Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students
The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridg...
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| Format: | Article |
| Language: | English |
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University of North Carolina Wilmington
2019-11-01
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| Series: | Journal of Effective Teaching in Higher Education |
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| Online Access: | https://jethe.org/index.php/jethe/article/view/40 |
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Article |
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doaj-57dedf48fe2f485d8189ee94d2b863532021-06-08T18:07:08ZengUniversity of North Carolina WilmingtonJournal of Effective Teaching in Higher Education2578-76082019-11-012210.36021/jethe.v2i2.40Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled StudentsEmily E Virtue0Western Carolina University The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester. https://jethe.org/index.php/jethe/article/view/40identityfirst-year transitionfacultyfiction |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Emily E Virtue |
| spellingShingle |
Emily E Virtue Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students Journal of Effective Teaching in Higher Education identity first-year transition faculty fiction |
| author_facet |
Emily E Virtue |
| author_sort |
Emily E Virtue |
| title |
Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students |
| title_short |
Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students |
| title_full |
Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students |
| title_fullStr |
Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students |
| title_full_unstemmed |
Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students |
| title_sort |
using fiction to support identity development and transition in conditionally-enrolled students |
| publisher |
University of North Carolina Wilmington |
| series |
Journal of Effective Teaching in Higher Education |
| issn |
2578-7608 |
| publishDate |
2019-11-01 |
| description |
The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.
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| topic |
identity first-year transition faculty fiction |
| url |
https://jethe.org/index.php/jethe/article/view/40 |
| work_keys_str_mv |
AT emilyevirtue usingfictiontosupportidentitydevelopmentandtransitioninconditionallyenrolledstudents |
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