ABSTRACT
The literature on adult learning, however, encourages a more learning-centered approach. This chapter deals with a discussion of learning in adulthood, particularly what is known about supporting adult learning. It focuses on this literature, sharing what is referred to as the powerful learning experiences (PLE) framework—the framework Georgia and Phil discussed in the opening vignette. When applying for membership to the University Council for Education Administration, programs are required to provide evidence demonstrating that the instructional strategies and processes used by their program are based on adult learning principles. In addition to actively engaging students, learning experiences should be designed to build on students' knowledge and experiences, while requiring them to stretch, analyze, and make sense of new ideas, perspectives, knowledge, etc. Leadership candidates need to see themselves as responsible for their own learning and development. Each of the PLE attributes described contributes to the power of adult learning experiences, particularly those experiences designed to prepare future leaders.
