Discusses definitional issues and tensions around adult development theory. Presents a typology of developmental theories: biological, psychological, sociocultural, and integrative. (SK)

This summative chapter reviews the models and theories of adult development discussed in this issue. Adult educators are challenged to see what has been less visible, hear what has not been heard, and think creatively about the connection between development and learning. (SK)

Self-directed learning's contributions to understanding of adult learning include (1) insights into the learning process; (2) challenge to define and debate learner characteristics; and (3) expansion of thinking about formal learning. (SK)

The first part of the process model for experiential learning (EL) includes student characteristics and needs (role of experience and prior knowledge, different learning processes, active involvement, affiliation needs, life context) and conceptual foundations of EL (definitions of knowledge, elements of cognition, constructivist teaching,…

Part of the process model of experiential learning (EL), this article presents tables of methods and techniques for engaging learners in EL in class and in the field. Suggestions for coordinating and integrating in-class and field-based experiences are made. (SK)

Four issue areas for research and practice based on the process model of experiential learning are understanding and honoring the diversity of individual learners; importance of social affiliation patterns; transfer of learning; and authentic assessment. (SK)