From its inception, Penn State has played a role in Pennsylvania's economy. As a land-grant university, it has functioned as a change agent, transferring research and knowledge to increase farm yields, encouraging business and "the mechanic arts," and transmitting technology to the general population. While the university still does those things…

Current models of university continuing education resemble traditional higher education and do not meet the needs of people in or near retirement. Constraints on change include a mindset focused on formal education as career development, the need for programs to be self-sufficient, and a reward structure that does not support programs for older…

Attempts to attain academic respectability for continuing higher education hinged on two arguments. The campus equivalence approach asserted that extension programs had equivalent rigor to campus programs. The adult learning approach argued that different qualities of adult students necessitated different criteria and goals reflecting adult…

Focuses on the role and responsibility of providing advanced learning opportunities for rural adult learners. Outlines ways in which continuing higher education should respond to their educational needs and suggests a framework for a collaborative approach to meeting this challenge. (JOW)

Discusses initiatives in Appalachia and the Northwest region related to barriers to adult education in rural areas. Results of research confirmed that the public is not aware of rural problems and issues and that governmental support is lacking. (JOW)

Cooperative learning is a structured form of small group work based on interdependence, accountability, group processing, and social skills. In continuing education, cooperative learning can positively affect achievement, multiethnic relationships, self-esteem, retention, and attitudes. (SK)

Although many doctoral candidates are adult learners, the dissertation process does not reflect such adult learning concepts as learning style differences, collaboration, empowerment, and reflection. The assumption that there is only one way to do doctoral work and only one type of student that can succeed in it should be challenged. (SK)

A sample of 1,060 adult community college students and 72 adult instructors completed educational orientation questionnaires. No significant differences between teachers and students were found in terms of orientation to the constructs of andragogy and pedagogy. Age, sex, and program type did not influence student orientation, whereas academic…