The author concludes that providing a preschool for the children of students is a service which can be initiated at minimum cost with the cooperation of the university and the community. (Author)

Includes Section III, materials for reading students, and Section IV, materials for reading instructors; Sections I and II were published in the Winter 1969 issue (pp. 10-56) and other sections will appear in subsequent issues; to be updated annually. (Editors/RD)

Discusses the importance of including orientation and citizenship topics in ESL classes. Lists additional resources for Canadian teachers. (EKN)

Analyzes the factors that contribute to the satisfaction of adult learners from an instructional design perspective. A general profile of the adult learner is provided, and the factors that enter into learner satisfaction--including learner involvement, learner challenge, self-direction, and rewards--are outlined. A 17-item reference list is…

Hypothesizing that participation in course planning would result in higher achievement and satisfaction, researchers used a posttest-only control group design with continuing education students in two separate experiments. The control group completed the course as planned by the experimental group. No differences were found between the groups in…

Exercises with numbers designed to hold the interest of a heterogeneous group of adult students are described. They include games about age, counting, and cards. Meaningful content and active, interested participation are features of the techniques. (MSE)

To remain productive, workers require retraining and further education. Educational institutions must change from preparation to continuation and from youth orientation to age-less education. (SK)

Seven factors contribute to the success of an educational information center for adults: counselors with self-direction, varied life experience, problem-solving talent, solid adult development background, and belief in lifelong learning; staff training opportunities; supportive environment; effective outreach; good interinstitutional…

Describes a model for planning, producing, and evaluating instructional television for the adult learner, which involves the interaction of faculty, television professionals, and students in the curricular content planning and the development of television scripts. A method of formative evaluation using student input is also presented, and results…

From a literature review and her own work, the author has assembled comments from elderly art students on why they participate in art classes, the kind of instruction they like, the style of art they like, and their creativity. Implications for art teachers of the elderly are discussed. (SJL)

The mid-life assessment and counseling program at the State University of New York at Stony Brook has combined credit courses and noncredit workshops to meet mid-life needs. (SK)

From the standpoint that the humanities represent a second change for adult students, the author addresses the issues of noncredit nondegree programs, the organization and funding of continuing education, and the promotion of humanities courses. (SK)

Presents results of a survey of adults enrolled in the British equivalent of General Education Degree courses. The study sought to determine student needs, motivations, and expectations, and the extent to which course content and assessment methods succeeded in satisfying participants. (SK)

Discusses the ambiguous nature of the role of continuing education as revealed by a Delphi-process survey of presidents, deans, directors, and provosts of continuing education in Virginia community colleges. Recommends that these administrators think together about program goals and organizational structure to clarify the role of continuing…