Developing and Sustaining Adult Learners

Carrie J. Boden-McGill, Texas State University, USAKathleen P. King, University of South Florida, USA

• Preface.Acknowledgements, Carrie J. Boden McGill and Kathleen P. King.Introduction, Carrie J. Boden-McGill and Kathleen P. King.Section I. Best Practices.Chapter 1. Examining the Element of Trust From Multiple Perspectives in Educational Environments, Lori M. Risley and Kathleen M. Petroff.Chapter 2. Experience of Engagement as a Starting Point, Leodis Scott.Chapter 3. Predictors for Intrinsic Motivation: Students' Ages and Project-Based Learning, Elyse D'nn Lovell.Chapter 4. Power to the Students: Using Critical Pedagogy to Develop and Sustain Adult Basic Writing Skills, Alfred A.Z. Siha.Chapter 5. Reflective Writing in Unexpected Places: Implications for Student Motivation and Intellectual Development, Jill Zarestky.Chapter 6. The New Nontraditional Student in Higher Education: Best Practices to Sustain the Millennial Generation, Gaynell Green, Kelly L. Coke, and Marlena Ballard.Section II. Improved Programming for Adult Learners.Chapter 7. A Mutual Understanding: Music Learning and Adult Education, Jeremy S. Lane.Chapter 8. Learning in Later Life: Issues and Educational Responses, Brian Findsen.Chapter 9. Tuesdays With Trisha: A Case Study of a Tutor-Learner Relationship, Randall A. Pinder.Chapter 10. Heutagogy: The Graduate Experience as a Complex System, Matthew A. Eichler and A. Steven Dietz.Section III. Transformative Learning.Chapter 11. Changes in Academic Rigor Over Time: A Transformative Learning Approach to Higher Education, Rodney L. Parks, Jonathan Rich and Jan M. Hathcote.Chapter 12. Developing and Sustaining the Gifted Adult Learner, Jackie Owen and Elizabeth Anne Erichsen.Chapter 13. Parental (Not) Learning: Supportive and Obstructive Normalizing Practices and Transformative Learning, Ruth Michalek.Chapter 14. Einstein and the Wright Brothers as Self-Directed, Transformative Change Agents: A Model for Generative Learning, Deanna Vogt.Section IV. Learning in Organizations and Professional Development.Chapter 15. Building Collaborative Partnerships Through Personal Relationships, Maria Martinez Witte and Thomas J. McCormack.Chapter 16. Exploring Professional Online Conferences for the Adult Learner, Rochell R. McWhorter, Paul B. Roberts, and Donna S. Mancuso.Chapter 17. Intuitive Decision Making: The Wisdom of Tacit Knowing-in-Action, Jon H. Moilanen.Chapter 18. Creating a Holistic Faculty Development Program, Marilyn Lockhart.Chapter 19. Faculty Self-Efficacy Beliefs: Why Do They Matter? Barry B. Leslie and Sarah J. Fishback.Chapter 20. Rear View Mirror: A Retrospective by Retired Teachers on Learning to Teach From Novice to Expert, Kathy Peno and Elaine M. Silva Mangiante.Section V. Effective Program Assessment.Chapter 21. Comprehensive Assessment Systems for Developing and Sustaining Adult Literacy Programs and Students in Higher Education, Leah Katherine Saal and Gerlinde G. Beckers.Chapter 22. What Do They Know? Assessing Learning Outcomes in an Adult Degree Completion Program, Carrie Johnson, Pamela J. Collins, and Jessica Millburn.Chapter 23. Are We Measuring Up? A Leadership Development Needs Assessment for Pharmacy Practice Professionals, Keysha Bryant and Carmela R. Nanton.Chapter 24. Conclusion, Kathleen P. King and Carrie J. Boden-McGill.About the Contributors.