ABSTRACT
This chapter highlights the learning of students described in the case study data and focuses on the ways in which they realized course content in their personal and professional lives. It explores the inadequacy of the predominant methods for defining and measuring student success. Transformative learning experiences trigger a restructuring of the self that goes beyond classroom learning experiences and vocational choices to encompass civic and personal relationships. Phenomenological approach promotes transformative outcomes that transcend the classroom through the students’ integration of course content into personal and professional lives, thus becoming part of their identity. The deeper understandings and resulting perspective transformations seeping into students’ personal and professional lives are best evidenced in their voices. M. Mentkowski and associates define learning that lasts as an integration of learning, development, and performance. They contend that learning that lasts contributes to the development of the person.
