dc.contributor.author	Khoury, Matthew W.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2022-01-19T15:10:20Z
dc.date.available	2022-01-19T15:10:20Z
dc.date.issued	2021-10
dc.identifier.other	35254878-1AE0-0684-402A-C72F022B0E66	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5200
dc.description.abstract	This qualitative study was created to gain a better understanding of the impact of a for- credit first-year seminar course. Related existing research and theory included past studies on the first-year seminar, the hidden curriculum, and student persistence and retention. This study was intended to make an original contribution to the knowledge base through understanding the stories and narrated experiences of four faculty and six students involved with first-year seminars at a large university in the southeast. Three interviews were completed with my six student and four faculty collaborators. Transcripts were analyzed both with in vivo and emotion coding. Narrative profiles were created for each collaborator. Four main topics from student data were generated: sense of belonging, difficulty and feeling supported, pride and happiness, and academic rigor. Four main topics from faculty data were generated: building the foundation, structuring a first-year seminar, teaching a first-year seminar, and professors making meaning. Examples from the narrated experiences collaborators shared were provided to support each topic. Keywords: emotion coding, first-year seminar, hidden curriculum, in vivo coding, narrative inquiry, retention	en_US
dc.format.extent	1 electronic document and derivatives, 431 pages. 3925994 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	College dropouts--Prevention	en_US
dc.subject	College freshmen	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education--Curricula	en_US
dc.subject	Emotions--Social aspects	en_US
dc.subject	Narrative inquiry (Research method)	en_US
dc.title	Navigating a Component of Higher Education’s Hidden Curriculum: A Qualitative Study of First-Year Seminar Faculty and Students (Under Embargo)	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Clevenger-Schmertzing, Lorraine
dc.description.committee	Schmertzing, Richard W.
dc.description.committee	James, Christine A.
dc.description.committee	Workman, Jamie L.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US