Using narrative inquiry, I draw from the experience of my mother as an adult learner at a community college and expunged “funds of knowledge” (Moll, et al., 1992). I argue that structural and pedagogical moves such as providing supplementary technical support for digital skill-building, offering support groups, inviting students’ experiential knowledge into classrooms, providing unique work opportunities and transitional services to the workforce, and counting work experience as college credit can enhance adult learners’ experiences in community college settings.
