Discusses "non-traditional students" and what they are doing in traditionally youth-oriented aggregates, the campuses of our colleges and universities. (Author/RK)

Combined descriptive and qualitative research procedures to investigate the developmental forces influencing women's decisions to enter or return to college after the age of 25. Results suggest that, despite the ability of most respondents to report events that significantly influenced their reentry decision, the role of such events is best…

The study compared the career maturity levels of a sample of basic education students to the norms. Following a 10-week career development course, the gains of a treatment group were compared to those of a control group. No gains were found in the control group; however, the treatment group moved from the lowest to the highest norm quartile.…

In 1976, Indiana University began offering a General Studies degree to open degree opportunities to those who are not necessarily able to return to the campus and meet residency requirements for other degrees. As a cornerstone of the program, a flexible admission policy was included for those 21 years or older. (JOW)

Examines Competency-Based Education (CBE) at the Wascana Institute of Applied Arts and Sciences in Regina from the perspective of counseling. Program characteristics, program development, student involvement, and counselor role in the program are described. (Author/BL)

Discusses factors contributing to high level of illiteracy in Senegal. Reports on study of Senegalese reading habits--participants enjoy reading, read newspapers often, would like to read better, and would take reading improvement courses if they were offered. (CMG)

While research on the human brain indicates that some learning difficulties may be related to differential development of parts of the brain, there are unanswered questions and design weaknesses in the research. Adult educators should concentrate on identifying students' preferred learning modes and helping them use all of their faculties. (JOW)

Courses, curriculum, and classrooms can be designed to affirm students in their adulthood, empowering them to draw on their experiences, interests, and self-motivation to learn. Starting at the introductory level and continuing through specialty courses and electives, critical thinking, learning contracts, self-directed learning, and sharing…

Subject matter concept attainment by adult students was studied by experimentally manipulating instructional instances which were either positive or negative, clear or obscure, or presented in large or small variety. (Author/JA)

Colleges and universities are discovering a boom in part-time, nontraditional, off-campus adult education. (PG)

The article views the adult school administrator as counselor in terms of role, preparation and procedures, and characteristics. (BY)

Report on a 20-hour course designed to introduce prospective adult students to study skills and materials. (SP)

Describes British program in which adult illiterates are taught individually in the tutor's home. (SP)

The willingness of continuing educators to meet the challenge of studying the computer and using it to enhance the learning process will influence whether this generation of educators takes a step forward toward a respectable profession or a step backward toward a poorly paid skill. (Author)

Discusses a study to assess the extent of association between measures of adult basic education achievement and selected teacher, student, and program organization variables. Provides descriptive data relative to the reading vocabulary and mathematics computation and achievement. (JOW)