Counselors have assumed the role of information processor and change agent in introducing computer-assisted career guidance systems into traditional counseling programs. Institutions must recognize the special needs of adult learners who are making career decisions, identifying goals, and preparing to achieve them. (JOW)

Results of a national survey of limited-English-proficient (LEP) student enrollment (K-12 and adult) showed that the number of students enrolled as LEP does not reflect the number of students in need of special instruction. Considerable variation was found among states in identification criteria of students as LEP and in reporting procedures. (25…

Describes the process designed to enable adults studying part time to claim credit toward a degree for learning undertaken in the workplace. Shows how the criteria used to assess portfolios of evidence were negotiated with students. (SK)

Welsh project studied uses in adult education of the National Record of Achievement (NRA), a common format for summarizing education, training, and employment, concluding that NRAs should be appropriate to adult needs; adults should have ownership of the process and understand its purposes and their roles; and the process of recording achievement…

William Glasser's Reality Therapy approach proposes seven stages to challenge adults to become involved with learning: establish supportive relationships, evaluate behavior, develop a learning plan, achieve commitment, accept no excuses, eliminate punishment, and refuse to give up. (SK)

A life history approach can give better understanding of adult motivation to participate in education than quantitative surveys can. Interviews with 30 adults entering higher education illustrate the technique but also raise methodological questions about this form of research. (SK)

Describes three graduate distance education programs: the virtual campus of Walden University, the University of Phoenix Online Campus in San Francisco, and the television-based National Technological University. The programs demonstrate how a wide range of delivery methods satisfy the need for rigor, collaboration, and assisted autodidaxy in…

Adult/continuing education should exploit instructional technologies to provide equity of access to and success in education at a cost equal to or less than that of instruction without media. Technology changes the role of learners, facilitators, and institutions. (SK)

Examined whether perceptions of selected service needs differ among specific age groups of graduate students (n=604). Responses to Graduate Student Services Inventory revealed that traditional age students expressed greater need for and use of most services than did adult students. With few exceptions, need for and use of graduate services…

Conducted College Experiences Study to identify institutional factors and conditions that promote student involvement in out-of-class experiences that complement the educational goals of the institution. Findings from 14 institutions revealed that involving colleges have been systematic and intentional about knowing their students; understanding…

Defines and evaluates alternative or authentic assessment, explores some of the creative options that are available, and provides tips for implementing new evaluation strategies. (Author)

Staff in British further education colleges need training in responding more flexibly to the needs of diverse adult learners. Staff development should focus on four stages of flexible teaching/learning: material and resource preparation, tutorials, study, and assessment, review, and reflection. (SK)

Developmental advising is the process of helping nontraditional students adjust to academic life, seek individual growth, and set goals. Advisors should use all campus and community resources in helping nontraditional students. (SK)

Suggests that a student code of conduct and formal disciplinary and grievance procedures are necessary in adult education programs. (SK)

A process for translating experience into college-level learning involves identifying relevant experiences and types: (1) a single experience leading to a single learning topic; (2) a single experience leading to several topics; or (3) several experiences leading to a single topic. Visual representations of these types help students validate the…