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dc.contributor.advisorPletcher, Bethanie
dc.contributor.advisorSmith, Nancy
dc.contributor.advisorPletcher, Bethanie
dc.contributor.advisorSmith, NancyPletcher, Bethanie
dc.contributor.advisorSmith, Nancy
dc.contributor.authorHawkinson, Chelsie
dc.contributor.authorHawkinson, Chelsie
dc.date.accessioned2020-05-03T01:31:09Z
dc.date.accessioned2020-05-03T01:31:09Z2020-05-03T01:31:09Z
dc.date.available2020-05-03T01:31:09Z
dc.date.available2020-05-03T01:31:09Z2020-05-03T01:31:09Z
dc.date.issued2019-08
dc.date.issued2019-082019-08
dc.identifier.urihttps://hdl.handle.net/1969.6/87849
dc.identifier.urihttps://hdl.handle.net/1969.6/87849https://hdl.handle.net/1969.6/87849
dc.description.abstractCombined first-year seminar and learning community programs may have a high impact on college student engagement if they contain certain elements or practices. The purpose of the study was to discover student perspectives of participation in a combined first-year seminar and learning community program at a south Texas university to identify engaging elements from the learner perspective. Through an appreciative inquiry, participants were asked to recall impactful experiences from their participation and to make predictions about what would improve the experience for future students. The research questions that guided the study are: (1) What perspectives do participants express regarding their learning community participation? (2) What understanding or meaning emerges about participation in learning communities? (3) How do participants envision an engaging learning community experience? From focus groups, participants recalled past experiences in first-year seminar and learning communities to generate three major themes: Masterminded Blueprints, Islander Accountability Group, and Impostor to Islander. In their completion of written reflections, participants suggested elements to enhance future first-year seminar and learning community experiences and are represented by the theme Dreamwork. The understanding that emerged from participant perspectives of first-year seminar and learning community participation gave insight into how students describe their experiences as impactful. When compared to first-year seminar, learning community, and high-impact practice research, participant recollections accounted for nearly all the suggested components of effective first-year seminar and learning communities included in the literature. While participants reported a variety of student-centered practices, a common intellectual experience among all participants was not discovered suggesting the need for a more thorough understanding of the purpose and value of first-year seminar in learning communities at the south Texas university.en_US
dc.format.extent179 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectAppreciative Inquiryen_US
dc.subjectFirst-Year Seminaren_US
dc.subjectFYS/LC Modelen_US
dc.subjectHigh-Impact Practicesen_US
dc.subjectLearning Communitiesen_US
dc.subjectQualitativeen_US
dc.titleFirst-Year Seminar/Learning Community Discoveries and Dreams: an Appreciative Inquiryen_US
dc.typeTexten_US
thesis.degree.disciplineCurriculum & Instructionen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.contributor.committeeMemberBruun, Faye
dc.contributor.committeeMemberBruun, FayeBruun, Faye
dc.creator.orcidhttps://orcid.org/0000-0002-4850-2494
dc.creator.orcidhttps://orcid.org/0000-0002-4850-2494
dcterms.typeText
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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