"Our Stories": First-Year Learning Communities Students Reflections on the Transition to College

Autor/inn/en	Goodlad, Karen; Cheng, Sandra; Sears, Jennifer; Diaz, Mery; Satyanarayana, Ashwin; Kreniske, Philip
Titel	"Our Stories": First-Year Learning Communities Students Reflections on the Transition to College
Quelle	In: Learning Communities: Research & Practice, 7 (2019) 2, Artikel 5 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-804X
Schlagwörter	Communities of Practice; College Freshmen; Reflection; Student Adjustment; Commuter Colleges; Urban Schools; Technology Education; Mentors; Peer Relationship; Writing (Composition); Immigrants; First Generation College Students; Minority Group Students; Low Income Students; Story Telling; Stress Variables; Program Effectiveness; Electronic Publishing; Faculty Development; New York (New York) + Suchen Sie Ihr Suchwort? Community; Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Technisch-naturwissenschaftlicher Unterricht; Peer-Beziehungen; Schreibübung; Immigrant; Immigrantin; Immigranten; Elektronisches Publizieren
Abstract	Analysis of diverse first-year and first-generation learning communities students' reflective narratives shows this population of students at an urban commuter college of technology face significant challenges in the transition into college. Designed to assist in this transition, the "Our Stories" digital writing project incorporates reflective writing in the long established, yet recently revitalized, learning communities program. Through analysis of the "Our Stories" project, we examine how the structure of our learning communities program, together with writing on an open digital platform, builds community and has the potential to positively influence students as they identify, and begin to make sense, of the social, emotional, and bureaucratic challenges in their transition into college. The role of peer mentors, faculty and administrators in this project is discussed. (As Provided).
Anmerkungen	Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail: washcenter@evergreen.edu; Web site: https://washingtoncenter.evergreen.edu/lcrpjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01