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International Journal of Teaching and Learning in Higher Education, v25 n2 p213-222 2013

In recent years, great emphasis has been placed on student success and retention in higher education. To address this issue, many universities' strategic retention programs include first-year seminars. A variety of pedagogical strategies have been employed in these seminars to help students succeed personally, socially and academically. This article reports findings from a qualitative study that explored the teaching/learning outcomes and benefits derived from the experience of reflective journal writing during a first-year seminar from the perspectives of students and the instructor. The findings document how journaling in a first-year seminar can be used to support institutional action to improve the quality of the undergraduate experience and student success.

Descriptors: Reflection, Journal Writing, Academic Achievement, College Freshmen, Undergraduate Study, Educational Benefits, Educational Strategies, School Holding Power, First Year Seminars, Educational Experience, Qualitative Research, Student Attitudes, Teacher Attitudes, Liberal Arts, Program Descriptions, Management Systems, Questionnaires, Outcomes of Education

International Society for Exploring Teaching and Learning. Web site:

Autor: Everett, Michele C.


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