This chapter presents an ecological model that highlights the importance of considering multiple contextual influences on behavior as well as other factors that may impact learning when designing research and practice aimed at enhancing financial capability.

This chapter discusses shifts in hiring and benefits that changed the employment landscape, offering a historical look at workplace financial education, and arguing that educating employees to adjust to new financial realities is a win-win for employers and employees.

This chapter discusses some of the assumptions of financial education, and then considers the role of emotions, beliefs, and attitudes in culturally responsive financial education practice.

In this final chapter, we highlight recurring themes from the preceding chapters and discuss the potential impact these themes have on program planning and instructional practice in adult education.

This chapter presents one faculty member's narrative in which academic research, teaching, advising, and mentoring coalesced into an activist agenda for transformative learning and social justice.

This chapter describes how professional and continuing higher education units can develop and sustain successful partnerships with academic departments in order to deliver educational programs effectively to students.

Although many adult students turn to online degree programs due to their flexibility and convenience, a majority of prospective adult learners prefer to take classes on traditional brick-and-mortar campuses. This chapter examines how public research universities create pathways to degree attainment and boost degree completion rates among adult…

Labor studies can play a unique role in today's increasingly corporatized higher education.

In this chapter, four longtime adult literacy practitioners recount their pathways into the field in the late 1970s, 1980s, and early 1990s. Their stories highlight the creativity and openness that characterized literacy work in those years and point to what has been lost as the field has become dominated by the Workforce Investment Act and the…

In the concluding chapter of this volume, the author critically reflects on the important implications outlined by other authors, and through raising questions, invites us to envision and work toward a more compassionate and humane world.

The aging and longevity of the U.S. population presents challenging opportunities for adult and continuing educators in higher education.

Most people can recall a time when they learned a skill or came to understand an idea while participating in an experience: learning in such a way that the action being taken and the resulting learning outcomes were synonymous. Time spent in hands-on efforts tend to engage learners physically and emotionally in both the process of learning and the…

As American political discussion of health care access and costs escalated in view of the November 2010 election, it is clear that access to health care is inequitable. The acrimonious public debate and calls for the health care reform bill to be repealed echo the defeat of the 1993 health care reform bill, which also advocated universal health…

Adult professionals are continuing their learning over the lifespan entering graduate school in their thirties, forties, fifties, and, even sixties. Knowledge is the new economic currency today and the increasing rate at which new knowledge is generated in the global world requires continuous learning. The author describes Fielding Graduate…

This article explores philosophical and theoretical frameworks that are useful for the conduct of research with people with disabilities. It then uses these frameworks as a basis for discussion of research practices, with a specific focus on differences that occur because of specific impairments and various cultural meanings of disability. The…