دورية أكاديمية
Fostering Faculty Learning Communities: Reflections from an FYE Landscape of Practice
| العنوان: | Fostering Faculty Learning Communities: Reflections from an FYE Landscape of Practice |
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| اللغة: | English |
| المؤلفون: | D. William Kay, Steven M. Smith, Vurain Tabvuma, Katelynn Carter-Rogers |
| المصدر: | Strategic Enrollment Management Quarterly. 2024 11(4):29-37. |
| الإتاحة: | American Association of Collegiate Registrars and Admissions Officers. One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 301-490-7651; e-mail: pubs@aacrao.org; Web site: https://www.aacrao.org/research-publications/quarterly-journals/sem-quarterly |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Effectiveness, First Year Seminars, Strategic Planning, Enrollment, Core Curriculum, Socialization, Learner Engagement, Interdisciplinary Approach, Staff Meetings, Group Activities, Foreign Countries, College Administration, College Faculty, Communities of Practice, Consciousness Raising, Barriers, Teacher Collaboration |
| مصطلحات جغرافية: | Canada |
| تدمد: | 2325-4750 |
| مستخلص: | The Saint Mary's University first-year student success program was developed by its strategic enrollment management (SEM) group to enhance support for first-year students. As an integrated program that implements student success modules into the first-year core curriculum, this initiative has proven to be effective in enhancing student engagement through the introduction of topics such as time management and effective study strategies (Tabvuma, et al. 2021). This article aims to raise awareness to both prospective social learning participants and higher education SEM-related leadership on the value that social learning approaches had in supporting the curriculum development and delivery of this unique campuswide first-year program initiative. As an ontological backdrop, the group utilized Wenger-Trayner and Wenger-Trayner's (2014) "Learning in a Landscape of Practice" framework as a reflective lens to offer unique perspectives on how members navigated three modes of identity (engagement, imagination, and alignment) throughout their shared practice, including strategies and challenges in such areas as student engagement, interdisciplinary meetings, and shared group activities. A discussion on achieving intended outcomes and challenges moving forward is offered as part of an evaluative self-analysis for this learning community and its implications on this first-year student success program initiative. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://www.aacrao.org/research-publications/quarterly-journals/sem-quarterly/issue/volume-11/issue-4 |
| رقم الأكسشن: | EJ1416648 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2325-4750 |
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