Rethinking Student Transitions

Dallin George Young, Bryce D. Bunting

ISBN 10: 1942072694 / ISBN 13: 9781942072690

Verlag: National Resource Center for The First Year Experience and Students in Transition, US, 2024

Beschreibung

Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise, presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students' experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritised students, first-generation students, and post-traditional students.

Bestandsnummer des Verkäufers LU-9781942072690

Bibliografische Details

• Titel: Rethinking Student Transitions
• Verlag: National Resource Center for The First Year Experience and Students in Transition, US
• Erscheinungsjahr: 2024
• Sprache: Englisch
• ISBN-10: 1942072694
• ISBN-13: 9781942072690
• Einband: Paperback
• Zustand: New
• Abmessungen: 15,42B x 1,55 H x 22,83 T Zentimeter Breite: 15,42 cm, Höhe: 1,55 cm, Tiefe: 22,83 cm

Über diesen Titel

Inhaltsangabe

Rethinking Student Transitions: How Community, Participation, and Becoming Can Help Higher Education Deliver on its Promise, presents a reimagined theory of student transitions in college. The authors contend that while previous theorizations have helped move the practice of supporting student success forward through the latter half of the twentieth century, earlier conceptualizations and models have led to an inconsistent and incomplete picture of students' experiences in transition. The book offers both a review and critique of current models of transition and then develops a new conceptual viewpoint based in the ideas of situated learning and transitions as becoming. The second half of the book is dedicated to using this new theoretical perspective to illustrate how higher education professionals can create conditions to support students in transition more intentionally, with a particular view toward supporting historically marginalized students, including racially and ethnically minoritised students, first-generation students, and post-traditional students.

Über die Autorinnen und Autoren

Dallin George Young

Bryce D. Bunting