This book describes how to use adult learning strategies in planning faculty development. Chapter 1 addresses concerns about success, demonstrating how to use an adult learning model to help faculty developers succeed. Chapter 2 presents the Adult Learning Model for Faculty Development, which has four stages grounded in adult learning and program…

An address by the Chancellor of North Carolina State University to the National Adult Education Conference, Dallas, Oct. 30, 1973, emphasizes the two purposes of adult education: to enlarge human capability in society at large and to enhance individual fulfillment. (MS)

The advantages, disadvantages, and costs of going metric under a national plan as opposed to no plan are discussed. The areas of manufacturing, government, labor, and education are given separate analysis. (This is an excerpt from the United States Metric Study 13 Volume Report.) (LS)

Too few people employed as counselors in adult education have been educated as counselors. Too few of those with an education in counseling have specialized study in working with adult learners. (Author)

A discussion of the problems and prospects of university adult education in the last quarter of the twentieth century. (Author)

The term continuing education is used to signify different things by different practitioners and writers. This article explores some of the meanings the author has encountered. (Author/LF)

Focuses on adult learners who are enrolling in universities in greater numbers each year. Discusses four components of media as an instructional tool: (1) learner analysis; (2) development of objectives; (3) media design; and (4) evaluation. (JN)

Discusses the number of libraries participating in literacy education, the commitment of libraries to literacy education, some factors influencing libraries' participation in such programs, and the present posture of literacy education. Sixteen references are listed. (Author/LLS)

Reviews the theoretical assumptions of Kohlberg's cognitive-development analysis of moral reasoning; discusses the construction of moral education programs along Kohlberg's principles; and emphasizes the psychological processes which account for the growth of moral reasoning during adulthood. (Author/AYC)

Shows that adult education objectives must be evaluative propositions rather than descriptive propositions; as evaluative propositions they cannot be used as "evidence" to defend the cancellation or repetition of programs. Presents a possible solution to the "is-ought-is" dichotomy as it relates to the use of evaluative…

Describes a model lifelong learning program and a course entitled "Communication Skills for Adult Learners." Includes course objectives, topics for interaction instruction, and resources. Argues that a communication-based curriculum is fundamental to the success of lifelong learning. (PD)

The failure to appreciate the nature of adult development and its relationship to learning and teaching is in part theoretical and in part due to weak research methodology. New and more effective methodologies use a combination of cross-sections of groups and longitudinal studies. Consideration of adult learner self-concept is also vital. (MSE)

Examines the principles and characteristics of mature learning and applies Kolb's learning cycle model to adults in vocational programs. Discusses strategies for self-development, institutional factors, and the democratization of the learning process. (SK)

Suggestions on how instructors can improve the effectiveness of communication courses presented for business and industry. Emphasis is placed on the initial meeting with company officials, class preparation, and teaching style. (PD)