1. The document discusses reflections from non-traditional adult learners pursuing doctoral degrees, including themes around imposter syndrome, struggling through unclear periods of learning, and the importance of support structures. 2. It provides an overview of the doctoral programs at Walden University and Fielding Graduate University, which utilize distributed learning models with online and residency components. 3. Key lessons from the experiences of adult learners in doctoral programs include the need to address periods of unclear learning, provide both support and challenge, and receive feedback to continually improve programs.

1. Reflections from the Non-Traditional Road to a Doctorate: Adult Learner Practitioners as Adult Learners in Doctoral Programs Your Guides on this Journey: Melanie Booth ( almost Ed.D.) Annalee Lamoreaux, Ph.D.