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Full-Text Articles in Education
The Perception Of New Professionals On Their Transition Into The Field Of Student Affairs, Ana Garcia
The Perception Of New Professionals On Their Transition Into The Field Of Student Affairs, Ana Garcia
Electronic Theses and Dissertations
While research has been conducted exploring the competencies needed for student affairs work, little is known about the perception of new professionals regarding their socialization into the field. This phenomenological study explores the perception of 10 new student affairs professionals on how the National Association of Student Personnel Administrators and the American College Personnel Association Values, Philosophy and History professional competency aided their social transition into student affairs. Using Weidman et al.’s (2001) graduate socialization theoretical framework, the study revealed three key findings: (a) for new student affairs professionals, the socialization process begins well before beginning a graduate program; (b) …
Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day
Wounds And Writing : Building Trauma-Informed Approaches To Writing Pedagogy., Michelle L. Day
Electronic Theses and Dissertations
This dissertation builds a trauma-informed approach to writing pedagogy informed by writing studies scholarship about trauma and inclusive pedagogy, clinical social work literature on trauma-informed care, and interviews with nine current University of Louisville writing faculty about their experiences academically supporting distressed students. I identify three central touchstones—“students are coddled,” “teacher’s aren’t therapists,” and “institutions don’t support trauma-informed teaching”—in scholarly and public debates regarding what to do about student trauma/distress in higher education. After exploring the valid concerns and misconceptions underpinning these touchstones, I illustrate how clinical research offers a way forward to help writing instructors develop more complex understandings …
When Process Becomes Processing: Managing Instructor Response To Student Disclosure Of Trauma In The Composition Classroom, Kelci Barton
When Process Becomes Processing: Managing Instructor Response To Student Disclosure Of Trauma In The Composition Classroom, Kelci Barton
Electronic Theses and Dissertations
In first-year composition courses, there are three aspects of teaching that are researched well so far: disclosure of trauma in student writing, instructor feedback, and emotional labor. The disclosure of trauma is almost completely unavoidable in first-year composition. We encounter an issue with instructor feedback; how do we provide feedback to student writing, like grammar and mechanics, when the student has disclosed trauma in the writing? Additionally, we can build off this with emotional labor, which already occurs consistently in teaching but is heightened in this instance. When providing feedback to a student who has disclosed trauma, this can be …