult education communities who will interact with these older women? How do they adapt to the educational environment, and what social support will enable…

Service learning is one of the most pervasive education innovations of the past generation and has demonstrated much success in connecting schooling with community service. Service learning is designed to be integrated into, and enhance, the academic curriculum. It is believed, and there is growing evidence to show, that participation in service…

How do the goals we once cherished but can no longer pursue relate to maturity? The authors asked adults who have experienced challenging life transitions to describe the life goals they once sought but no longer do and those goals that motivate their lives now. The authors conducted research which examines how adults' views of their lost and…

Adult life consists of alternating periods of stability and transition. The nature of life transitions in adulthood and their potential for learning and development are the focus of this chapter.

Ursuline College's core curriculum approaches the cognitive and ethical development of women through three anchors: (1) introductory seminar, focused on moving from received to subjective knowing; (2) introduction to culture, moving from subjective to procedural knowing through a wide variety of perspectives; and (3) culminating seminar, focusing…

How do we teach and learn, knowing that adults are complex, connected individuals who want to change but also want to maintain continuity of the Self? (Contains 1 figure.)

This chapter considers Robert Kegan's concept of holding environments, as well as six steps necessary for creation of new or adaptation of existing learning environments that facilitate adult development across the life course.