In the winter of 2007, a small group of faculty and administrators at East Carolina University (ECU) began discussions with personnel at the U.S. Army Training and Doctrine Command (TRADOC) at Fort Monroe, Virginia, regarding the education and continuing professional development of U.S. Army civilian interns and careerists (two types of…

Meeting the learning needs of older adults in rural areas is a critical and growing concern for adult and continuing education. This chapter addresses learning in a rural context for older adults by examining several constructs. These include the definitions of "rural," the issues of the learners' ages, and the various structures and purposes…

Models of how professionals learn include mental schema, skill acquisition, and reflective practice. Effective continuing professional education for the development of expertise should be dynamic, authentic, practice based, collaborative, and future oriented. (SK)

The vision of continuing professional education should be reframed to place development of expertise and improvement of professional practice at the core. Providers would offer market-driven services that include education, evaluation, and consultation. (SK)

Focuses on concepts and theories of human aging. Discusses new perspectives: interactions of psychosocial influences, state of mind and well-being, and the alternative medicine movement. (SK)

More women remain in the work force in midlife and later due to changing socioeconomic structures and attitudes, inadequate finances, and increased longevity. Many need ongoing career development to remain technologically current and employable. (SK)

A reflective practitioner is a problem solver who develops theories anchored in a practitioner's ways of knowing. Reflective practice is a significant means of contributing to the knowledge base of adult education and human resource development. (SK)