From aedmod@fcae.acast.nova.edu Sun Aug 2 19:17:21 1998 Date: Fri, 19 Jun 1998 10:27:05 -0400 (EDT) From: AEDNET List Owner To: "Nancy F. Gadbow" Cc: AEDNET List Owner Subject: Spring Issue of New Horizons in Adult Education (fwd) ********************************************************** ********************************************************** ******************** ******************** ************* ************* ******* ******* **** **** *** *** ** ** * NEW HORIZONS IN ADULT EDUCATION * * ISSN. 1062-3183 * ********************************************************** Volume 12 Number 1 Spring 1998 ********************************************************** EDITOR Nancy Gadbow................Nova Southeastern University ASSOCIATE EDITOR Linda Howard................Nova Southeastern University EDITORIAL BOARD H. K. (Morris) Baskett......The University of Calgary Dale Cook...................Kent State University Karen Garver................University of Nebraska Jan Jackson.................California State University Janice Johnson..............University of British Columbia John Kingsbury..............Nova Southeastern University Patricia Lawler.............Widener University Norma Long..................College of Notre Dame of Maryland Robert Preziosi.............Nova Southeastern University Mark Rossman................Graduate School of America Burt Sisco..................University of Wyoming Sue Slusarski...............Kansas State University Marlene Smadu...............Nova Southeastern University NEW HORIZONS IN ADULT EDUCATION is a refereed journal published by Nova Southeastern University's Programs for Higher Education. The journal is transmitted electronically through the Adult Education Network (AEDNET), accessible through BITNET and Internet. There is no charge for NEW HORIZONS IN ADULT EDUCATION as received electronically. Copyright of individual articles is retained by the authors. Any item that appears in NEW HORIZONS IN ADULT EDUCATION may be retrieved without permission. However, when this material is quoted or reproduced, the author, title of the item, and issues must be cited. Page 1 To correspond with NEW HORIZONS IN ADULT EDUCATION send email to horizons@fcae.nova.edu or send postal mail to: NEW HORIZONS IN ADULT EDUCATION Nova Southeastern University Programs for Higher Education 1750 N.E. 167th Street North Miami Beach, FL 33162-3017 N E W H O R I Z O N S I N A D U L T E D U C A T I O N C O N T E N T S Volume 12, Number 1, Spring, 1998 I N T R O D U C T I O N Editor's Preface...........................................3 A R T I C L E Institutional and Individual Support of Growth among Adult Learners by Kathleen P. King and Patricia A.Lawler.........4 F O R Y O U R I N F O R M A T I O N HOW TO RESPOND TO THE TWO ARTICLES ON AEDNET..............12 How to Obtain Back Issues and the Cummulative Index to New Horizons..................................................12 Call for Manuscripts......................................12 Page 2 N E W H O R I Z O N S I N A D U L T E D U C A T I O N Volume 12, Number 1, Spring, 1998 EDITOR'S PREFACE This issue of NEW HORIZONS IN ADULT EDUCATION contains one article: INSTITUTIONAL AND INDIVIDUAL SUPPORT OF GROWTH AMONG ADULT LEARNERS by Kathleen P. King and Patricia A. Lawler. This article describes the findings of a study that addressed a particular type of change, perspective transformation, among adult learners in different higher education institutions. Comparisons among the four institutions and teachers provide insight into this experience of change and the role played by institutional and individual support. Readers are invited to make these two articles "interactive" by responding on AEDNET and sharing their comments. [Directions to guide this discussion are given in this issue on page 12.] Readers are also encouraged to consider submitting an article for consideration by the editorial board of NEW HORIZONS on a related topic or other topic of interest relevant to adult education philosophy, research, and practice. [See Call for Manuscripts on page for further details.] Page 3 N E W H O R I Z O N S I N A D U L T E D U C A T I O N Volume 12, Number 1, Spring, 1998 INSTITUTIONAL AND INDIVIDUAL SUPPORT OF GROWTH AMONG ADULT LEARNERS Kathleen P. King, Ed.D. Fordham University and Patricia A. Lawler, Ed.D. Widener University ABSTRACT As adult educators see significant changes occur in the minds and lives of adult learners, a series of questions are raised regarding the contribution institutions and individuals have in that process. This paper addresses these questions in regard to one particular type of change, perspective transformation, among adult learners in different higher education institutions. Comparisons among the institutions and teachers provide insight into this experience of support and change. INTRODUCTION Change and growth have long been themes in the field of adult education and development. From the influence of the humanists such as Rogers and Maslow in the mid-1950's until the work of Brookfield and Mezirow in the 90's, we have been observing, documenting, and wondering about how and why adult learners grow and change as a result of education. "The most powerful learning - the learning that most instructors