We thank Tom Plaut and the staff at CARA of Mars Hill College for their consultation and coding of the surveys and Sacha Ramirez and Jim Keen for their work preparing annual surveys and reports leading to the longitudinal study.

High financial need Bonner scholarship alumni, who had been engaged in four years of cocurricular service and reflection experiences, were surveyed six years after graduation. Survey questions drawn from UCLA's Life After College Survey allowed comparison with three national groups. All Bonner service-learning program graduates were still doing community service six years after graduation compared to approximately two-thirds of each comparison group. Alumni were more also likely than comparison groups to be civically engaged, particularly in activities requiring dialogue. The importance of sustained dialogue across boundaries of perceived difference is discussed. ____________________________________________________________________________________________________________ he contribution of co-curricular and curricular service-learning to increasing the number of engaged citizens in the United States is relatively unexplored. Much of the available research on college-level service-learning has explored its effect on a variety of student outcomes for academic service-learning during the college years in a single course, and there are at least two large, multi-campus studies of curricular servicelearning

Results validate the use of HPS technology in nursing education. Ultimately patients may benefit from increased knowledge and speed of care from practical nurses whose training was improved through the use of HPS technology.

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In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and being a role model, and counselor. Teachers presented activating events that they perceived as supporting resistant learners in altering their meaning schemes and revising their frames of reference. Administrators of educational programs for marginalized adult learners can help prison educators develop these pedagogical practices. Practitioners and researchers may wish to explore humor in restricted learning environments as well as the challenge mandatory prison classrooms present for the field of formal adult learning and transformative learning theory.