scholarly journals TRANSFORMATIONAL LEARNING THEORY: A PEDAGOGICAL FRAMEWORK TO ENCOURAGE SOCIAL PERSPECTIVE TAKING IN FIRST-YEAR STUDENTS IN POST-SECONDARY INSTITUTIONS

2021 ◽  
Vol 3 (1) ◽  
pp. 46-51
Author(s):  
Joel Murphy
Keyword(s):  
Student Affairs ◽  
Learning Theory ◽  
Transformational Learning ◽  
First Year ◽  
First Year Students ◽  
Pedagogical Strategies ◽  
Post Secondary ◽  
Transformational Learning Theory ◽  
Diverse Student ◽  
Post Secondary Institution

There has been an increased emphasis for professionals within the field of student affairs to focus on programming that will engage and help support increasingly diverse student populations on (Odağ, Wallin, & Kedzior, 2016). Bowman (2012) writes: “Many entering college students have had limited opportunities for meaningful interactions and friendships across difference, which further suggests the unique role of college in promoting diversity-related growth” (p.1). Missing within the literature are examples of pedagogical strategies for developing programs that can positively affect inclusivity on post-secondary institution (PSI) campuses. This paper identifies transformational learning theory as a specific pedagogical strategy to help student affairs professionals better support informal first-year programming. Developing innovative theory-guided programming is necessary to encourage learning and development (Baldwin et al., 2004).

scholarly journals Implementing a First-Year Experience Curriculum in a Large Lecture Course: Opportunities, Challenges and Myths

2019 ◽  
Vol 49 (2) ◽  
pp. 72-89
Author(s):  
Daniel Ahadi ◽  
Jennesia Pedri ◽  
L. Dugan Nichols
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Communication Studies ◽  
First Year Students ◽  
Instrumental Approach ◽  
Post Secondary ◽  
Challenges And Opportunities ◽  
Post Secondary Institution ◽  
Media And Communication ◽  
Simon Fraser University

This article documents the design, delivery, and evaluation of a first-year experience (FYE) course in media and communication studies. It was decided that CMNS 110: Introduction to Communication Studies would start to include elements to address a perceived and documented sense of disconnectedness among first-year students in the School of Communication at Simon Fraser University. These elements included coping, learning, and writing workshops facilitated by various services units across campus. We present results from surveys and focus groups conducted with students at the end of the course and discuss the predicaments that the new realities of an accreditation and audit paradigm—under the cloak of the neoliberal university—produce. On one hand the FYE course may help students transition into a post-secondary institution; on the other hand, too much emphasis on the FYE can result in an instrumental approach to education, jeopardizing the integrity of the course. We offer some insights into the challenges and opportunities of implementing FYE curricula within a large classroom setting.

scholarly journals Implementing a First-Year Experience Curriculum in a Large Lecture Course: Opportunities, Challenges and Myths

2019 ◽  
Vol 49 (2) ◽  
pp. 72-89
Author(s):  
Daniel Ahadi ◽  
Jennesia Pedri ◽  
L. Dugan Nichols
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Communication Studies ◽  
First Year Students ◽  
Instrumental Approach ◽  
Post Secondary ◽  
Challenges And Opportunities ◽  
Post Secondary Institution ◽  
Media And Communication ◽  
Simon Fraser University

This article documents the design, delivery, and evaluation of a first-year experience (FYE) course in media and communication studies. It was decided that CMNS 110: Introduction to Communication Studies would start to include elements to address a perceived and documented sense of disconnectedness among first-year students in the School of Communication at Simon Fraser University. These elements included coping, learning, and writing workshops facilitated by various services units across campus. We present results fromsurveys and focus groups conducted with students at the end of the course and discuss the predicaments that the new realities of an accreditation and audit paradigm—under the cloak of the neoliberal university—produce. On one hand the FYE course may help students transition into a post-secondary institution; on the other hand, too much emphasis on the FYE can result in an instrumental approach to education, jeopardizing the integrity of the course. We offer some insights into the challenges and opportunities of implementing FYE curricula within a large classroom setting.

