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The purpose of this study was to identify the needs of returning adult students at community colleges in Arizona through the application of adult developmental theory. To differentiate adult students' needs from those of traditional-age students, samples of prospective freshmen and returning adults were surveyed. Participants in the study were 108 graduated high school seniors, and 104 community college students who were 25 years or older and had a break of three years or more in their education. Participants completed a questionnaire requesting demographic information, reasons for attending college, fears, expectations and needed services. Results showed that traditional-age college students enter higher education to expand their social world, to prepare for a career, and fearing the stresses of college life. Adult students' reasons for entering higher education relate to life transitions and personal growth. They are highly motivated yet hampered by multiple role responsibilities and fear of failing.

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The purpose of this study was to examine the possible effects and relationships among life change events and acceptance of disability, social assets, and health status. The subjects of this study were 80 physically disabled college students at The University of Arizona, Pima Community College, and Arizona State University. The subjects were administered the College Schedule of Recent Experience, a Social Assets Scale (SA), the Acceptance of Disability Scale (AD), and a health index. Completion of the health index form was conducted through personal interview. The data were analyzed by means of several statistical procedures. The Pearson correlation coefficient was used to examine relationships among the variables. Analyses of variance were conducted to test for significant differences in health outcome between low and high scoring students in life change, acceptance of disability and social assets. Stepwise multiple regressions were carried out to examine the predictive ability of the variables for AD and health outcome. T-tests of means were used to explore differences between students with acquired disabilities and students who were congenitally disabled. In general, the results of the study indicate that life change relates positively to health outcome of physically disabled students. Neither acceptance of disability nor social assets relates strongly with health outcome measures.