The concept of reflection is central to theories of experiential learning common in the field of adult education. In this article, we expand upon the work of Michelson on the dualistic split between experience and knowing inherent in the field's most common conceptualizations of reflection. We develop alternative approaches to reflection drawing…

Over the past 30+ years, many colleges have made themselves more accessible for adult students. These innovations include flexible scheduling, online learning, professionally-oriented degrees, and credit for what students already know. However, there is more work to be done, particularly in the areas of financial aid for the very large number of…

Offers suggestions for spreading ownership of a prior learning program: sharing the program's philosophy; conducting workshops; arranging informal gatherings; assigning tutors; establishing a faculty committee; soliciting ideas; recruiting faculty; acting as liaison; publishing guidelines; convincing others of the program's value; and revealing…

A process for translating experience into college-level learning involves identifying relevant experiences and types: (1) a single experience leading to a single learning topic; (2) a single experience leading to several topics; or (3) several experiences leading to a single topic. Visual representations of these types help students validate the…

Three qualities form the foundation of college-level learning: (1) conceptual knowledge--articulation of concepts, theories, and principles; (2) generalizable knowledge; and (3) courses traditionally taught in college--excluding secondary courses, noncredit programs, popular learning, and vocational courses. (SK)

The process of assessing prior experiential learning can be painful as adults analyze traumatic or embarrassing experiences, revisit disturbing problems, and find their confidence in past experiences shaken. (SK)