In this article, the author shares a personal experience using autoethnography as a tool for transformative learning about the impact of whiteness on his actions, words, and attitudes. Autoethnography is an emerging qualitative research method that uses the autobiographical materials of the researcher as the primary data and emphasizes cultural analysis and interpretation of one's behaviors, thoughts, and experiences in relationship to others in society. After reviewing the basic tenets of the autoethnographic method, the author tells a story of a personal experience in an interracial dialogue group and the transformative insights gained through autoethnographic analysis.

With the rapid growth of computer‐based distance education throughout colleges and universities today, understanding the characteristics of successful online learners has become especially important. This article explores the different aspects of the online learning environment, as well as several different areas impacting student success: technical factors, environmental factors, personal characteristics, and learning characteristics.

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A ccording to Wlodkowski (2003), "accelerated learning programs are one of the fastest growing transformations in higher education" (p. 5). The Center for the Study of Accelerated Learning at Regis University has documented at least 250 colleges or universities that offer accelerated learning programs for working adults. By definition, accelerated learning programs are structured to enable students to take courses and earn credits in a shorter period of time, versus a traditional 16-week semester. Thus, how one teaches adults in an accelerated program must differ from how one teaches in a traditional semester format. The purpose of this article is to review the current research and theory on accelerated learning and to offer practical suggestions as to how educators in accelerated learning programs can provide an effective learning experience.

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