In this paper, we describe the outreach and engagement movement in the United States and explore the implications of this movement for university continuing education units in Canada. Across the United States, major universities have adopted the vocabulary of "outreach and engagement" to foster a shift in the relationships of those universities…

Adult and continuing education practitioners must engage in continuing professional education as a means of developing and maintaining their professional competence. This paper reviews the literature on competencies for continuing educators and examines the strengths of existing instruments for continuing educators to self-assess their…

This study examines the attitudes and future plans of students who discontinued their studies in university certificate programs. These non-returning students were separated into three groups: opt-outs, stop-outs, and drop-outs. Two separate surveys were undertaken; one survey consisted of students enrolled in a certificate program offered by the…

By 2027, adults over 65 will represent 21% of the Canadian population. Trends such as higher educational attainment, growing expectations, and altered retirement patterns will require universities to increase programs and services for older learners. These learners will patronize responsive institutions or create their own. (Contains 30…

Thompson and Lamble describe the evolution, role, and characteristics of university extension, identifying uncertainty and confusion about the field. They compare community and instructional orientations and synthesize concepts of extension and public service. Lauzon's response suggests the need to account for the changing context of university…

This rejoinder to the response to an article on the role of university extension takes issue with Lauzon's criticism of the public service mission of extension and the growing pressure for cost recovery justification of extension units. (SK)

There is growing support for the view that the andragogical instructional approach is a necessary but not sufficient model for adult educators to utilize. It is effectively complemented by the pedagogical instructional model. This paper proposes a need for a complementary view of andragogy and pedagogy. (JOW)