really want to see students achieve as a result of their experiences with classes/curricula - involves significant qualitative changes in the learner themselves" (Moore, 1994, p. 60). With the goal of seeing qualitative changes in the learner in mind, adult educators seek to understand how we may best facilitate the process itself and what activities promote this change. Mezirow has identified this process of change as a perspective transformation, that is, the process by which adult learners examine new information, beliefs, and values against their old ones (Mezirow, 1978). This process often involves a thoughtful analysis of an existing perception of one's experience, and the construction of a new, more inclusive, explanation of that perception (Mezirow & Associates, 1990). This is an on-going process that proceeds at different rates and in different ways depending upon the individual, their circumstances and activities (Cranton, 1994; Mezirow, 1996). Many factors can contribute to a perspective transformation experience. Support has been identified as one of these. By support we mean the process of providing emotional, psychological, or physical assistance to the learner when needed (Bloom, 1995; Daloz, 1987). Brookfield (1986), Cranton (1994), and Daloz (1987) stress the need for the educator to support the adult learner through the learning process. This may be accomplished through a variety of means, including: the educator being "authentic," creating a welcoming, non-judgmental class attitude, fostering group interaction, encouraging learner networks, mentoring, and supporting learners in their actions. If we as adult educators are interested in facilitating a perspective transformation in our students Page 4 then we should be interested in the concept of support. Recent research in the area of transformational learning (King, 1996; 1997) revealed findings regarding the support that students experience in different higher education settings. This prompted us to look closer at this phenomena to better understand the role support plays in the experience of change for adult learners and to see what, if any, institutions may serve as a model. THE STUDY The "Learning Activities Survey," serves as a tool to examine transformational experiences and the activities that contribute to them in adult education settings (King, 1997; 1998). This tool was administered in the spring, summer and fall of 1996 to adult learners enrolled in four private institutions of higher education. A total of 149 students in 10 separate classes participated in the study. One of the schools, College A, was a large multipurpose institution in the Southeast; the specific classes participating in this study were from a nontraditional program within this institution. College B was a mid-size multipurpose institution and College C was a small liberal arts college. College D was a small two-year technology college. Colleges B, C and D were all in the Middle Atlantic region. A convenience sample, that is a sample readily available and easy to access, of these colleges' student populations was used (Gall, Borg, & Gall, 1996). The assessment tool was distributed among the four colleges as follows: 52 participants from College A, 44 from College B, 27 from College C, and 26 from College D. Characteristic of the student population of many colleges today, many of these students were adult learners who have entered or re-entered higher education several years since their previous formal education experience. This was confirmed by reviewing the demographic data gathered in the study. Students who participated in the study included both undergraduate and graduate students. Five adult educators taught the classes in these institutions, including the authors who administered the assessment tool in their classes at two different colleges. The number of classes was distributed among teachers as follows: three taught one each, one taught three classes, and one taught four of the classes. This provides the study with a basis for comparing not only differences among institutions, but also among teachers. FINDINGS Of the 149 adult learners who participated in the study, 44% reported experiencing a perspective transformation facilitated by their adult educational experiences (N = 149). Upon further examination of the group who had experienced perspective transformation, the data revealed that the concept of support consistently played a role in the perspective transformation experience, and that marked differences were found among the institutions the adult learners were attending. Support included Classmate Support, Student Support, Advisor Support, Teacher Support, and Counselor Support. One distinction needs to be made: Student Support is support from any student in the college, while Classmate Support is support from someone enrolled in a class with the respondent. Differences by college In this study, the concept of support was represented by several support factors: Student Support, College Counseling, Teacher Support, Classmate Support, Advisor Support and "other" support. College A students identified more support factors than the other schools. The mean of support factor citations for College A was 13.8%, and for the