Difficulties of retirees in our society and the New School's Institute for Retired Professionals are described. A program enabling educated retirees to join a learning community with peers and take courses with students of all ages are discussed. (SW)

Difficulties of retirees in our society and the New School's Institute for Retired Professionals are described. A program enabling educated retirees to join a learning community with peers and take courses with students of all ages are discussed. (SW)

Discusses the part that student advisory services play in helping students to use the university regarding its educational opportunities, levels of Open University study including its structure and system, and the opportunities for self-assessment. Also considers the development of counseling policy and its part in assisting the adult student in…

Suggests looking at adult continuing education as a product in a buyer's market. First presents four questions that should be asked about the consumers of adult education, then lists questions designed to view the product from the consumer's standpoint in terms of quality, assortment, location, and time. (EM)

The Ford Foundation-sponsored and CUPA-directed four-month project on planning for access is reported and guidelines are suggested for local initiative. Emphasis is on cooperation, a sound information base, positive attitudes, and contact with local and state resources. (LBH)

Museums and art galleries have potential for exciting learning programs for adult students. Courses must be consciously constructed to meet adult learners' expectations for personal growth, and detailed planning is required for complex logistical details of courses offered locally or abroad. However, good programs will have a growing audience.…

Describes Wytheville Community College orientation program and its use of the resources of the Virginia Vital Information for Education and Work (VIEW) program to assist students in making curricular choices. Considers adult learners' use of Virginia VIEW resources, student reactions, and implications for other colleges. (DMM)

States that despite extensive credit and noncredit art programs provided by colleges and universities for students and surrounding communities, there is a lack of a cohesive vision in the area of lifelong arts learning. Concludes that effective lifelong education in the arts is an important and attainable goal for higher education. (GEA)

The study tested two hypotheses (1) student attendance will be better in classes taught by andragogically trained teachers and (2) students will evalute such teachers more positively. The experimental group received nine hours of andragogy training. Results indicate that the treatment had a significant, positive effect on attendance, but no effect…

Describes an investigation of how English-as-a-second-language students feel about studying English literature and tells how two literature courses were modified in response. Short stories and novels were chosen to demonstrate fundamental aspects of literature within the framework of accessible language and structure. (Author/LMO)

Describes a structured job search support group for adult students. The six sessions focus on what is holding you back; deciding what skills you possess; where you fit in the job market; how you uncover job openings; if a resume makes a difference; and what you can expect in an interview. (Author/KS)

The authors ask questions and raise issues for continuing education. The questions provide a perspective for looking at the future integration of education and work. Topics covered are (1) clients, (2) content, (3) modes of delivery, and (4) sources. (CH)

A University of Maryland's University College program to teach part-time faculty members how to become better instructors is described. The main goal is to make instructors more sensitive to the needs of adult learners. (MLW)

One-third of future students will earn baccalaureates intermittently rather than in four straight years. The ways in which colleges can plan for the change are discussed. Demographic realities, why patterns are changing, the emerging norm, and adapting to change are discussed. (MLW)

This study investigated the relationship between Fear of Success (FOS) and Identity Status. Two groups of women, regular college age (18-23) and adult (over 30) were interviewed and completed measures of FOS. The hypothesis that adult students would exhibit less FOS than their college age counterparts was confirmed. (DWH)