Describes programs that allow adult students to acquire academic credit without attending formal classes. Instead, students can study part-time, at home and at their own pace, and also earn credit for knowledge, experience, and noncollegiate courses. (NRJ)

This article discusses how school health programs can incorporate a life span development approach to help prepare students for stressful events later in their lives. Strategies for discussing events that take place during the student's school years to help the students to develop skills that will be needed during later years of life are…

In order to give direction to his career and specifically to his remaining year of law school, the author, a law student at Emory University, interrupted his schooling to spend a year in self-selected legal clerkships. His experiences and a discussion of the advantages and disadvantages of such a program are presented. (JMD)

A Pueblo woman with a Ph.D. in social welfare research describes her academic journey, weaving a Pueblo cultural perspective into stories of the doctoral program, her dissertation research on life histories of Indian women recovering from substance abuse, her search for an academic position, the merit review ("a hostile act"), and her…

A mother reviews the radical acceleration of her high school daughter who will enter college at the age of 14. She recounts both positive and negative experiences during elementary and middle school, the encouragement of individual educators, flexible scheduling to allow taking advanced courses at other institutions, and barriers of school system…

A former student from the Arthur Morgan School, a residential school in rural North Carolina, reminiscences about an adventure that he instigated while attending junior high. Years later, a teacher who witnessed the incident shared his pleasure on finding that students were not being mischievous as expected, but instead, finishing work that should…

Discusses issues facing black male college students, and ways colleges and universities can support their growth more effectively. Identifies and explores students' unmet needs: to feel loved, feel accepted, feel competent, have power, resolve pain and anger from lack of appropriate male guidance, find meaning and purpose in life's struggles, and…

A graduate student in a nontraditional experiential program in environmental education at the Audubon Expedition Institute (Belfast, Maine) reflects on an experience in which she and her peers faced an ethical decision about whether to pay a fee to paper companies in order to hike in the North Woods. Describes the processes that allowed the group…

In a broad institutional planning exercise, Ramapo College (New Jersey) used charts to analyze the state of the college and brought in a theater and set designer to help assess the institutional context for its work. The technique has been used to explore organizational patterns in staff utilization, curriculum design and organization, space…

Andy Garrison, an award-winning independent filmmaker, discusses his association with the Dayton (OH) Community Media Workshop and with Appalshop, the eastern Kentucky media arts center. His interests lie in making films that suggest political or social statements as evidenced in his most recent films, Fat Monroe and Night Shift, which depict…

Sandra Begay-Campbell, newly elected Chair of the Board of Directors for the American Indian Science and Engineering Society discusses difficulties she has faced, including almost failing college, struggling to find her place in a male-dominated field, and dealing with leadership issues as an American Indian woman. Begay-Campbell stresses the…

A synthesis of ideas on talent development is presented, based on 10 interviews previously conducted with masters in arts and sciences. The six themes include: age at which the individual identifies with a discipline, early schooling experiences, skills and characteristics associated with great expertise, mentors, skills and characteristics…

Research and personal experiences suggest that women in general, and more specifically women from diverse ethnic and social class backgrounds and women with disabilities, do not have equal opportunities to experience the outdoor world. Discusses some obstacles to access and some measures for dissolving these barriers. Cites the National…

In a speech to University of Chicago (Illinois) students, an educator encourages students to challenge intellectual authority, allow their own assumptions to be challenged, become involved, be open to traditional curriculum content, and generally, keep an open mind. (MSE)

Field notes written by students and guides during an eight-day university credit course in canoeing and wilderness living are presented as a dialogue to illuminate the spiritual experience of self-realization and well-being that comes to many students during the trip. (SV)