ABSTRACT

The unique needs, experiences, and contributions to the classroom of non-traditional students enrolled in a full-time undergraduate art program have been under-addressed in academic research. In this thesis, the author surveys existing research and reports on a series of surveys and some follow-up interviews conducted with both students and their professors.  This thesis aims to identify the unique circumstances of non-traditional students in higher education and particularly in art school. The author identifies specific opportunities for fruitful continued research and application.