This chapter discusses the influence of cultural identity and social conditions on the transition to adulthood in a stratified, multicultural context.

This chapter tells a story of course reform, describing in a fresh and candid way the steps taken toward change and the results achieved. The authors emphasize that instructors need considerable support in order to teach differently, as well as underscore the need to consider scalability of reform even at the pilot stage.

This chapter focuses on vulnerable youth, the challenges they face during their transitions to adulthood, and the adverse effects of limited support systems on those transitions. The authors offer recommendations on how adult educators can help facilitate smooth transitions into adulthood for vulnerable youth.

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators.

This chapter describes how the authors are using data and professional learning to mobilize change in developmental English and mathematics curricula and pedagogy across multiple community colleges in California.

This chapter defines the integration of academics and student support services and offers examples of models and strategies from colleges nationally.

This chapter describes a promising new approach to teaching developmental arithmetic and prealgebra, and presents research findings that demonstrate how a faculty support network helped instructors adopt new teaching strategies and gain confidence in teaching the reformed course.

This chapter describes developmental needs of emerging young adults and how they are often met, or not met, in faith communities. The author offers recommendations for creating better connections with today's emerging young adults.

This chapter describes the University of Hawaii's work to develop an online navigational tool that helps students develop and execute their educational plans, and assists colleges with ensuring that they have the capacity to meet students' needs.

This chapter reports on a major college-wide effort to smooth students' paths as they enter the college, choose a program, and progress to a credential. Leadership, inclusiveness, and communication have been central to the success of the effort.

This chapter considers how transitions to adulthood have been historically represented and presents alternative ways of thinking about transitions to adulthood through the context of adult basic education programs.

This chapter describes the concurrent reforms occurring in North Carolina--both campus-level changes focused on such issues as developing structured programs of study and state-level reforms aimed at supporting the campus efforts.

This chapter focuses on how colleges can increase faculty, administrator, and staff engagement in reform processes, with the message that large-scale change is not merely technical work; there is a powerful human dimension that can make or break a reform.

This chapter summarizes the main lessons learned throughout the volume and highlights common needs with any large-scale reform along with common strategies.

This chapter frames the transition to adulthood in the context of the moving from formal educational settings to the often less-structured learning that occurs in workplace settings. Although schooling may end, learning continues.