Today's ever-changing learning environment is characterized by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. The need for in-depth research that is bound to generate new knowledge about curriculum and program development is becoming ever more relevant. "Andragogical and Pedagogical Methods for Curriculum and Program Development" offers an in-depth description of key terms and concepts related to curriculum and program development for both faculty and students, as well as program designers, instructional program developers, trainers, and librarians. After a preface by Victor Wang, chapters in this book include: (1) A Critical Theory Perspective on Program Development (Stephen Brookfield and John Holst); (2) Distributing Power through Curriculum Development (Patricia Cranton); (3) All Roads Lead to Curriculum Inclusive of Social Justice and Democracy (Victor C. X. Wang, Marianne Russo, and Valerie C. Bryan); (4) Starting with the Learner: Designing Learner Engagement into the Curriculum (Jonathan E. Taylor); (5) Co-Constructed Curricula: An Adult Learning Perspective (Vivian W. Mott and Kathy D. Lohr); (6) Mentoring in Graduate Education: Curriculum for Transformative Learning (Catherine A. Hansman); (7) Transformative Curriculum Design and Program Development: Creating Effective Adult Learning by Leveraging Psychological Capital and Self-Directedness through the Exercise of Human Agency (Sharon E. Norris); (8) Andragogical Curriculum for Equipping Successful Facilitators of Andragogy in Numerous Contexts (John A. Henschke); (9) Using Creativity to Facilitate an Engaged Classroom (Amy L. Sedivy-Benton, James M. Fetterly, Betty K. Wood, and Bronwyn D. MacFarlane); (10) New Mindsets: The Promise of Employing Adult Learning and Development for Educational Leaders' Learning (Ellie Drago-Severson and Pat Maslin-Ostrowski); (11) Hubble's Expanding Universe: A Model for Technology Infused Adult Learning (Judith Parker); (12) Designing Online Curriculum for Adult Learners (Laura L. Bierema); (13) Online Education Programs for Adult Learners in Higher Education (Victor C. X. Wang and Valerie A. Storey); (14) Dynamics of Informal Learning in Two Local Markets in Ile-Ife, Southwest Nigeria (Tajudeen Ade Akinsooto and Olutoyin Mejiuni); (15) Artful Learning: Holistic Curriculum Development for Mind, Body, Heart, and Spirit (Randee Lipson Lawrence); (16) The Transformation of Collective Intelligence (Lesley S. J. Farmer); (17) Traditional Teacher Evaluation Models: Current and Future Trends for Educators (Katina M. Leland and Amy L. Sedivy-Benton); (18) Impact of Technological Advancement on the Higher Education Curriculum and Program Development (Snezana Scepanovic, Vania Guerra, and Maren Lübcke,); and (19) Expanding the Discourse of Identity in the English Language Arts Curriculum (Philomena S. Marinaccio, Kevin Leichtman, and Rohan Hanslip). A compilation of references, information about the contributors, and an index are included.