TY - JOUR
AB -   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,
  <em>et al.</em> 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 campus-wide 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.


AU - D. William Kay, Steven M. Smith, Vurain Tabvuma, and Katelynn Carter-Rogers
CY - Washington, DC
DA - 
EP - 
IS - 4
J1 - Strategic Enrollment Management Quarterly
J2 - SEMQ
JA - SEM Quarterly
JF - Strategic Enrollment Management Quarterly
JO - Strategic Enrollment Management Quarterly
L1 - 
LA - EN
SP - 
T1 - Fostering Faculty Learning Communities: Reflections from an FYE Landscape of Practice
UR - fostering-faculty-learning-communities-reflections-from-an-fye-landscape-of-practice
VL - 
Y1 - 2024/1/24
Y2 - 2024/7/4
ER -