This dissertation studies how first-year writing teachers' experiences learning grammar impact their teaching of and responses to the topic of grammar. Scholars like Francis Christenson and Martha Kolln agree that some knowledge of grammar helps students' rhetorical acuity but not when taught with rules and isolated exercises. CCCC's "Students Rights to Their Own Language" and the work of scholars like Geneva Smitherman and April Baker-Bell have shed light on the language-identity relationship and the damage that standardization inflicts on a person's sense of self. This pedagogical paradigm has created tension for writing teachers and their departments. Grammar is, for many, an emotional topic. Joseph Williams wondered at the rage caused by certain grammar deviations in his essay "The Phenomenology of Errors." This dissertation builds on Williams' work, suggesting we look to teachers' histories to understand their emotions and find usefulness in these emotions. Using grounded theory, I code six interviews in which first-year writing teachers describe their memorable encounters with grammar instruction. I then identify patterns in these stories and the interviewees' practices and compare them against the results of a nation-wide survey of over a hundred first-year writing teachers. In this study, I identify a type of experience I call epiphanic encounters with grammar instruction. Encounters are epiphanic when the instruction impacts the learner's sense of self. I trace a connection between these encounters and teachers' feelings of empathy for their students and passion for grammar instruction's reform. I argue that reflection on epiphanic encounters can help teachers locate points of empathy for their students' experiences of grammars and promote productive conversations about grammar instruction. Based on these findings, I recommend that educators of first-year writing teachers implement grammar-focused reflection into their teacher training as a way of leveraging teachers' emotions toward the topic of grammar to facilitate productive conversations about grammar instruction. In the first chapter, I question the impact of teachers' emotional resonances from personal encounters with grammar instruction. I introduce my emotional encounter with grammar instruction and describe the emotional reactions I have encountered when attempting to engage writing teachers in conversations about grammar instruction. After reviewing the project, I situate my work in scholarship on emotions in composition. My findings respond to Joseph Williams' "Phenomenology of Errors" in which he explores why people respond strongly to "grammar errors." My work also contributes to inquiries in teacher training and the use of self reflection as professional development. I suggest that student teachers reflect on their past encounters with grammar to better empathize with their students' experiences. Chapter Two constructs a history of grammar instruction in America, from the 1860s to the present, mid-twenty-first century. Through this review, I show how pedagogical debates and language anxiety have always followed grammar and, depending on the person's skill and class, made it the source of anger, fear, hope, or shame. I highlight the social and educational shifts that formed grammar around the ugly shapes of class and race discrimination, including the East Coast's development, regional dialects, and increased demand for education. Chapter Three details my methods of investigation. Here I explain the rationale behind my study design, which uses surveys and interviews. The interviews provided qualitative details beyond what the heavily structured survey could and allowed teachers to describe their beliefs and experiences in their own words. It was important to collect these first-hand accounts to better understand the internal processes behind teachers' reactions. The survey provided quantitative data with which to identify overarching trends and test theories devised from the interviews. These steps in turn indicated the generalizability of the findings. This chapter also explains my use of Critical Incident Theory to write the survey and interview questions and my use of grounded theory to code and analyze the data. In Chapter Four, I present the results of the nation-wide survey and the six, one-on-one interviews. By comparing responses to different survey questions, (e.g. number of respondents to report having had positive emotions at the time of their experience and now hold negative emotions toward teaching grammar), I determined that the teachers' emotions at the time of their experience did not correlate with any particular teaching practices or feelings toward teaching grammar. However, 72% of all teachers surveyed and 89% of teachers who had "very negative" emotions at the time of their experience reported that their experience has impacted their teaching of grammar. This means grammar studies that hope to change teachers' practices will need to consider how to address teachers' past experiences. Chapter Five is the first of two analysis chapters. By attending to content and word choice of survey and interview responses, I find that the teachers whose stories include evidence of epiphanic encounters with grammar instruction tend to show empathy for students' diversity and the negative experiences their students may have had with grammars. Furthermore, most of these teachers spoke of teaching practices they implement to serve multilingual/multidialectal students. Teacher training can benefit from these findings since self-reflection on transformational learning experiences could be used in teacher training to help teachers appreciate the issues surrounding grammars and respond to them with sensitive practices. In Chapter Six, I show how in addition to empathy, teachers with epiphanic encounters also tend to feel passion. I use the term passion to designate heightened emotions, such as anger or excitement, that compel teachers to teach new perspectives on grammars in classes and/or social settings. I find that this emotion is not always pleasant for the teachers experiencing it, but their beliefs in a more equitable teaching of grammars motivates them to spread alternative understandings of writing instruction and grammars' role in it. Additionally, this chapter compares the survey data to the interview data and finds evidence that the pattern of passion exists in this larger sample. This finding strengthens the likelihood that this trend extends to most first-year writing teachers, making grammar-focused reflection a viable tool to motivate new teachers to continue valuable conversations needed to spread new knowledge about grammars. In the final two chapters, I present a lesson plan to be used to prepare student teachers to address grammars in a way that honors students' identities and language rights. This activity has teachers reflect on their emotional encounters with grammar instruction and consider how their students' experiences may be similar or different. The discussion questions push student teachers to dig deep into the complicated and uncomfortable issues surrounding grammar instruction. After the lesson, students should understand the most common debates about grammar instruction and have strategies to teach grammars rhetorically and respectfully. / Doctor of Philosophy / This dissertation studies how first-year writing teachers' experiences learning grammar impact their teaching of and responses to the topic of grammar. Scholars like Francis Christenson and Martha Kolln agree that knowledge of grammar can benefit students if it is taught in context. Scholars like Geneva Smitherman and April Baker-Bell have revealed how critical language is to people's identity formation. Because grammar is important but controversial, it is a point of tension for writing teachers and their departments. Grammar is, for many, an emotional topic. Joseph Williams wondered at the rage caused by certain grammar deviations in his essay "The Phenomenology of Errors." This dissertation builds on Williams' work. I suggest that first-year writing teachers look to their histories to understand their emotions toward grammar. Using grounded theory, I code six interviews in which first-year writing teachers describe their memorable encounters with grammar instruction. I identify patterns in the interviewees' stories and teaching practices. Finally, I compare these patterns against the results of a nation-wide survey of over a hundred first-year writing teachers. In this study, I identify a type of experience I call epiphanic encounters with grammar instruction. Encounters are epiphanic when the instruction impacts the learner's sense of self. I trace a connection between these encounters and teachers' feelings of empathy for their students and passion for grammar instruction's reform. I argue that reflection on epiphanic encounters can help teachers locate points of empathy for their students' experiences of grammars and promote productive conversations about grammar instruction. Based on these findings, I recommend that educators of first-year writing teachers implement grammar-focused reflection into teacher training. Through this self reflection, student teachers can better understand their emotions toward the topic of grammar. Beyond this understanding, student teachers who use grammar-focused self reflection will be more emotionally prepared to discuss grammar instruction.