other colleges it was from 8.16 - 8.83%. Table 1 shows that College A is also distinctive in having the extreme highest rate of support (29% for Teacher Support) being reported as a facilitator to transformational learning. Page 5 TABLE 1 Percent of Support Factors by Colleges College Support A B C D Mean SS 15 5 4 4 7 CC 0 14 0 8 5 TS 29 25 22 15 23 CS 19 7 15 8 12 AS 8 0 4 8 5 Other 12 2 4 8 6 Mean 13.8 8.83 8.16 8.5 Note. In this table SS is Student Support, CC is College Counseling, TS is Teacher Support, CS is Classmate Support, AS is Advisor Support and Other is any Other Support. Several of the individual support factors also seemed to vary among different institutions. For example, the average of the Student Support factor among institutions was only 7%; however, College A had 15%. The average for citing College Counseling was 5% while at College B it was 14%. The average report rate for Teacher Support was 23%, yet at College D it was 15%. When the occurrence of perspective transformation was examined among the colleges, it had a mean of 44%. College A had an occurrence of 54%, College B, 41%, College C, 37% and College D, 38%. This was a fairly clustered distribution as the range was only 37 - 54% and the standard deviation was 7.85. Differences by teacher Data on Teacher Support provided additional information; Table 2 presents the mean of all support factors cited. The support occurrence ranged from 3.8% in Teacher One's class to 15.2% in Teacher Two's class. More striking, however, is that Table 2 shows Teacher Support had greater variance by teacher than any of the other support factors, that is Student Support, Classmate Support, Advisor Support or College Counseling; the range of scores was from Teacher One's 11% to Teacher Two's 39%. The mean for this item was 22%. TABLE 2 Percent of Support Factors by Teacher Teacher Factors One Two Three Four Five Mean SS 6 15 6 11 4 8 CC 0 15 0 0 4 4 TS 11 39 22 21 19 22 CS 0 17 17 16 11 12 AS 0 0 11 11 6 5 Other 6 5 6 16 6 7 Mean 3.8 15.2 10.3 12.5 8.3 Note. In these tables SS is Student Support, CC is College Counseling, TS is Teacher Support, CS is Classmate Support, AS is Advisor Support and Other is any Other Support. Page 6 Several 0% scores were recorded. There were 0% on items that had sizable percentages in other teachers' classes: College Counseling was 15% in Teacher Two's classes, and 0% in Teachers' One, Three, and Four; Classmate Support was 0% in Teacher's One class and 11%, 16%, 17% and 17% in the others'; Advisor Support was 0% in Teachers' One and Two classes, while it was 11% in Teachers' Three and Four classes. Some of these findings are associated with the teacher, but the relationship among other support factors to the teacher is not as readily evident. Perspective transformation was distributed among the teachers^Ò classes in a range of 22 - 53% (M = 43%, SD = 14.3). Teacher One's class had an occurrence of perspective transformation at the rate of 22%, Teacher Two, 59%, Teacher Three 44%, Teacher Four, 53% and Teacher Five, 35%. A notable difference is evident in this pattern because only 22% of Teacher One's students had a perspective transformation experience compared to the average of 43% for all classes. This was the widest spread in the distribution of scores. DISCUSSION Comparison by School The initial comparison among the schools was in the percentage of adult learners experiencing perspective transformations. In these data there is a fairly consistent occurrence of 44% of the adult learners experiencing perspective transformation as the mean, and a 37 - 54% range of citations. This strongly suggests that the occurrence of a perspective transformation is not only influenced by the school the adult learner is enrolled in, but also by other factors. The relationship between school and support factors of enrollment is one pattern. College A has a higher report rate, 13.8%, regarding demonstrations of adult learner support than any of the other colleges. This raises the questions as to what is different in College A? Further analysis of the data reveals several differences. In the area of Student Support, College A has the highest occurrence rate (15%). In addition, College A's 19% citations of Classmate Support, a closely related support factor, is the highest among the colleges. In reviewing the characteristics of the sample, College A's sample was drawn from their nontraditional graduate program. This program is described as one that is accessible to learners, and flexible in its programs; it includes field-based education, distance learning, and seminars. This program includes student clusters that provide social and educational interaction among its members; the students will belong to one cluster throughout their enrollment in the program. These could be reasons for the higher percentage of Student Support. Other findings demonstrate that in the area of College Counseling, College B displayed the highest rate of College Counseling support among the schools. This College's sample consisted of all graduate students; and upon examining College B's programs it was found that there is available for these graduate students a career center, a counseling center and a writing center. However, it is known that