Learning is an act of hope. Although adults enter learning experiences from many frames of emotion and cognitive beliefs, each views this experience as the purposeful choice for a new and different future, a future of hope and possibilities. For adult learners, the pursuit of higher education is a choice and a life-changing engagement. Given the…

A qualitative study of an accelerated, cohort-based degree program identified four elements supporting adult learning: program structure, relationships, student identity, and beliefs about learning. A model of adult engagement in accelerated programs was developed with these components: adult competence, commitment to action, and work identity.…

Accelerated learning fills a much-needed role for nontraditional learners. Its popularity and success suggest models for more effective and less costly reforms in higher education. It also requires close monitoring of quality, student outcomes, and the potential for commercialization. (SK)

Adult learners have limited power, privilege, and advocacy in higher education settings. Adult educators should resist hegemonic policies and develop practices grounded in democratic principles. (Contains 35 references.) (SK)

Adult-oriented assessment should be based on five principles: (1) learning is derived from multiple sources; (2) learning engages the whole person; (3) learning and self-direction are promoted by feedback; (4) learning occurs in context; and (5) learning from experience is a unique, meaning-making event contributing to adult learner diversity. (SK)

The educational environment for residential adult education should be concerned both with classroom and out-of-class activities. Elements of a master plan for the learning environment include design of a learning culture, dynamics of experiential participation, holistic involvement of learners, and encouragement of self-directed learning. (SK)

Creation of learning sanctuaries in residential adult education programs requires (1) development and renewal of leadership; (2) skilled management practices; (3) research on the concept and its effect on adult learning; and (4) professional development. (SK)