Two teachers from very diverse backgrounds combined their resources in the College of Public and Community Service at the University of Massachusetts to set up an adult literacy program. Based on the assumptions that instruction should be based on the needs of the learners, that reading is a cognitive rather than a mechanical process, and that…

Involvement of senior citizens in the university-based gerontology curriculum at the University of Oregon is directed toward removing psychological and emotional barriers. Five principles helpful in planning a senior scholar program include putting control of participation in the teaching-learning situation in the hands of the older person. (AJ)

Presents a three-dimensional model for program development, based upon (1) Apps' identification of adult educators' philosophies (acquiring content, problem solving, self-actualization), (2) Houle's categories of adult learners (goal oriented, activity oriented, learning oriented), and Lawshe's dimensions of institutional programing (time-place,…

This chapter discusses two case studies where face-to-face courses were converted into online courses.

Being literate empowers individuals to be effective consumers, to be informed about lifestyle options, to read aesthetically for relaxation and enjoyment and to further their knowledge of people and places that can enable them to participate more fully in communities. However, there are limited literacy opportunities and programs specifically…

A senior citizen agency in New York State explored the program development needs of the growing number of older women. Data were collected through telephone surveys of approximately 100 older women randomly selected from lists of present members, former members, and older women who had never been associated with the agency. Respondents were asked…

This paper documents the experience and lessons from implementing an e-learning program aimed at creating research capacity for gender, crisis prevention, and recovery. It presents a case study of bringing together a multidisciplinary group of women professionals through both online and face-to-face interactions to learn the skills needed to be a…

A model program was developed to find ways to bring illiterate and undereducated adults into Massachusetts adult education programs. Prospective program clients (young adults) who will be identified by such organizations and agencies as schools, courts, welfare offices, and veterans and civic groups will be contacted by outreach workers to…

This booklet was developed to provide a brief review of adult characteristics and teaching methods for the new teacher of adults. The first of eleven sections highlights adult education and how to use the booklet to improve instruction. Section 2 lists general and physical characteristics of adults and their implications on teaching. The third…

The adult education program planning strategy developed and utilized by the University of Georgia's Center for Continuing Education proposes that there are three critical parties to the program planning process: representatives of the clientele group, the faculty, and the adult education arm of the educational institution. Their roles are…

Guidelines for starting a public school adult education program are presented and discuss the collection of basic data on community characteristics, community involvement, program administration and funding, curriculum, teacher hiring, program-school relationship, enrollment, policies, and community advisory board. (LH)

Blocks to formal learning during mid-life (ages thirty-five to forty-five) are fairly prevalent. Discusses five psychological blocks to successful learning for adults in this age period and suggests ways adult educators can deal with these blocks. (EM)

The author suggests new ways to meet the needs of adult students: develop greater sensitivity to the adult learner's needs; adopt a "total program approach" to adult vocational education; develop creative delivery systems; build alliances with other providers of adult education; and give more attention to adult instructor selection, orientation,…

Adult educators, providing necessary lifelong, comprehensive education, face the major imperative of solving the problem of racism. Numerous other imperatives concerning program design and content must be fulfilled in effectively meeting adult learners' needs. Guidance from the principles expressed in a proposed adult educator's Hippocratic Oath…