most graduate students do not use these resources. Could the high score in "College Counseling" be because students identify extended time with faculty as "College Counseling?" College B's mission statement advocates personalized academic services, which would support this explanation. Advisor Support percentages were only notable in their infrequent citations by the adult learners. The relationship between support and advising does not appear to be a strong one in this study. Page 7 Finally, Teacher Support is low in College D; College D's 15% was well below the average score of 23%. While, this is the most often cited support factor in College D, it is lower than the other colleges. It has been found in other research (King, 1997), that identifying perspective transformation is retrospective and therefore a time lapse between the experience and reflection needs to occur. One outcome of this is that, the more educational experience the adult learner has to draw upon, the greater identification of the perspective transformation experience and the factors facilitating it. This suggests that two reasons for the much lower Teacher Support in College D may be the result of a large number of first semester students in these classes. Nevertheless, it should be noticed that the support factor that was most often cited in all the schools was Teacher Support. This finding led the authors to consider the data based on teacher identity. Comparison by Teacher Can teachers make a difference? By examining the data based on the five teachers, a definite difference was noted. The findings regarding school differences controls for this variability of teachers because in some cases the same teacher taught in two different settings. The findings still demonstrate that there is a difference among schools in the support that influences perspective transformation. Looking at the percentage of occurrence of perspective transformation, based on the identity of the teacher, there is a high of 59% and a low of 22%; of course, the entire sample's average is still 43%. This depicts more variability than a comparison among schools did (37 - 54%). As specifically regards support factors, Table 2 shows that the mean of the occurrence of support factors varied greatly among teachers with a high of 15.2% and a low of 3.8%. The Teacher Support factor was the most disparate in distribution; clearly, there is a wide range of student's perceptions of Teacher Support in these higher education institutions. The natural question that emerges from this finding is what is it about the teacher that affects the adult learner's perception of Teacher Support? Teachers Two, Three and Four had both a background in adult education and were teaching courses in the field; these teachers have the highest ratings in Teacher Support. It is expected that they are demonstrating the principles of adult education in their classrooms. Further research in this area would be very helpful to individual adult educators' practice. The final findings center on the phenomenon of zero percentages in three support factor categories. College Counseling in Teacher Two's class was the highest at 15%, and yet in the same schools, Teachers One, Three and Four's classes did not cite College Counseling support. This confirms the earlier suggestion that when College Counseling is selected as a choice it is when the students have had strong Teacher Support. The distribution of Advisor Support does not seem directly related to College Counseling. Advisor Support follows a normal distribution with two high scores of 11%, two low scores at 0% and a single score near the mean of 6%. Classmate Support is consistently noted in all the classes except in Teacher One's class where it is 0%. Again, Teacher Two, Three and Four^Òs classes especially seem to be presenting a ^Ósafe and caring environment^Ô (Brookfield, 1986) in keeping with adult education principles. Another reasonable question of the low percentage for Teacher One^Òs class may be whether class interaction is available; perhaps there is not opportunity to develop classmate relationships that could be support for the students. In fact, Teacher One^Òs class had 0 - 10% group activities. This suggests that the format of the class, whether it is lecture, discussion or laboratory, the subject matter, and/or the class size may drive the identification of Classmate Support as a support factor. Page 8 The findings regarding the notable distribution of support factors among institutional and teacher identity have been discussed. Both institution and teacher were related to several support factors. The implications of these findings are considered next. IMPLICATIONS Three themes emerge from the findings that have implications for institutions and teachers in higher education. These themes are also evident in the adult education literature, which has demonstrated that support is important to adult learners (Bloom 1995; Daloz, 1987). More specifically, the theme of support is evident in the literature on transformational learning (Brookfield, 1986; Daloz, 1987). Bloom (1995) points this out when she states that ^Óthere is a gap between the level of performance a learner can achieve on her own and the level she can