Submitted by LETICIA MONTEIRO SILVA null (leticiamonteiro@yahoo.com.br) on 2016-10-11T19:51:39Z No. of bitstreams: 1 Dissertação_Letícia Monteiro.pdf: 1174023 bytes, checksum: 4d037a00c0b366f9773f600ad795ed0e (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-18T14:01:32Z (GMT) No. of bitstreams: 1 monteiro_ls_me_ia.pdf: 1174023 bytes, checksum: 4d037a00c0b366f9773f600ad795ed0e (MD5) / Made available in DSpace on 2016-10-18T14:01:32Z (GMT). No. of bitstreams: 1 monteiro_ls_me_ia.pdf: 1174023 bytes, checksum: 4d037a00c0b366f9773f600ad795ed0e (MD5) Previous issue date: 2016-05-16 / Os Seminários de Dramaturgia do Teatro de Arena de São Paulo significam um momento de fundamentais transformações no pensamento e na prática teatral paulistana e nacional. A partir de uma concepção do nacional e do popular que busca a formação de novos autores brasileiros através da prática sistemática da discussão de teoria estética, de textos teatrais e da apresentação de obras autorais abertas e sujeitas ao debate em trabalho colaborativo. Sua eclosão, em 1958 e seu desenvolvimento até o ano de 1961 deu origem a peças que pela primeira vez no País se valerão da utilização de expedientes épico-dialéticos. Entre as obras oriundas desse processo, duas serão analisadas: Chapetuba Futebol Clube de Oduvaldo Vianna Filho e Revolução na América do Sul de Augusto Boal. / The dramaturgy seminars of Teatro de Arena from São Paulo means a moment of fundamental transformations in the thought and theater practice in the city of São Paulo and nationally. Starting from a conception of national and popular which aims the formation of new Brazilian writers through de systematic practice of discussion on aesthetic theory, theatral writings and presentation of open authoral works, subjected to debates and collaborative production. It's outbreak, in 1958 and it's development until 1961, gave origin to plays which, for the first time in Brasil, will resort epic-dialectic expedients. Between the theater plays that arose from this process, two will be analyzed: Chapetuba Futebol Clube written by Oduvaldo Vianna Filho and Revolução na América do Sul written by Augusto Boal.

Orientador: Anna Christina Bentes da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T08:41:52Z (GMT). No. of bitstreams: 1 Goulart_Claudia_M.pdf: 1679705 bytes, checksum: 4fd01a7351594a089c92455bc243dd74 (MD5) Previous issue date: 2005 / Resumo: Este trabalho tem como foco de estudo as práticas orais na escola de Ensino Fundamental, mais especificamente, a atividade de seminário e o gênero exposição oral nas aulas de Língua Portuguesa. A motivação para esta pesquisa surgiu ao longo de nossa trajetória como professora de Língua Portuguesa, em escolas públicas, ao observarmos a falta de planejamento e de sistematização das atividades relacionadas à exposição oral na escola, especialmente em atividades como seminários. Começamos, então, a observar em que momentos privilegiava-se o trabalho com esse gênero e verificamos que, na esfera escolar, o espaço dedicado ao desenvolvimento das competências lingüística, textual e comunicativa apropriadas ao domínio do expor era restrito, limitado a atividades como leituras em voz alta e discussões informais sobre temas relacionados aos conteúdos das diversas disciplinas. Percebemos, neste trabalho, que o processo de reflexão sobre a tomada da palavra publicamente pelos alunos como locutores ¿ e não apenas como interlocutores nas diversas práticas sociais ¿ é ainda pouco considerado pela escola e pelo sistema educacional como um todo, porque a prática da exposição oral em seminário não é concebida como um locus que demande reflexão, sistematização e avaliação didática por parte do professor de língua e dos alunos. Isso acontece, provavelmente, devido à antiga tradição de ensino e aprendizagem de língua materna, em que a leitura e a produção de textos escritos eram ¿ e ainda são ¿ consideradas as principais atividades necessárias para o desenvolvimento das competências lingüística e comunicativa dos alunos. Essas reflexões nos possibilitam formular a hipótese de que a exposição oral é um instrumento importante e necessário na escola, porque funciona como um mediador fundamental no desenvolvimento de habilidades de leitura, escrita e produção de fala em contextos formais dentro e fora da escola. Embora os aprendizes passem, em média, oito anos no Ensino Fundamental, a maioria deles - apesar de estar ao longo do processo escolar produzindo a exposição oral em seminários ou debates - não demonstra ter desenvolvido, ao final desse nível, uma competência em relação a esse gênero. A abordagem teórico-metodológica que sustenta a nossa análise está inscrita na sociolingüística interacional, especialmente o conceito de enquadre comunicativo e no sociointeracionismo, sobretudo aquele empreendido pelo Grupo de Genebra, e nas discussões sobre interação, comunicação e práticas de linguagem, na perspectiva de Vion (1992), Bronckart (1997), Dolz & Schneuwly (1996) e Schneuwly & Dolz (1997). Esses conceitos