Daly, Jacqueline2007-12-102007-12-102006https://hdl.handle.net/1805/1258Over fifty percent of students in higher education are non-traditional adult learners. Some institutions have developed and implemented integrative liberal arts courses enhancing effective study strategies with interactive methods of instruction, relative and practical content, and a learning environment encouraging a deep learning approach through reflection. As part of a larger exploratory qualitative research study, this paper reports on the contribution of an integrated liberal arts course, the Proseminar, on learning identity and the learning process of the adult student. The findings suggest that participants of the integrated liberal arts course experienced significant changes in their identities as learners and the learning process through reflective activities and self-exploration within a liberal arts breadth of knowledge: Increased confidence as a learner, awareness of varied perspectives, impact of life experiences on values, beliefs, and assumptions of self, and their role in the world.en-USAdult EducationNontraditional StudentsQualitative methodologyTransformative LearningCritical ReflectionAdult EducationArticle