reach with a mentor's support. This gap, the zone of proximal development, represents the student's growing edge" (p.70). This is what adult education is all about, helping adult learners reach beyond their present experience to their greater potentials. Following the literature, this study demonstrates that adult learners can distinguish the sources of support: Teacher Support, Student Support, College Counseling, Classmate Support, Advisor Support, and Other Support. Although students distinguished various sources of support, it appears that they do not perceive support in the same way. Analysis of the findings demonstrates this first theme. It cannot be assumed that because support services are available that adult learners will be aware of them, use them or perceive them as support. For example, College B had substantial campus-based support services and yet the adult learners apparently did not cite them as being support factors for themselves. Further research in this area could include more detailed responses about the supportive experiences to see how students perceive them. Is it a lack of information about support services to adult learners? Or could it be a lack of availability of services? Or could it be inconvenient support services? These delineations may be addressed with future research. The second theme to emerge was whether the adult learners^Ò perceived teachers, classmates, other students, advisors, and counselors as notable support sources. Within this theme, it is evident that there was a difference in student recognized support based on the college of enrollment. College A had a greater percentage of support evidenced by Student and/or Classmate Support. This institution has a nontraditional program that emphasizes accessibility and peer contact. It would bear further investigation to determine more specifically what the adult learners identified with these indicators. Was it casual conversation or encouragement by their peers? Was it financial support? Or, was it academic support? Finding answers to these questions would assist in program development in institutions of higher education and other adult education programs. The third theme focused on the teacher^Òs connection with adult education. Students perceived teachers who were most familiar with adult learning principles and whose course content was adult education as most supportive. This means that there could be very clear benefits of teaching concepts and principles from the adult learning literature to other faculty within an institution. Those responsible for faculty and staff development should consider incorporating effective adult education strategies, especially those focusing on the concept of support. Page 9 This research provides a catalyst for both institutions and faculty for improving their work with adult learners. It suggests using the sources of support to optimize the opportunities for transformation learning. Programs, curriculum and institutional services may be evaluated according to serving the support needs of adult learners. When necessary, services may be modified also to emphasize supporting the students through the experience of transformational learning. Recommendations for action may include the following: efforts to increase graduate student awareness and encouragement to use college support services, faculty evaluation of their practice using the "Learning Activities Survey," faculty development on perspective transformation, support and learning activities, evaluation of institutional programs, curriculum and services on the basis of support, emphasis on personalized academic services to foster teacher-student interaction, and exploration of student cluster groups for adult learner support. FUTURE RESEARCH Given that perspective transformation and support factors are most often cited among adult learners in a nontraditional institution, what can be done within a traditional institution to facilitate perspective transformation? What impacts the perception of support in the classroom? Is it the human relations skills of the adult educator? Is it the learning activities the teacher uses? Or, is it the institutional emphasis on personalized academic services? The "Learning Activities Survey" provides an opportunity for adult educators to learn more about what happens to adult learners in the classroom. This instrument may be adapted to determine the role of support factors in perspective transformation in many different higher education situations. Such studies may include the effects of traditional and new learning activities, the effects of classroom, school-wide or program-wide curriculum, and the effects of programmatic formats. This study has helped to focus attention on several specific questions that may be recommended for future research: 1.What are teachers doing that is perceived as support? 2.What is the adult learner's perception of support services? 3.What is the adult learner's perception of availability of support services? 4.What is perceived by adult learners as Classmate Support? 5.What are the effects of student clusters on support? 6.What are the best designs and use of clusters for support? 