são especialmente importantes quando se trata de estudar as ações de linguagem realizadas por sujeitos inscritos dentro de um quadro social mais amplo e mediadas por uma situação comunicativa específica. Ainda neste estudo, é nosso objetivo examinar como os alunos mobilizam os elementos não-verbais (paralingüísticos e cinésicos) e prosódicos no curso das apresentações de seminário. Esses elementos são essenciais quando se estudam as práticas de linguagem oral, dada sua natureza multimodal. Constatamos, nas análises, que as aulas de Língua Portuguesa não são planejadas com a intenção de desenvolver habilidades relacionadas ao exercício da exposição oral. Por isso, na primeira apresentação de seminário por parte dos alunos, foram constatados três tipos de enquadres comunicativos. O primeiro deles, o Enquadre A, reflete a forma mais comum de realização de seminários na escola hoje, a saber, a leitura em voz alta dos textos resultantes da pesquisa, sem a exploração de outros recursos, tais como o contato visual com a platéia, introdução e fechamento, gestualidade apropriada, texto expositivo que consiga prender a atenção da platéia. O Enquadre B também consistiu de leitura do material escrito da pesquisa, no entanto, apresentou características um pouco diferenciadas, porque os alunos enunciaram textos de introdução e/ou de conclusão, porque houve a mobilização de recursos gestuais e porque houve uma interação mais direta com a audiência por meio do olhar e da expressão facial. Apesar de alguns alunos olharem timidamente para a platéia (na maioria das vezes, desviando os olhos dos colegas), o contato visual com a audiência aconteceu mais vezes do que nas apresentações do enquadre A. O terceiro enquadre (Enquadre C) ¿ muito diferenciado dos dois anteriores ¿ foi produzido por um número restrito de alunas (03 dos 41 alunos), que tentaram assumir o ethos de expositoras, mobilizando a atenção e a participação da platéia para a qual elas estavam expondo. Houve presença de falas de conclusão, as falas foram mais fluentes, com o uso do texto escrito como apoio. As alunas desse enquadre usaram recursos paralingüísticos (risos) para captar a atenção da platéia, recursos cinésicos (gestualidade e olhar) e recursos prosódicos (tom de voz, altura e boa qualidade de voz) de forma mais consciente. No segundo momento, após as intervenções, verificamos que os alunos mobilizaram com mais naturalidade os recursos não-verbais e prosódicos para travar uma interação mais efetiva com a platéia. As principais diferenças entre este momento e o anterior são: (i) a seleção dos conteúdos efetuada pelos alunos consegue produzir uma exposição sobre o tema escolhido com um sentido global. (ii) a emergência dos papéis sociais do expositor e da platéia; (iii) a estruturação composicional da exposição oral, que revela uma progressão textual mais adequada, resultando um número bem menor de incoerências locais. Com isso, fica evidenciado o papel central que as intervenções didáticas e as discussões avaliativas podem ter na construção de uma mudança significativa das práticas de linguagem oral na escola / Abstract: This work has as study focus the oral practices in Basic Education School, more specifically, on the seminar activity and the oral exposition genre in the classes of Portuguese Language. The motivation for this research appeared along our path as teacher of Portuguese in public schools. We¿ve observed the lack of planning and systemization of the activities related to the oral exposition in school, especially in activities such as seminars. We start, then, to observe in what moments the work with that genre was privileged and we verified that, in the pertaining to scholar sphere, the space dedicated to the development of linguistics, textual and communicative abilities appropriate to the domain of oral exposition was restricted, limited to activities such as reading aloud and informal discussions on themes related to the contents of the various disciplines. We noticed, in this work, that the reflection process on the taking of public word for the students as announcers - and we don't just mean interlocutors, but speakers in several social practices - is still little considered by the school and by the educational system as a whole because the practice of oral exposition in a seminar is not conceived as a locus that demands reflection, systemization and didactic evaluation on the part of the language teacher and of the students. That happens, probably, due to the old teaching tradition and learning of mother tongue, in that the reading and the production of writing texts were - and they are still - considered the main activities necessary for the development of linguistics and communicative competence of the students. These reflections made it possible for us to formulate the hypothesis that the oral exposition is an important and necessary instrument in school, because it works as a fundamental mediator in the development of reading abilities, writing and speech production in formal