Adult learners juggle multiple roles while attending institutions of higher education. Adult students' roles and the implications for adults' success in college are discussed in this chapter. (Contains 13 references.) (Author)

The Council for Adult and Experiential Learning is currently cataloguing alternative programming features that are most effective with adult students in a best practices inventory organized around a framework of high-level descriptive principles of effectiveness. This chapter identifies a few interesting features from a quick survey of this…

A series of four studies identified the conative factors associated with the constructs of desire, resourcefulness, initiative, and persistence through the development of a conceptual model that provides a framework for understanding autonomous learning. The studies ultimately produced a single instrument, the Learner Autonomy Profile, that…

Of the 173 postgraduate adult students who abandoned their studies at Hellenic Open University, 108 were interviewed. Primary reasons for dropping out included difficulty balancing academic workload with employment and family obligations (mainly for female students), miscalculation of time available for studying, and underestimation of the effort…

Although accelerated learning is popular and increasing, it is criticized for being less rigorous and unacademic. Studies measuring accreditation, learning, and student/alumni attitudes show satisfactory learning and positive outcomes. Research has also identified characteristics needed to persist and succeed. (Contains 23 references.) (SK)

Discusses these aspects of accelerated learning program assessment: defining learning goals, selecting instruments to evaluate performance, establishing relationships between performance and other factors, and improving performance and programs using evaluation data. (SK)

Adult educators must ensure that students with learning difficulties can choose from a wide range of subjects, are not segregated from other adult learners, are treated as adults, and have advocates. (SK)

Suggestions for teaching adults with learning disabilities include making certain they understand assignments; helping them with recall strategies and response modes; using a range of symbol systems; encouraging them to ask for clarification; fostering oral communication and self-monitoring skills; encouraging the use of books on tape; providing…

Sought to define more clearly what makes adult college sophomores (N=308) different or special when compared to traditional-aged college sophomores (N=2,687) at a traditional university. Found adult students were more likely to be part-time students, had lower grade point averages, and had a broader range of outside commitments than did…

Vocational rehabilitation clients face the common challenges of adult life complicated by their disabilities. Their learning needs should be addressed by competent rehabilitation counselors aware of adult education principles and by adult educators aware that the client's motivation for learning is the goal of getting or keeping a job. (SK)

Considers the questions Why are there more female than male adult students? and Are the traditional attitudes of colleges toward women changing? Explores the answers through certain women's experience at polytechnics in Great Britain. (SK)

Methods for teaching non-English speaking adults include using adult-oriented methods, introducing vocabulary in context, using graphic arts, encouraging discussion, using comparison and analogy, providing a relaxed atmosphere, letting students talk about themselves, using complete sentences, being a good role model, and letting students help each…

Karmos and Greathouse refute myths about adult learners and call for empowering education based on the principles that adults (1) can learn a lot, (2) demand solid content, (3) want to learn something new, and (4) guard their self-esteem. Ludwig describes one-day seminars offered at Gwinnett Technical Institute that are used to recruit reentry…

Discusses the marketing and promotion of adult literacy programs. Indicates the need for a comprehensive plan to serve targeted students effectively. (JOW)

Concerns the recruitment and retention of adult students. Provides compilation of facts and information on adult learners that may help in developing suitable programs and services for them on campuses. Includes list of 18 programs and ideas that have been implemented throughout the country to increase retention of adult learners. (NB)