A statewide faculty development project initiated in Oregon is described. Suggestions for planning faculty development programs--ranging from how to select faculty to how to discuss faculty concerns about experiential learning--are provided. A variety of new roles and tasks for faculty are suggested. (MLW)

Examines the writings of Howard McClusky and his power-load-margin (PLM) formula as the nucleus for a teaching-learning model that fosters mutual respect, shared responsibility, and a spirit of mutual inquiry in small groups or individualized learning experiences. Four phases which form the syntax of the PLM model are presented. (LRA)

A list of truisms concerning adult learning are listed and explained. They cover the areas of (1) motivation to learn, (2) curriculum design, and (3) classroom experience. Also included is an annotated list of resources on adult learning. (CT)

This article investigates how adults attain concepts, how instructional materials can be designed for adults, and how instructional messages related to concept attainment can be delivered to adults. An extensive bibliography is attached. (RAO)

Describes activities undertaken by a team of science educators in a fishing community in the Philippines to link science education in the schools to the home and community by involving parents in science-related activities, enriching elementary school level science, and raising the level of scientific consciousness in the community. (CS)

A study of Eric Hoffer, a self-taught reader, and his writing is suggested to demonstrate that the ability to read is important to thoughtful, reflective people. (MKM)

Living, learning, and loving are examined as three stages or phases of social and individual development which have implications for adult education. (JT)

A vision of a more equitable and educated society must have at heart the inclusion of the most disadvantaged and disaffected persons. Educational institutions have the responsibility to serve the whole community, share resources, and develop imaginative curricula reflecting the diversity of learners. (SK)

A concern for inclusion in educational opportunities is hindered by (1) the valuing of only the highest educational qualifications and (2) the emphasis on completion rather than continuous lifelong learning. More individualized patterns of adult learning should be supported. (SK)

Younger and older American and Chinese adults were given arithmetic, perceptual speed, and spatial orientation tests. Younger adults showed substantial performance advantages over older adults. Performance of older American and Chinese adults was comparable on all ability measures. Overall pattern suggests that the advantage of Chinese adults over…

Adult participation in book discussion groups satisfies lifelong learning needs. The informal learning that takes place helps adults acquire self-knowledge and construct new meanings by connecting texts and life. (SK)

Interviews with 18 adults who identified negative outcomes from life experience learning showed that, if experience challenges self-definition, growth-inhibiting responses develop. When the threat to self is reduced, growth may result from negative experiences. (SK)

Discusses online learning and the possible impact on classroom-based courses. Highlights include profits and online courses; problems with classroom learning; hybrid courses; potential for interactivity; adult learners and online courses; policies regarding the implementation of online learning; and a sidebar on the nature of interaction. (LRW)

There is no substantial difference between adults' and children's learning processes: both use task-conscious and learning-conscious methods. The difference in teaching adults and children lies in differential power relationships between teachers and learners, the identities they construct, and the ways in which power and identity affect teaching…

Redesign of a graduate nursing curriculum was based on needs assessments of health-care providers (215 of 399 responsed) and registered nurses (1,581 of 6,915). The nursing administration program was reconceptualized as leadership and management and benchmarked using professional association position papers and adult learning theory as a…