contexts inside and out of school. Although the students spend, on average, eight years in Basic Education, most of them - in spite of being, during the school process, producing oral exposition in seminars or debates ¿ do not demonstrate having developed, at the end of this level, a competence in relation to that genre. The theoretical-methodological approach that sustains our analysis is enrolled in the interactional sociolinguistics, especially the concept of communicative frames (on the perspective of Goffman, 1979) and in the sociointeracionism, over all that one undertaken by the Group of Geneva, and in the discussions on interaction, communication and language practices, in the perspective of Vion (1992), Bronckart (1997), Dolz & Schneuwly (1996) and Schneuwly & Dolz (1997). These concepts are especially important when we are studying language actions accomplished by subjects enrolled inside a wider social picture and mediated by a specific communicative situation. Still, in this study, it is our objective to examine how students mobilize the non-verbal elements (paralinguistics and kinesics) and prosodic elements in the course of seminar presentations. These elements are essential when oral language practices are studied, considering its multimodal nature. In the analysis we verified that the classes of Portuguese are not planned with the intention of developing abilities related to the exercise of the verbal exposition. Therefore, when we analyzed the data of this research, in the first seminar presentation on the part of the students, three types of communicative frames had been evidenced. The first of them, we called Frame A, reflects the more common form of accomplishment of seminars in school today, that is, the reading aloud of the resulting texts of the information looked for by students on a certain subject, without the exploration of other resources, such as visual contact with the audience, introduction and conclusion, appropriate gestures, expository texts that arrest the attention of the audience. The second frame, we called Frame B. It also consisted of reading the writing material of the research made by the pupils; however, it presented characteristics a little differentiated, because the students had enunciated introduction and/or conclusion texts, and because they had mobilized gesture resources and they had more direct interaction with the audience through the glance and facial expression. Although some students look timidly at the audience (most of the time, avoiding friends' eyes), the visual contact with the audience happened more times than in the presentations of the first frame (A). The third party frame (called Frame C) ¿ was much different from the previous two ¿ it was produced by a restricted number of students (03 of the 41 students). In this frame, we noticed that the students tried to assume the ethos of expositors, mobilizing the attention and the participation of the audience for whom they were exposing. There was the presence of conclusions; the speeches were fluent, with the use of written text as support. The students of that frame used paralinguistic resources (laughter) to capture the attention of the audience, kinesic resources (gestures and glances) and prosodic resources (voice tone, height and good voice quality) in a more conscious way. In the second moment of this research, after the interventions that were made with the teacher and the students, we verified that the students mobilized with more naturalness the non-verbal and prosodic resources to obtain a more effective interaction with the audience. The analysis of the data allows us to conclude that the main differences between this moment and the previous one are: (i) the selection of the contents made by the students get to produce an exhibition on the chosen theme with a global sense. (ii) the emergence of the social papers of the expositor and of the audience; (iii) the compositional structure of the oral exposition, that reveals a more appropriate textual progression, resulting in a much smaller number of local incoherencies. With that, the central role that the didactic interventions and the evaluating discussions can have in the construction of a significant change of the oral language practices in the school is evidenced. / Mestrado / Sociolinguistica / Mestre em Linguística

