Late for School

Abstract

Graduates of Lesley University’s Learning Community Bachelor’s program were interviewed 2 to 5 years following the completion of their degrees. The sample included 3 men and 12 women, with 1 African American, 1 Cuban American, and 3 Saudi national participating. Data gathered from student papers and participant observations together with the students’ narratives highlighted the following themes: the effect of an interrupted life narrative, a disorienting residency experience, the importance of peer support, the power of individually designed studies and writing, the impact on family and personal relationships, a growing concern for social change, increased global understanding, openness to art and creativity, and an interest in lifelong learning. This study’s focus on the residential experiences of adult learners adds participant voices to the knowledge base of transformative learning.