Higher education faculty work with a wide range of adults, from first-year undergraduates to advanced graduate students to faculty colleagues and other professionals. Since learning can happen anywhere, at any time, our roles vary as mentors, facilitators, and coaches. Ultimately, our students are all considered adults according to legal age definitions and sociocultural acceptance. We accept the definition of “adult” according to one’s acknowledgment of independent learning and the ability to use experience to make decisions, reflect, and experiment (Kolb, 2014; Sălăvăstru, 2014).
