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,
et al. 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.
