A paradigm is presented for modeling the processes found in individual and group learning. Using combinations of dimensions of learner activities (by oneself or with peers) and orientation (toward the person or toward the group as the focus), four quadrants of activity-orientation learning space are derived. (SLD)

Focus groups and a survey of 50 adult students and a survey of 30 who graduated showed that self-assessment was a powerful instrument for experiential learning. It strengthened their commitment to competent job performance, enhanced higher-order skills, and fostered self-agency and authority. (SK)

Small group dream work facilitates group cohesion and is fun, stimulating, and powerful in assisting with the development of personal insight. Group process protocols, necessary leadership skills, preparation of members, and stages of group dream work are outlined. (Author/GCP)

Considers predictions derived from an instance-based model of effects of age of acquisition on face categorization. Describes test of predictions, which found that speed of college students' categorization of 185 faces from two television programs was influenced by frequency of occurrence on the show, time the characters were in the show, and time…

Presents a description of a 15-day European tour accompanied by a diverse group of colleagues and led by a geography professor with expertise in the culture, language, and sites of Germany, as well as its surrounding areas. Shares the author's thoughts and experiences regarding learning abroad. (SC)

Interviews with mentors and proteges revealed varied approaches to mentoring: practical external focus, challenging of assumptions, relationship focus, or focus on feelings. "Holistic" mentoring contributed to transformative experiences more than mentoring focused on organizational knowledge. (SK)

Reports on a survey of 25 higher education departments indicating 56% provided mentoring of various types and styles. Each type results in learning of different kinds and quality. Outlines a mentor training program that should help mentors understand mentoring as part of a developmental strategy. (SK)

From interviews with six mentor/protege pairs of extension agents (half of whom had negative experiences) were derived the following factors for effective mentoring: similar program responsibilities, geographic proximity, frequent information sharing, successful initiation of the relationship, friendship, clear expectations, and good mentor…

Describes how the author realized that his prepubescent Superboy hero is not brave and represents what can never be. Describes how he came to believe that true heroes are defined by how they respond to what they do "wrong." Notes how this affects the author's writing and the heroes he creates in his novels. (SR)

Survey responses from 140 managers and interviews with 21 identified a positive learning climate as a precondition for the individual learning necessary for organizational learning. The provision of learning opportunities is hindered by time and budget constraints. Individuals' informal learning strategies have an impact on organizational learning…

Learning network theory applies a network approach to learning systems. It provides a framework for analyzing tensions between the dual orientation of learning systems: development of human potential versus development of the work process (work relevance). (SK)

Women often use journal writing to discover or regain their voice. They often face attitudinal, situational, and institutional barriers to journal writing that adult educators can help them overcome. (Contains 16 references.) (SK)

Maintains that Settersten's article (PS 528 646) elucidates the way in which American selfhood is formed, challenged, and maintained. Focuses on how survey research aids in examining questions regarding the meaning of age norms for individuals. Notes strengths and limitations of survey research and suggests that age salience may be an aspect of…

The Relational Model (J. V. Jordan, 1995) of women's development is a theory that explains women's development in a context of relationships, specifically relationships that promote growth for self and others. This model is applied to counseling women who are experiencing infertility, and a case presentation is provided to illustrate the approach.…

Presents a set of reflection questions for educators preparing to mentor others, related to the phases of the mentoring relationship: preparing, negotiating, enabling, and coming to closure. (Contains 14 references.) (SK)