Orientador: Luiz Carlos de Freitas / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T01:08:06Z (GMT). No. of bitstreams: 1 Cardoso_JudithGuimaraes_D.pdf: 57745297 bytes, checksum: f06b5aff8ca48c619d97cbc37c481422 (MD5) Previous issue date: 2006 / Resumo: Situado na porção mais central e interior do Brasil, Mato Grosso apresenta algumas singularidades, entre elas a ocupação muito recente do Norte do Estado nas duas últimas décadas apenas, o que explica o grande contingente de professores sem qualificação adequada, dada a não-existência de cursos de graduação e a grande distância dos centros que os oferecem. O ensino a distancia e o parcelado têm sido a resposta à demanda de profissionais capacitados para a região. A UFMT - através do NEAD - e a SEDUC, em parceria com os governos municipais, têm se responsabilizado pela oferta de Licenciatura em Pedagogia na modalidade a distância para o Norte e Médio-Norte de Mato Grosso, voltado para a formação de docentes das séries iniciais do ensino fundamental. Esta investigação centra foco na percepção de alunos-professores e orientadores acadêmicos a respeito desse curso e da contribuição que oferece para sua formação profissional e para sua atuação em sala de aula. As impressões dos informantes foram colhidas por meio de entrevistas, questionários e pela observação participante em reuniões de colegiado, das quais participaram também os organizadores e proponentes do curso. Para a análise, privilegiam-se as contribuições de Marx e pensadores marxistas, como Enguita, que desnudam a relação trabalho x alienação, par de grande produtividade para a leitura das falas recolhidas, compreendendo-se estudar como uma forma de trabalho, e Vazquez para compreender a relação teoria/prática. O registro dessas impressões, tanto do que foi explicitado quanto do que se insinua em seus intervalos, possibilita salientar a incorporação dos discursos institucionais e certo alheamento diante da organização da grade curricular, conteúdos, estratégias de aprendizagem, entre outros. A proposta do curso salienta o tripé interdisciplinaridade - pesquisa - interação teoria/prática, e os seminários de pesquisa seriam seu grande diferencial, processo e momento de culminância dessa tríade. Essa concepção é salientada pela grande maioria, contudo, ao revelarem como efetivamente ocorrem. Percebe-se que os objetivos dos seminários acabam servindo para cumprir programas mais extensos, compensar carga horária restrita, ou ensejar oportunidade de avaliação. Os informantes conseguem interpor uma fala mais pessoal ao tratarem da avaliação e das parcerias responsáveis pela oferta do curso. No percurso desta pesquisa, foram revelados e percebidos alguns problemas no curso observado, tais como o descumprimento de acordo por algumas prefeituras, a necessidade de reavaliar os seminários de pesquisa e instrumentos de avaliação. Numa perspectiva mais ampla, contribui para desfazer mitos relativos ao ensino a distância - por muitos visto como menos produtivo que o presencial -, à medida que busca engajar o aluno em seu aprender, contribuindo para a democratização do ensino. / Abstract: Mato Grosso, situated in the central region of Brazil, has a few singularities. Being among them the very recent occupation of the north of the state only in the last two decades what explains the large number of ill prepared teachers given the lack of graduation courses and the great distance from education centers elsewhere. E-learning and modular teaching have been the answer to the demand for qualified professionals in the region. UFMT - by NEAD - and SEDUC in partnership with local cities authorities have cared of the graduation courses in education degree using e-learning in the north of Mato Grosso directed to the teacher training in the first classes of elementary school this research is focused in the feeling of student-teachers and academic advisors towards this course and its contribution to their professional qualification and classroom performance. The data was collected though interviews, questionnaires and by participating observation in council meetings where the course organizers also participated. For the analysis, preference has been given to Marx and Marxist thinkers like Enguita that explain the work x withdrawn relationship, contributions of great value for the reading of the obtained speeches, being studying understood as way of work. The data registered, such those made clear as well as those insinuated in the breaks, allows to emphasize the entry of the institution speeches and a certain ignorance of school syllabres organization, subjects, learning strategies, among others. The course proposal emphasize the tripod intersubject - research - theory practical interaction, where the research seminars word be the great difference, process and the highest point of this tripod. This thinking is emphasized by most people but when revealing how they actually occur. Seminar objectives are used to fulfill more extense programs, make up for restrained workload or create assessment opportunities. The informers have more personal talks when addressing assessment and partnerships responsible for the course offering. In the making of this research some problems with this course were revealed as some municipality agreements were not kept, the necessity of reassessing the research seminars and the assessment instruments. In a more ample view, it contributes to undo myths related to e-learning - many times regarded as being less effective than that by presence, in the way that in motivates the student into learning, contributing for the education democracy. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

