Marsha Rossiter

Caring and the Graduate Student: A Phenomenological Study

Given the increasing numbers of adult learners on university campuses, both as undergraduates and graduates, an understanding of adult learning processes is relevant—indeed essential—to the universitys response to this student group. While educators have attempted to understand learners in terms of developmental stages, learning styles, and contextual factors, less attention has focused on the dynamics of helping relationships that attend learning or the importance of caring in the learning process. The purpose of this phenomenological study was to explore and explicate the experience of caring as it relates to graduate education from the perspective of the graduate student. The connection between caring relationships and learning was confirmed. Seven components of the caring were identified. Implications for the university center on attention to relationship skills and the creation of a campus community in which caring relationships are encouraged and nurtured.

Possible Selves and Career Transition: Implications for Serving Nontraditional Students

Abstract Since the construct of “possible selves” was first introduced over two decades ago by Markus and Nurius (1986), a substantial body of research has explored the content, valence, origins, and motivational dynamics of possible selves in a variety of domains, including academic achievement, lifespan development, and health-related behaviors, among others. Of particular interest to educators of adult learners in higher education is the body of literature that has looked at possible selves in relation to career development and transition. However, very few studies have focused specifically on the possible selves of adult nontraditional students. The central premise of this article is that the possible selves perspective can be useful to adult educators and, in particular, to educators who work with adult nontraditional undergraduate students. Specifically, this article: (a) describes in general terms the possible selves perspective, (b) reviews selected possible selves literature related to career transitions and adult undergraduate students, and (c) discusses the implications for nontraditional higher education practice and research.