An experiential graduate education model that effectively addresses issues of adult development and socialization for adults entering the profession of clinical psychology is described. (Author/MSE)

Outlines two projects that highlight the multidimensionality of aging processes for adult development and aging courses: (1) students design an age-appropriate retirement community using buildings on the local college campus; and (2) students present products they design to remedy specific age-related problems. (DSK)

Major life developmental tasks are identified, along with the learning outcomes necessary to fulfill those tasks for adults from age 17 to retirement. Attention is directed to the important connection between life cycle change and adult learning as well as seven assumptions underlying life cycle theory. Developmental tasks and learning needs are…

Describes an interactive method for teaching a course in the psychology of aging based on a multidisciplinary approach. Argues that it allows incorporation of a wide range of age-related topics, and provides students with practical applications. Allows students to identify and challenge perceptions of age and understand aging from multiple…

One of the issues facing educators is the increasing number of nontraditional students appearing in the college classroom. Recent conceptualizations of adult reasoning have suggested that there are qualitative differences in reasoning from young to late adulthood. The objective of this study was to examine cognitive differences rather than…

Used simulation to increase students' empathy toward changes that occur as a concomitant of human aging, in a quasi-experiment of an undergraduate "Introduction to Gerontology" course. Discusses the self-selection method by which student experiments are designed; simulations done; and some of the results. (Author/KS)

Common themes in the literature about college and university response to the developmental needs of adult students are outlined, and an annotated list of resources is provided. (MSE)

To help adults develop an awareness of midlife issues, to encourage personal acceptance of the transition, and to introduce appropriate coping skills, a speech communication course was designed that relied on river trip activities to develop insights about this passage. The vehicle for the seminar was a four-day raft trip down the Green River,…

As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

Differences in preparing teachers' orientations to the profession and their career goals and aspirations were examined as a function of their life stages and ages. Intensive interviews were conducted before and after the student teaching experience. Half of the student teachers were classified as returning students or adult learners. The other…

Both the content and process of graduate education promote adult development. Graduate programs, particularly nontraditional programs, can both address the growing adult and uphold relevant standards of intellectual excellence and professional expertise. Life phases, developmental stages, and learning styles are three domains that are described.…

A non-traditional approach to professional training at the graduate level is described. Studies of professional practice are referenced to identify educational requirements for health and human service practitioners. Using a knowledge worker perspective, these requirements are translated into a professional education/learning environment in which…

The issues surrounding faculty role and faculty development are addressed in the context of a nontraditional graduate program that maximizes opportunities for the use of experiential learning. Sponsored experiential learning provides one context through which adult developmental and intellectual goals may be simultaneously recognized and pursued.…

Discusses the concept of student development and defines student needs and tasks of student development educators. Urges educators to incorporate student-oriented approaches into administration and planning. Discusses using developmental knowledge, the meaning of education, creating campus community, fostering acceptance of experiential learning,…

Connections between structural-developmental psychology and field experience education are addressed. In addition to summarizing principles of structural-developmental psychology and relevant research findings, a comprehensive view of individual development is related to the philosophical aims of higher education, and developmental and dualistic…