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No. of bitstreams: 1 jobenemarcarvalhodossantos.pdf: 3080083 bytes, checksum: fe53587eaee2299a31b620575d93f247 (MD5) Previous issue date: 2014-09-30 / Os Seminários Escolares de Apropriação dos Resultados do Sistema Permanente de Avaliação da Educação Básica do Ceará - SPAECE são eventos realizados pela equipe técnica do Núcleo Regional de Desenvolvimento da Escola e da Aprendizagem - NRDEA em parceria com técnicos do Núcleo de Tecnologia Educacional - NTE da Coordenadoria Regional de Desenvolvimento da Educação CREDE 11, que tem como objetivo mobilizar a comunidade escolar para o conhecimento e a utilização dos resultados da proficiência dos alunos, nas escolas públicas estaduais da regional. A participação nesses seminários é monitorada pelo núcleo gestor de cada escola para que estejam presentes, além dos educandos, os pais de alunos, professores, funcionários e representantes da sociedade civil. Esses seminários vêm acontecendo desde o ano de 2009, desde então tem se observado um aumento significativo da média de proficiência das escolas da regional e, consequentemente, do número de alunos contemplados pelas políticas de bonificação do governo do estado, que no período em epígrafe, refere-se à premiação com computadores. Nesse sentido, os seminários podem ser considerados uma ferramenta de grande disseminação dos resultados, que são divulgados para a comunidade e publicados em órgãos de imprensa local, rádios, blogs e jornais escolares, com a intenção de alcançar um grande número de pessoas e seguindo a tendência de publicização mais eficiente dos resultados das avaliações em larga escala. Esse estudo descreve a organização e realização do programa Seminários Escolares de Apropriação dos Resultados do SPAECE nas escolas públicas estaduais sob a jurisdição da CREDE 11, seguindo através da análise dos planos de ações construídos pelas unidades escolares durante sua realização, e apontando os desafios e potencialidades dessa modalidade de divulgação de resultados de uma avaliação sistêmica. O plano de ação pretende contemplar ajustes na organização, na realização e na interface com as unidades escolares envolvidas. Para efetivação do presente trabalho de pesquisa serão analisados os planos de ações elaborados em 03 escolas da CREDE 11 referentes aos seminários escolares realizados nos anos de 2010, 2011 e 2012. As escolas serão selecionadas aleatoriamente e as ações produzidas por essas escolas serão agrupadas por similaridades e trabalhadas na íntegra, permitindo identificar se os níveis de apropriação dos resultados das avaliações externas nessa regional apontam indícios de avanço ou de estagnação. / The School Workshops of Appropriation of Permanent Results of System Evaluation of Basic Education of Ceará - SPAECE are events performed by the technical staffs of the Regional Center for School Development and Learning - NRDEA in partnership with staffs from the Center for Educational Technology – NTE from Regional Coordination of Education Development CREDE 11, which has as goals to mobilize the school community for the knowledge and use of the results of students' proficiency in large-scale assessments of regional public schools. The principal and coordinators of every school to be present, in addition to students, parents of students, teachers, officials and civil society representatives, monitor participation in these seminars. These seminars have been going on since 2009, ever since we have seen a significant increase in the average proficiency of the regional schools and, consequently, the number of students covered by the subsidy policies of the state government, which in the period referred to above, refers to the prize with Computers. Accordingly, the seminars can be considered a tool of great dissemination of the results, which are published for the community and published in local press, radio, blogs and scholarly journals, with the intention of achieve a large number of people and following the trend of more efficient publicizing of the results of large-scale assessments. This study describes the organization and running of Seminars School of Appropriation of SPAECE Results in public schools under the jurisdiction of the CREDE 11, following by analysis of the action plans constructed by school units during this realization, and pointing out the challenges and potentiality of this modality dissemination of results of a systematic evaluation. The action plan is want to contemplate adjustments in the organization, implementation and in the interface with school units involved. For realization of this research the action plans developed in 03 schools from CREDE 11 will be analyzed referring to the school seminars realized in 2010, 2011 and 2012. The schools will be randomly selected and the actions produced by these schools will be grouped by similarities and worked in full, allowing us to identify the levels of appropriation of the results of external evaluations in that regional pointing evidence of progress or stagnation.

