A study investigated the retention, academic success, and progress of 97 returning adult university students, assessing the effects of background characteristics, goals and commitments, interaction within the institution, and external factors. Interaction within the institution in the form of academic advising was found to have the most…

In a survey, 129 adult female students classified load (responsibilities), power (personal resources), and margin (relationship of load to power). Areas of high conflict were child care, self-expectations, family relationships, time management, and health. Results corroborated the intrapersonal conflict faced by women students in meeting several…

Examines factors contributing to the increasing enrollments of adults in higher education. Discusses the characteristics of adult learners, and the special circumstances and needs of reentry adult women. Suggests that remedial and developmental specialists have an important role to play in assisting reentry students. (DMM)

As implemented at the University of Edinburgh, Second Chance to Learn targets adults who have left school and are unemployed or are unskilled or semiskilled workers. It seeks to attract nonparticipants in approachable, community-based settings. (SK)

Of 340 nursing students in a capstone course, 145 were traditional age, 12 were returning registered nurses (RNs). Course content was applied differently by the two groups; most preferred discussion/seminar format. Most viewed RNs as positive role models, though some would prefer separate courses. (SK)

The findings of a two-year study of the impact of an elite private college education on five mature returning students enrolled at Smith College (Massachusetts) are presented. Most participants evolved to define success in terms of capacity to render service rather than in terms of social mobility. (SLD)

Uses national survey data to identify individuals returning to full-time education in the United Kingdom. Examines returnees' characteristics and estimates a model of the decision to return. Student background is a factor, suggesting that initial employment mismatches and insufficient occupational information were partly to blame for leaving…

Discussion of educational methods appropriate for mature, non-standard entry students in an access course at the University of Luton (England) emphasizes the use of a "catalyst" to spark debate and critical thinking. The aim is to efficiently develop the basic skills required for higher education, thus enabling non-standard entry students to…

Reports on the trend to provide alternative routes to teacher training and certification for individuals who have had careers or baccalaureate degrees in subjects other than education. Focuses on the Military Career Transition Program at Old Dominion University (Virginia). Various models of alternative training programs are noted. (DB)

A 6-week bridge course designed to ease the transition of registered nurses into baccalaureate degree programs focused on critical thinking, learning styles, professional roles, values clarification, time management, and career planning. It also oriented students to Web Course Tools, used for distance learning. Outcomes included role and campus…

One-to-one aides can be an important intervention resource for the reintegration of children into school following traumatic brain injury (TBI). School-based one-to-one aides are typically paraprofessionals assigned to monitor children with TBI throughout the school day. This intervention allows for a continuous feedback and reinforcement schedule…

This report provides new and unique empirical evidence on postsecondary education pathways in Atlantic Canada based on the data from the Postsecondary Student Information System (PSIS). This study covers postsecondary students in public institutions at all levels of study--college, bachelor's, master's, Ph.D. and first professional degrees--with…

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways.…

Women who enter college after a significant interruption in their education often face obstacles or barriers that affect their success. These obstacles are typically classified into one of three categories: institutional barriers, situational barriers, or dispositional barriers. This study, conducted with 47 graduate women with a mean age of 34.7…

This study reports on an examination of the experiences and expectations of the older university student who is returning to school to either complete a degree or begin a new career--one who in all likelihood did not have any computer experience before attending university classes. Specifically, the study was designed to: (1) compare attitudes…