Educating the Experienced
Challenges and Best Practices in Adult Learning

By Nicholas D. Young, Lynne M. Celli, and Melissa A. Mumby

About the Authors

Nicholas D. Young, PhD, EdD

Dr. Nicholas D. Young has worked in diverse educational roles for more than 30 years, serving as a teacher, counselor, principal, special education director, graduate professor, graduate program director, graduate dean, and longtime psychologist and superintendent of schools. He was named the Massachusetts Superintendent of the Year; and he completed a distinguished Fulbright program focused on the Japanese educational system through the collegiate level. Dr. Young is the recipient of numerous other honors and recognitions including the General Douglas MacArthur Award for distinguished civilian and military leadership and the Vice Admiral John T. Hayward Award for exemplary scholarship. He holds several graduate degrees including a PhD in educational administration and an EdD in educational psychology.

Dr. Young has served in the U.S. Army and U.S. Army Reserves combined for over 34 years and and he graduated with distinction from the U.S. Air War College, the U.S. Army War College, and the U.S. Navy War College. After completing a series of senior leadership assignments in the U.S. Army Reserves as the commanding officer, he transitioned to his current military position as a faculty instructor at the U.S. Army War College in Carlisle, PA. He currently holds the rank of Colonel.

Dr. Young is also a regular presenter at state, national, and international conferences; and he has written many books, book chapters, and/or articles on various topics in education, counseling, and psychology. Some of his most recent books include Empathic Teaching: Promoting Social Justice in the Classroom (in-press); Dog Tags to Diploma: Understanding and Addressing the Educational Needs of Veterans, Servicemembers, and their Families (2018); Turbulent Times: Confronting Challenges in Emerging Adulthood (2018);  From Lecture Hall to Laptop: Opportunities, Challenges, and the Continuing Evolution of Virtual Learning in Higher Education (2017); The Power of the Professoriate: Demands, Challenges, and Opportunities in 21st Century Higher Education (2017); To Campus with Confidence: Supporting a Successful Transition to College for Students with Learning Disabilities (2017); Learning Style Perspectives: Impact Upon the Classroom (3rd ed., 2014); and Collapsing Educational Boundaries from Preschool to PhD: Building Bridges Across the Educational Spectrum (2013). He also co-authored several children’s books.

Lynne M Celli, Ph.D.

Dr. Lynne M. Celli has been in the field of education for more than 30 years. She has served in a variety of positions during her career in education to date, including associate dean, college professor, superintendent, central office administrator, K-12 principal, teacher at multiple grade levels, and educational consultant. She holds a BA in Sociology and Education from Clark University, a MEd in Curriculum, Instruction, and Administration from Boston College, and a PhD in Curriculum, Instruction, and Administration from Boston College. Dr. Celli was named to the International Who’s Who of Professional Educators in 2002 and to the National Association of Professional Women in 2011. Her primary research interests are connected to the intersection between high quality teaching strategies and student learning styles, leadership in higher education, building bridges from PreK-PhD, and the twenty-first century professoriate.

Dr. Celli presents regularly at international and national conferences, serves on several editorial boards for peer-reviewed journals, and she has published on a variety of topics in education including her most recent publications, The Power of the Professoriate: Demands, Challenges, and Opportunities in 21st Century Higher Education (2017), Learning Style Perspectives: Impact in the Classroom (2014, 3rd ed), and Collapsing Boundaries from Preschool to PHD: Building Bridges Across the Educational System (2013).

Melissa A. Mumby, EdD

Dr. Mumby has worked in various levels of K-12 education for over a decade. She began her career as a high school English and drama teacher, and then transitioned into a role as a special educator, working with both middle and high school students. From there she became a special education coordinator for grades K-5, and eventually the special education director for grades K-12 at a local charter school. She is currently an educational team leader in an urban public school district in Massachusetts. Dr. Mumby holds an undergraduate degree in English Literature from the University of Massachusetts, Amherst, as well as an MEd and EdD from American International College, both in education. Her dissertation, “Is there an app for that? Teachers’ perceptions of the impact of digital tools on literacy in the secondary classroom” focused on the ways in which technology can increase learning outcomes for struggling learners. She has written book chapters on strategies for helping underperforming students find success in the classroom and she is a primary author on Embracing and Educating the Autistic Child: Valuing those Who Color Outside the Lines (2018).