The aim of the thesis is creating a business plan concept for a company focusing on organisation of educational seminars and thereafter verification of its viability and feasibility. Thesis is divided into two separate sections. First section comprise the theoretical background of business plan and description its structure. Second part consists of the business plan itself.

In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership. Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways. Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.

This study aims to increase the level of knowledge about the gerontological knowledge of a sample of registered nurses by creating a portable and concise continuing education seminar that is based upon the fundamental components of the normal aging process. The impact on the learning outcomes of an accredited continuing education seminar that was developed for this study was analyzed. The continuing education seminar focused on some of the major areas of social gerontology pertinent to nursing. Although other variables (age, gender, educational level, and previous gerontological training) were analyzed, none were found to have significant effect on the level of knowledge.

Essay I explores brain machine interface (BMI) technologies. These make direct communication between the brain and a machine possible by means of electrical stimuli. This essay reviews the existing and emerging technologies in this field and offers a systematic inquiry into the relevant ethical problems that are likely to emerge in the following decades. Essay II, co-written with professor Sven-Ove Hansson, presents a novel procedure to engage the public in ethical deliberations on the potential impacts of brain machine interface technology. We call this procedure a Convergence seminar, a form of scenario-based group discussion that is founded on the idea of hypothetical retrospection. The theoretical background of this procedure and the results of the five seminars are presented here. Essay III discusses moral enhancement, an instance of human enhancement that alters a person’s dispositions, emotions or behavior in order to make that person more moral. Moral enhancement could be carried out in three different ways. The first strategy is behavioral enhancement. The second strategy, favored by prominent defenders of moral enhancement, is emotional enhancement. The third strategy is the enhancement of moral dispositions, such as empathy and inequity aversion. I argue that we ought to implement a combination of the second and third strategies. / <p>QC 20121206</p>

Many institutions of higher education offer first-year seminars; academic courses designed to help new college students successfully transition to the rigors and demands of life inside and outside the classroom. There is a substantial body of research that validates first-year seminars as successful in accomplishing this goal. There are also numerous studies that have investigated what in the literature is termed a “sense of belonging.” This research demonstrates that college students who experience a sense of belonging feel welcomed, included, connected, and part of the community. These students are more likely to succeed and be retained at their institution. While there is extensive literature examining both of these areas separately, there is limited literature that connects them. This dissertation aimed to fill that gap in the literature by investigating synergies between first-year seminars and sense of belonging at a 4-year, private, liberal arts university. Results of the study showed that first-year students experienced sense of belonging through developing relationships with peers and faculty, through being informed about institutional resources and policies, and by feeling part of a supportive community. The first-year seminar program did have a positive effect on first-year students’ desire to graduate from the institution. An implication for practice includes faculty development centered on fostering a sense of belonging, facilitating opportunities for students to form relationships with their peers and faculty, ensuring that classrooms and institutional environments are inclusive and welcoming, and by informing first-year students about the resources and supports available to aid in their transition and retention. / Educational Administration

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