Key elements in providing college services for adults are (1) a comprehensive, integrated approach; (2) commitment of staff and development of appropriate attitudes and practices; (3) a flexible, responsive student-centered approach in which procedures and curricula are tailored to client needs; and (4) a comprehensive student support system. (SK)

Adult part-time students make great efforts to manage competing demands on their time. These efforts can be undermined by lack of institutional processes that ensure efficient, effective, and economical educational services. (SK)

Learning clinics provide opportunities for teachers to diagnose adult-learner needs one-on-one within a learning culture designed to develop independent learners. Critical elements include teacher role and behavior, use and purpose of language used, and method of decision making. (SK)

Study of an adult degree program used enrollment data 1986-96, course progression data 1990-95, and surveys of 140 enrolled and 250 not enrolled students. Three-fourths of those who graduated 1988-94 did so within three years; retention was most difficult in the self-directed and research phases; women's graduation rate was higher. (SK)

ACT College Outcomes Survey data were collected from 27,811 students (63% aged 20-22, 37% over 26). Older students were much less involved in campus activities and more in family responsibilities. Adults reported higher levels of academic and intellectual growth in terms of broadening interests, critical thinking, study skills, career development,…

This case study describes an adult woman whose psychiatric condition causes behavior problems. It follows her and her teacher's progress as her behavior is molded toward that of a productive rather than disruptive learner. (JOW)

Discusses three dyslexic/attention-deficit-disorder adult learners experience in the classroom and suggests strategies that they can employ to overcome their many ways of interacting with text that militate against successful decoding. (JOW)

To create universities fit for adult students, institutions should (1) empathize, not patronize; (2) use new technologies but not to exclude; (3) revitalize liberal adult education; (4) reevaluate assessment processes; and (5) end age discrimination in faculty hiring. (SK)

Discussion of the experience of nontraditional male undergraduate students quotes students at one university who participated in individual interviews and focus groups. Common themes included reluctance to and fear of returning to academics, the struggle to balance family and school responsibilities, and financial sacrifices. Suggests ways student…

Adult guidance and counseling services are underdeveloped in Nigeria and need to be integrated into adult education. Strategies to achieve integration include national policy development, collaboration between counseling and adult education departments, and an increase in public awareness. (SK)

Adult learners (n=532) at University College Cork (Ireland) identified the following features of a positive affective learning environment: teacher's key role in class organization and pace, healthy interpersonal interaction among students, and focused cognitive environment. Older learners were particularly sensitive to six of seven dimensions of…

A reading proficiency test administered to 200 adult learners in India resulted in an average score of only 38%. Gender, caste, income, and occupation were significant factors in the level of reading proficiency. (SK)

Surveys at the beginning and end of the first year of study for 489 adult students at Atkinson College found 53% planning to return. Many "dropouts" never intended to complete a degree, took fewer courses, and did not differ from returners in perceived barriers, first-year experience, or satisfaction with education. (SK)

Interviews with 92 nursing students over age 21 in Northern Ireland found the college was not meeting the needs of students with high levels of work experience and education, which were not recognized. They perceive themselves as more motivated and better able to study independently than younger students. (SK)

Proposes a model of adult development as the foundation for instruction and training of adults with learning disabilities. Presents the interrelationships and application of Malcolm Knowles' model to adults with learning disabilities along with specific examples applicable to special and vocational educators. (Contains 43 references.) (JOW)