A review of the history of adult education (AE) graduate programs and their recent spurt of growth reveals four areas of concern (trends). First, the content of courses seems to be returning to basic, practical knowledge after an emphasis on knowledge without application. Secondly, diversity in the names of units governing AE graduate programs is noted. The issues surrounding these name changes are: public awareness of graduate programs, employability of graduates due to name given program, and diversity of employable skills of graduates. The third concern is the relationship of programs of study to job availability and placement. Younger students with less work experience may give rise to a need for a sound specialty basis for employability. The final concern deals with the philosophies of departments/units for degrees in adult education. The predominant philosophic stance centers on the dichotomy of basic content vs. process. It is feared that the issues of other more long-term educational units have been taken on philosophically. Perhaps a cooperative philosophy of adult education programs can be arrived at as a beginning to build on. (Author/MS)