7.What do adult learners understand "College Counseling," "Teacher Support," and "Advisor Support" to be, and how are they related? For adult educators who are serious about having people change and grow, there have been few opportunities to look at this phenomenon. One aspect of this research allows a look at this experience of transformational learning. The other aspect of this research is how critical support is from the perspective of the adult learner. These findings merit consideration, future research and action on the part of adult educators. Page 10 REFERENCES Bloom, M. (1995). Multiple roles of the mentor supporting women's adult development. In K. Taylor, and C. Marienau (Eds.). LEARNING ENVIRONMENTS FOR WOMEN'S ADULT DEVELOPMENT: BRIDGES TOWARD CHANGE. (pp. 63-72). New Directions for Adult and Continuing Education, 65. San Francisco: Jossey-Bass. Brookfield, S. D. (1987). DEVELOPING CRITICAL THINKERS. San Francisco: Jossey-Bass. Brookfield, S. D. (1986). UNDERSTANDING AND FACILITATING ADULT LEARNING. San Francisco: Jossey-Bass. Cranton. P. (1994). UNDERSTANDING AND PROMOTING TRANSFORMATIVE LEARNING: A GUIDE FOR EDUCATORS OF ADULTS. San Francisco, Jossey-Bass. Daloz, L. A. (1987). EFFECTIVE TEACHING AND MENTORING: REALIZING THE TRANSFORMATIONAL POWER OF ADULT LEARNING EXPERIENCES. San Francisco: Jossey-Bass. Gall, M. D., Borg, W. R., & Gall, J. P. (1996). EDUCATIONAL RESEARCH: AN INTRODUCTION (6th ed.) White Plains, NY: Longman. King, K. P. (1998). A GUIDE TO PERSPECTIVE TRANSFORMATION AND LEARNING ACTIVITIES: THE LEARNING ACTIVITIES SURVEY. Philadelphia: Research for Better Schools. King, K. P. (1997). EXAMINING ACTIVITIES THAT PROMOTE PERSPECTIVE TRANSFORMATION AMONG ADULT LEARNERS IN HIGHER EDUCATION. Unpublished doctoral dissertation, Widener University, Chester, PA. King, K. P. (1996, October 24-26). Identifying factors that promote perspective transformation in higher education. [CD-ROM]. EASTERN ADULT, CONTINUING AND DISTANCE EDUCATION RESEARCH CONFERENCE PROCEEUINGS. University Park, PA: Continuing and Distance Education of The Pennsylvania State University. Mezirow, J. (1996). Contemporary paradigms of learning. ADULT EDUCATION QUARTERLY, 46, (3) 158-173. Mezirow, J. (1978). EDUCATION FOR PERSPECTIVE TRANSFORMATION: WOMEN'S RE-ENTRY PROGRAMS IN COMMUNITY COLLEGES. New York: Teacher's College, Columbia University. Mezirow, J., & Associates. (1990). FOSTERING CRITICAL REFLECTION IN ADULTHOOD: A GUIDE TO TRANSFORMATIVE AND EMANCIPATORY LEARNING. San Francisco: Jossey-Bass. Moore, W. S. (1994). Student and faculty epistemology in the college classroom: The Perry schema of intellectual and ethical development. In K. Prichard, and Q. Sawyer (Eds.). HANDBOOK OF COLLEGE TEACHING: THEORY AND APPLICATIONS. Westport, CT: Greenwood Press. Perry, W. G., Jr. (1970). FORMS OF INTELLECTUAL AND ETHICAL DEVELOPMENT IN THE COLLEGE YEARS: A SCHEME. New York: Holt, Rinehart and Winston, Inc. Prichard, K., and Sawyer, Q. (Eds.). (1994). HANDBOOK OF COLLEGE TEACHING: THEORY AND APPLICATIONS. Westport, CT: Greenwood Press. Taylor, K., & Marienau, C. (Eds.). (1995). LEARNING ENVIRONMENTS FOR WOMEN'S ADULT DEVELOPMENT: BRIDGES TOWARD CHANGE. New Directions for Adult and Continuing Education, 65. San Francisco: Jossey-Bass. Page 11 N E W H O R I Z O N S I N A D U L T E D U C A T I O N Volume 12, Number 1, Spring, 1998 HOW TO RESPOND TO ARTICLES ON AEDNET To respond to the article Institutional and Individual Support of Growth among Adult Learners, please send your comments to AEDNET identifying the subject as "Support of Adult Learners." Responses and discussion on this article are encouraged until July 10, 1998. HOW TO OBTAIN BACK ISSUES AND CUMMULATIVE INDEX OF NEW HORIZONS To obtain any issue of NEW HORIZONS IN ADULT EDUCATION, please send your email request as follows: Address message to -- listproc@pulsar.acast.nova.edu (NOT to AEDNET) Subject: -- (not necessary) Message -- get horizons vol6n1 (In this example vol6no1 is the requested issue as selected from the index.) To request an index, type the following in the body of the message: get horizons index You can also access the archived issues of the New Horizons In Adult Education Journal at: http://www.nova.edu/~aed CALL FOR MANUSCRIPTS NEW HORIZONS IN ADULT EDUCATION, founded in 1987, is a refereed electronic journal which provides faculty, graduate students, researchers, and practitioners with a means for publishing their current thinking and research within adult education and related fields. The journal is published two or three times a year and is transmitted through this electronic work -- AEDNET. New horizons publishes research, thought pieces, book reviews, point-counter-point articles, conceptual analysis, case studies, interactive articles, and invitational columns. Page 12 The editorial staff welcomes articles for review submitted either electronically through AEDNET or as conventional paper copies through regular mail. If you would like to submit an article or obtain guidelines for manuscript submission, you may contact New Horizons in Adult Education by e-mail or mail. E-mail address: horizons@fcae.nova.edu Mailing address: NEW HORIZONS IN ADULT EDUCATION Nova Southeastern University Programs for Higher Education/FCAE 1750 N.E. 167th Street North Miami Beach, FL 33162-3017 Page 13