Examines learning problems encountered when adults return to the university as students, including lack of educational counselling, pressure of outside commitments, outdated mathematical and science skills, and anxiety about study skills. Strategies to assist mature students are described. (JJD)

A sociological analysis of the concept of "role" is applied to adult students. The disparity between adult students and teachers' subjective expectations of them is examined. A framework for analyzing student role from social, personal, occupational, and institutional perspectives is presented. (Availability: Falmer Press, Falmer House, Barcombe,…

Reviews literature dealing with the special needs of nontraditional students, primarily adults. Outlines characteristics of nontraditional students compared to traditional students and describes service and support needs which must be addressed by student personnel workers. Faculty members must adapt teaching methods to consider adult experiences.…

Randomly selected undergraduates at the University of Texas at Dallas were interviewed concerning their perceptions of their classroom experiences. Results showed that neither age nor sex could be used to predict student satisfaction with their academic experience and instruction. (Author/MLW)

Two studies examined factors influencing the study approach of Australian college freshmen and seniors from a traditional psychometric perspective, supported by student comments. The first found that student interest, grades, and essay examinations encourage serious study; the second, that serious students see courses as encouraging independence…

A five-year longitudinal student flow analysis was conducted on students who first enrolled in a two-year college's noncredit continuing education classes. Over half of this group reenrolled at least once during the five years, and 49 percent of these persisters enrolled in a college credit course. (Author/MLW)

Thirty-eight colleges and universities in southeast Philadelphia are substituting cooperation for competition in the CLEO Project. Focus is on support services for adult students and growing industry liaisons supported by a network of administrators, faculty, and a small professional and volunteer staff. (MSE)

A group of adult intensive English students, language teachers, and graduate music education students were taught a 300-word German vocabulary list in a five-week period, some with and some without Baroque music but with superlearning techniques, and some by traditional techniques. Accelerated learning by superlearning methods could not be…

Explored how older people think higher education programs should be designed to meet their needs. Findings suggested that older people prefer existing college curricula, age-integrated and group structured education. (Author/RC)

Common themes in the literature about college and university response to the developmental needs of adult students are outlined, and an annotated list of resources is provided. (MSE)

Surveyed adult college students (N=1,000) and found that the additional services they needed were advanced, not basic, skill development. The most desired services were: academic study skills and test preparation, oral communications, technical writing, and critical thinking themes. Suggests findings can be used to facilitate development…

A faculty member and former student surveyed other former adult students from a British polytechnic continuing education course in sociology to determine job satisfaction and employment experiences resulting from course participation, and their motivation in taking the course. Student comments referred to increased confidence, course content,…

The problems and needs of adults returning for higher education are discussed. It is important for learning institutions and nontraditional programs to investigate the types and the scope of these problems and needs and the availability of support the student will receive from others to help overcome the problems. (Author/MLW)

A study to identify the needs of mature adults by use of a questionnaire sent to undergraduate faculty asking for their perceptions of adult students is discussed. Results indicate interest in the needs of the adult population but that there is little experience with this audience among the faculty. (Author/MLW)

A rationale for learner-centered education and practical suggestions for the development of learning contracts based on individual objectives and attained skills are offered. The educator-as-learning-facilitator, developing the learner-facilitator relationship, and developing objectives are discussed. (Author/MLW)