7kis chapter articulates the connection between self-directed learning (SDL) and the learning organization. Although there is much literature on developing learning organizations and there has been some work addressing SDL in the workplace, there is a paucity of work analyzing the connection between selfdirected learners and their place in a learning organization. An analysis of the literature on both learning organizations and SDL, howevel; identifies learning environments that are strikingly similal: This chapter explicates these relationships and proposes some recommendationsfor practice andforfitwe research.A key characteristic of the learning organization is the ability of its members to find or make opportunities to learn from whatever resource or situation is available and to add value to the organization by converting individual information into organizational knowledge (Nonaka and Takeuchi, 1995). Literature describing learning organizations articulates the importance that the individual has in building and maintaining the learning organization. Yet the literature has paid little attention to the means by which these individuals obtain the knowledge they need to function effectively in such an organization.The capacity of individuals to contribute to this knowledge base is largely determined by their capacity to be self-directed learners. SDL has been defined as "the learners' psychological processes that are purposively and consciously controlled, or directed, for the purpose of gaining knowledge and understanding, solving problems, and developing or strengthening a skill" (Long, 1994, p. 14). Long noted that SDL is often associated with setting goals, selecting learning resources, and managing time. Together, these characteristics suggest that self-directed individuals reflect, assess, and evaluate rather than uncritically accept and internalize information.

At a large public university in California, instructors who were recognized as successful summer-session teachers participated in interviews about their strategies for teaching compressed-format courses. The instructors identified best practices in the areas of restructuring courses, reconfiguring courses, organizing and planning for the term, capitalizing on smaller class sizes, and maximizing support to students. In restructuring course, the instructors recommended focusing on what needs to be covered and what students must know, dealing with the most important and complex topics early in the course, and modifying processes to fit the faster pace. Assignments should be reconfigured as more frequent and shorter, while long essays and primary research should be avoided. In organizing and planning, instructors should check regularly with the students about the pace of the course and coach students on time management. Instructors can capitalize on continuity and smaller classes by getting to know the students and not wasting so much time reviewing. In maximizing support to students, instructors should make themselves available and provide organizers, guides, and lecture notes.

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This article reports on the first phase of a two-phase study. Phase 1 aimed to determine how summer sessions are organized at member institutions of the Association of University Summer Sessions (AUSS), the North American Association of Summer Sessions (NAASS), the North Central Conference on Summer Schools (NCCSS), and the Western Association of Summer Session Administrators (WASSA), to better understand the range and diversity of responsibilities for performing essential summer session functions. Results of Phase 1 indicate that the organization of summer sessions among member institutions falls along a continuum, from centralized (most functions and services are performed by a summer session office) through hybridized (some functions/services are provided by a summer session office while others are devolved to other campus units/departments) to decentralized (most functions and services are performed by various other campus units/departments). Phase 2 will examine whether differing organizational models affect performance-based outcomes important to the success of the summer term.

The Continuing Education Division at The University of Manitoba was established in November 1949 as the Department of Extension and Adult Education, with a major responsibility for providing advisory and coordinating services to adult education organizations in Manitoba. This paper marks some accomplishments of Stuart Tweedie over his 25 years as Director of Continuing Education at The University of Manitoba.