The existing sources of financial aid for the part-time and returning-adult student are described. Information is consolidated on the chief federal, state, and local government sources; community organization resources; and area educational institutional sources. The section on government programs gives detailed information about scholarships,…

A study was conducted to analyze the sociodemographic determinants of participation, satisfaction, and persistence in American adult education in order to formulate recommendations for public policy regarding access to lifelong learning opportunities. Data were collected from questionnaire responses by a sample of 79,631 adults. Of the total…

This report contains the proceedings of four sessions of the Interagency Panel for Research and Development on Adulthood (October 1978 - April 1979): (1) Postsecondary Education Reauthorization and the Adult/Nontraditional Learner, (2) Changing Socio-Demographics in the United States and Their Impact on Social Institutions, (3) Stress and Social…

THE MAJOR OBJECTIVE OF THIS STUDY WAS TO DEVELOP A PROGRAM OF EDUCATION FOR THE NATIVE PEOPLES OF ALASKA (INDIAN AND ESKIMO) WHICH WILL ENCOURAGE AND ENABLE THEM TO PARTICIPATE IN THE LIFE OF ALASKA ON A SELF-SUSTAINING AND SELF-RESPECTING BASIS. THIS STUDY BEGAN WITH AN EXAMINATION OF OFFICIAL MEMORANDUMS, STUDY GUIDES, AND OTHER LITERATURE…

THIS PROJECT DETERMINED SUCCESSFUL COUNSELING TECHNIQUES AND THE LENGTH OF TIME NECESSARY TO PREPARE EMPLOYMENT COUNSELORS TO WORK WITH WOMEN 35 TO 54 YEARS OLD, AND PRESENTS A GUIDE TO HELP OTHERS INTERESTED IN SUCH A PROGRAM. RESEARCH WAS CARRIED OUT BY A DIRECTOR, THREE FACULTY MEMBERS WHO PLANNED AND PRESENTED THE EIGHT WEEK CURRICULUM,…

A nontraditional student can be defined as a student other than the new high school graduate. A 1980 profile by the American Association of Community and Junior Colleges shows that the typical nontraditional student is 36 years old, female (57 percent), has an income of $20,300, has attended two years of college, goes to school for career and/or…

The papers in this compendium center on adult/community college education and the alternatives that will be presented to faculty, institutions, and communities during the 1980s. In "Working Effectively with Adults: What Research and Practice Tell Us," Mark Rossman discusses the adult learner's physiological changes, mental abilities, psychological…

A brief history and some observations are given of the federal Education Amendments of 1980, amending the Higher Education Act of 1965, which provides basic authority for a variety of federal student aid and college assistance programs. Much of the current legislation is extended intact, and most of the programs are reauthorized through fiscal…

In order to provide a fall 1976 student profile and to determine the college's market penetration, William Rainey Harper College drew a random sample of 400 traditional credit and 194 continuing education students, representing respectively 3.2% and 2.4% of the total student population. Traditional credit students averaged 27 years of age; 57.8%…

In a study of student adjustment to university life, excerpts are presented of interviews with 18 mature age unmatriculated women who returned to formal education at the University of New South Wales in 1975. The women were aged between 25 and over 40, half had children, and they were generally middle class. They were not selected by a random…

The goal of integrating coping skills into the English as a second language (ESL) curriculum is to enable adults to use language in the real world. To accomplish this goal, two kinds of input are needed: (1) comprehensive knowledge about the workings of American English, and (2) accurate information about the language contexts in which adults need…

A program leading to the Bachelor of Liberal Studies (BLS) for adult, part-time students was conceived and implemented at the University of Oklahoma between 1957 and 1965. The program is designed to surmount difficulties posed by rigid course and residence requirements, scheduling, and undergraduate-oriented instruction. By giving special entrance…

The level of competition between secondary adult education and community college programs, and the effects of duplication of services upon finances was the focus of this California study. Three geographic areas were selected to represent high inter-institutional cooperation, moderate competition, and intense competition. Key administrative…

The outline for an adult education colloquim states 17 discussion questions. Under each question, the outline refers to appropriate items on an eight page, 81-item, annotated bibliography. The first of three topical areas, ideas about people, considers: all people's desire to learn and their rough equality in intelligence; common people's ability…

The instructional concept guide is part of a system developed for tutor training and support. It is primarily designed for volunteers, but it can also be adapted to the training of paraprofessional tutors for any type of adult literacy program. A key component in the system is the Tutor Support Library, consisting of Instructional Concept Guides…