Recent research has called for complex holistic models of college student development, but traditionally, scholars have focused heavily if not exclusively on creating models that emphasize only psychological explanations and probe only one dimension or aspect of development. This article synthesizes a wide range of theories and models to construct…

A common outcome of entering post-compulsory education as a mature aged learner appears to be development and growth of the self. However, this is often only viewed as an outcome or considered an added benefit, rather than an integral part of the academic process itself. This paper explores the relationship between academic growth and personal…

Worcester Polytechnic Institute (New Hampshire) includes among its counseling services "rites of passage" ceremonies in retreats for men and women students. The events encourage both introspection and some emotional exchange, and are designed to teach lessons of maturity while providing adult support. The program has raised interest at…

Tribal colleges play a powerful role in the personal development as well as the academic development of American Indian students. By providing access, exposure to native culture, personal support, preparation for further education, and a sense of empowerment, tribal colleges are influential in advancing self-awareness, interpersonal sensitivity,…

Examined whether graduate students (N=40) experienced developmental transitions similar to those suggested in adult development theories by using a structured interview protocol to collect data on developmental tasks. Findings indicated that the developmental transitions reflected in a composite developmental framework were applicable to graduate…

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…

The role of the mentor is traced in the literature of adult developmental psychology. Four primary elements of that role are: pointing the way at a developmental crossroad, offering material and/or emotional support, challenging, and letting go at the appropriate time. (MSE)

Over the last 20 years, the percentage of older students on college campuses has increased dramatically. Because developmental needs, issues, and stressors for adults differ from those of younger students, the college environment must be reconsidered to respond to adult students. Adult learners tend to be achievement oriented, highly motivated,…

An approach to curriculum design for geriatric dentistry that incorporates an understanding of the students' own developmental stages into instructional activities is outlined, and the University of Mississippi's experience with this strategy is evaluated. An important element is to help students crystallize their value systems with regard to the…

A reflective judgment model of adult intellectual development is proposed, for use by college faculty and staff in helping students question their assumptions about knowing and learning and in making more reflective judgments. The model is based on cognitive development theory and has specific implications for the college years. (MSE)

Reviews the literature regarding older, or nontraditionally aged, students at four-year institutions. Looks at definitions for older students, trends in the older student population, older student development theory, older student issues, and outlines the Contact, Listening, Assessment, Information, Resources, and Efficiency (CLAIRE) model of…

This paper addresses information technology's potential to change the nature of the commuter student experience. Drawing on research on distance learning, community colleges, and adult student development, it offers suggestions for using technology to create academic community and to foster student learning outside the curriculum, and also…

The reflective judgment (RJ) model is described, along with research findings based on the model and contributions to understanding student intellectual development in higher education. The RJ model (Kitchener & King, 1981) describes a series of changes that occur in the ways adults/young adults understand the process of knowing, and…

A study of affective development in the adult, nonresidential students of Empire State College, the college-without-walls, indicates that students experienced significant overall development during the testing period, unlike students in traditional settings. Differentiations in the results on the basis of such factors as age and sex are noted.…

This paper describes a university course on counseling women designed to provide an integration of: (1) a general cognitive understanding of women along psychological, physiological, sociological, and developmental dimensions; (2) a recognition and understanding of cognitive-developmental theory as a framework within which to counsel women; and…