The retirement-aged adult is entering college in growing numbers. As nontraditional students, they present a unique challenge to student personnel services. They are motivated to learn and succeed when supported by direct and indirect services that create accessible and attractive learning environments. (Author)

Proposes a way in which industrial arts can make a substantial contribution to meeting the needs of adults. Elements of this model include providing cluster laboratories, occupational and technical preparation, basic education, and recreation and leisure activities. (CT)

Describes the Reentry Adult Student Project which sought to identify the educational needs of adult students enrolled in various occupational curricula in New York state two-year colleges and assist in developing programs and support services to meet their needs. Outlines professional reactions to the Project findings. (AYC)

Presents conclusions from a study conducted by Kansas State University to provide a demographic profile of graduate students in adult and continuing education graduate programs, using data collected from a random survey. Notes observations and questions based upon the data about these students and their program choices. (MF)

Reports the results of a questionnaire survey designed to discover the characteristics, background, and motivation of students of French frequenting institutes in Germany. (AM)

Discusses the results of a survey of characteristics of adult students of French attending courses at the Alliance Francaise in Paris. Also examines some of the social services provided by the Alliance, including housing, employment, and meal services. (AM)

Origins, traditions, and advantages of the "special delivery" schools are described. Home study schools offer individual instruction, relatively modest tuition fees, easy accessibility, and practical specialization. Increasingly, traditional schools and colleges are looking to learn from them. A resource guide is provided. (Author/MLW)

An adult seeking to increase his listening comprehension in French complains about the lack of adequate materials. This situation is compared to that of learning Chinese, where materials are plentiful and geared to independent study. (AM)

The School of New Resources is described as a liberal arts program that helps adults enrich their lives by building on their life experiences within a formal learning environment. Core courses culminate in a seminar to integrate or synthesize the educational process and reinforce the humanistic thrust of the program. (Author/MLW)

Describes conversation courses offered by the New York branch of the Alliance Francaise to adult native English speakers. (Text is in French.) (CLK)

This article describes an approach to second language teaching known as Threshold Level, specifically in its application to French instruction. The approach centers around functional language usage. (Text is in French.) (CLK)

Fordham's College at 60 is open only to adults who are at least 50 years old. It does not issue baccalaureates but does provide its 150 students with some of the credits and a lot of the incentive they need to earn degrees. An admission interview is usually sufficient for entry, and students attend freshman-level seminars. (LBH)

Examines an approach to teaching conversation in New Zealand to adult migrants studying English as a Second Language, using language data from a television soap opera. Compares teacher-made samples of conversation and the scripted conversation of television soaps and points to advantages of using videoed television samples. (15 references)…

The effects of prior knowledge and progress assessment on learning behaviors and motivation were studied in the context of self-study by students at the Open University of the Netherlands. Results with 1,482 adult students show their positive appreciation of assessments for student support but less appreciation of feedback received by mail. (SLD)

Responses from 60% of 1,280 graduates of an extended degree program (1977, 1980, and 1983) revealed the following effects of the program: 85% increased pay, 80% increased job responsibilities, 80% improved job satisfaction, 88% improved job skills, 81% experienced increased status or respect, and over one-third changed careers (especially the 1977…