Supporting students transitioning from high school into college continues to be a challenge for many academics and policy makers. In this conceptual content analysis study, first-year composition (FYC) course syllabi were examined based on Kuh’s (2008) High-Impact Practices (HIP) and the Association of American Colleges and Universities’ (AAC & U) rubric and HIP tenets: Civic Learning and Community Engagement that focused on writing assignments, activities, and projects embedded within selected syllabi. Specifically, this study analyzed ten FYC syllabi at one urban, public, four-year university in Southern California during the 2015–2016 academic year. Using Dedoose (2016) the researcher deconstructed the syllabi, identifying two themes: Pedagogical and Conceptual. Overall findings indicate that more FYC course syllabi embedded the Pedagogical theme (88 occurrences) than the Conceptual theme (64 occurrences). While the university’s mission statement suggests Civic Learning and Community Engagement tenets for FYC students, the essence of the Conceptual theme, FYC syllabi embedded more evidence of the Pedagogical theme. It is hoped that HIP practices have the opportunity to minimize further marginalization of students in need of developmental composition support and construct critical thinking, civic learning, and community engagement in citizens during an age when civic leaders are needed the most.
|Advisor:||Fingon, Joan C.|
|Commitee:||Aguilar, Nadia, Harris, Christopher S., Snow, M. Anne, Ulanoff, Sharon H.|
|School:||California State University, Los Angeles|
|Department:||Applied and Advanced Studies in Education|
|School Location:||United States -- California|
|Source:||DAI-A 80/01(E), Dissertation Abstracts International|
|Subjects:||Language arts, Educational leadership, Social studies education, Higher education|
|Keywords:||Civic learning, Community engagement, Developmental, First-year college English composition, High impact practices, Syllabi|
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