Transformational Learning in First-Year Australian Preservice Primary Teacher

2019 ◽  
Vol 17 (4) ◽  
pp. 299-317
Author(s):  
Geoffrey Lummis ◽  
Graeme Lock ◽  
Clare Freeman ◽  
Catherine Anne Ferguson
Keyword(s):  
Student Retention ◽  
Degree Completion ◽  
Transformational Learning ◽  
Online Survey ◽  
Phase 1 ◽  
Primary Teacher ◽  
First Year ◽  
Student Identity ◽  
Transformational Learning Theory ◽  
Semistructured Interviews

The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.

Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy

2020 ◽  
pp. 0739456X2095638
Author(s):  
Barbara Brown Wilson
Keyword(s):  
Learning Theory ◽  
Transformational Learning ◽  
Ways Of Knowing ◽  
Learning Needs ◽  
Ethical Challenges ◽  
Participatory Action ◽  
Land Use Patterns ◽  
Use Patterns ◽  
Transformational Learning Theory ◽  
Challenges And Opportunities

As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of oppression and center lived expertise in decision-making processes. Transformational learning theory considers the mechanisms through which place-based learning expands student worldviews through exposure to other ways of knowing. Reflecting on a participatory action course through the analytical lens of transformational learning theory, this paper considers the pedagogical and ethical challenges and opportunities for planning education through collaborative action.

FORMATION OF THE CORPORATE STYLE OF FIRST-YEAR STUDENTS OF THE UNIVERSITY

2021 ◽  
Vol 4 (3) ◽  
pp. 4-10
Author(s):  
Mekhribonu Kayumova ◽  
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Education Institution ◽  
First Year ◽  
Cultural Education ◽  
First Year Students ◽  
Pedagogical Strategies ◽  
National Values ◽  
History Of ◽  
The University

The article deals with the problem of the formation of a corporate style among first-year students of the university. To solve this problem, the use of pedagogical strategies is proposed. Their implementation is aimed at uniting the collective spirit of society (group), as well as the awareness of each student of this need, not forgetting about national values, acceptance of the values and history of a higher educational institution, rational use of opportunities created for girls and women in the renewed UzbekistanKeywords:corporate culture, innovation, higher education institutions, corporate identityof female students, pedagogical strategies, cultural education area of higher education institution.

scholarly journals Library experiences of transfer students at an urban campus

2018 ◽  
Vol 9 (2) ◽  
pp. 63-71
Author(s):  
Erin Richter-Weikum ◽  
Kevin Seeber
Keyword(s):  
Transfer Students ◽  
The United States ◽  
First Year ◽  
Skills Transfer ◽  
First Year Students ◽  
Post Secondary ◽  
Before And After ◽  
Library Resources ◽  
Locating Information ◽  
Urban Campus

This study investigates the library experiences of transfer students at an urban commuter campus in the United States with approximately 20,000 students, 8,500 of whom previously attended another institution. Using a mixed methods approach, we surveyed and interviewed transfer students to gain a better understanding of their use of libraries and their comfort with locating information both before and after transferring between post-secondary institutions. Our findings indicate that there is not a standard “transfer student experience,” although usage of library resources at past institutions does affect students’ perceptions. Subsequently, librarians should develop outreach efforts and information literacy instruction that go beyond first-year students and acknowledge the research skills transfer students bring with them.  

scholarly journals Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College

2020 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Beverlyn Grace-Odeleye
Keyword(s):  
Student Performance ◽  
Educational Administration ◽  
Performance Persistence ◽  
First Year ◽  
First Year Students ◽  
Academic Difficulties ◽  
Social Challenges ◽  
Post Secondary ◽  
Higher Educational ◽  
Students Success

Persistence and increased retention is a major focus in higher educational administration. The first-years of transition to college is a multi-dimensional new academic experience, noncognitive, and social challenges, often a disorienting period which can lead to academic difficulties. This review examines the literature for strategies, institutional policies and approaches for effective retention and first-year students’ success programs supported by evidence that contributes to satisfactory student performance, persistence and retention in post-secondary education. This review aim to develop a knowledgeable perspective on higher educational integrated and collaborative guiding principles for refining student learning and success efforts for improvements in student performance, persistence, and retention. The implications for practice are discussed and recommendations for of institution-wide collaborative critical strategies supported by data proven effective for the promotion, retention and success of first-year students’ success is provided.

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