yes / During the course of a Final Year Engineering Project (FYEP), students need to apply a variety of skills, including time management, project management and personal reflection. Students can use logbooks to demonstrate progress to their supervisors, who may then provide feedback through formative assessment. Within the School of Engineering, Design and Technology, the FYEP concludes with an assessed report and poster presentation. The University provides all students with access to an e-portfolio tool (PebblePAD). E-portfolio tools allow students to generate, store and share evidence, minute meetings and record reflections. There is possible scope for enhancing the FYEP experience through the use of e-portfolio tools by, for example, maintaining communication, monitoring progress and providing feedback. The poster provides an introduction to the project, highlighting a sample of survey results from FYEP students and supervisors, respectively. / Royal Academy of Engineering National HE STEM Programme

Student affairs practitioners attempt to combine in-class and out-of-class learning. One example of this is first year residential programs. In these programs freshmen live together in one residence hall. Each program is different, but common characteristics include increased student staff, freshmen seminar, and increase programming on adjustment issues. This study examines one first year program (FYP) and attempts to determine the effects of the program on the academic success of the participants. Gender differences and ethnic differences were also examined. Academic success was defined as those elements of students' collegiate experiences that relate to retention and graduation. The instrument used in this study was based on a specific definition of academic success. Five hundred and thirty five students were asked to participate in the study, and a total of 249 usable instruments were returned, for a response rate of 48.44%. Of the 249 participants, 264 (49.35%) were in the FYP and 271 (50.65%) were not in the FYP. The non-FYP students lived in a variety of buildings on campus. There were significant findings in several areas of academic success. FYP participants had higher grades overall and completed more class credits. FYP students were more likely to understand academic policies and requirements. FYP students were more likely to complete all assignments before class and they were more likely to begin taking steps towards their career goals. Students in the FYP also reported higher levels of contact with faculty and higher attendance at university events. The FYP appeared to offer opportunities that enabled students to reach higher levels of academic success. / Master of Arts

The literature available on financial aid addresses how aid promotes access and equal educational opportunity by enabling students to matriculate into college. The literature also discusses how financial aid impacts students' ability to persist to degree completion. However, there seems to be little research on how financial aid affects students' lives while they are in college. The present study attempted to address this gap in the existing literature by examining the differences in quality of life between college students receiving financial aid and those not receiving such aid. For purposes of this study, quality of life was defined by four dimensions culled from the literature: (a) material possessions; (b) housing; (c) use of time; and (d) support mechanisms. Financial aid was defined as any need-based grant, loan, or work-study money awarded to a student. Data were collected using the Quality of Life survey developed specifically for this study. The survey consisted of 59 items that were designed to measure the four dimensions of students' quality of life. The target sample for this study consisted of 600 first year undergraduate students: 300 financial aid recipients and 300 non-aid recipients. The findings revealed significant differences in three of the four areas: material possessions, use of time, and support mechanisms. These findings suggest that those who administer financial aid programs and those responsible for creating financial aid policies may wish to consider the role financial aid plays in the quality of life of students. / Master of Arts

Leadership development programs provide many positive outcomes for college students (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001; Striffolino & Saunders, 1989; Zimmerman-Oster & Burkardt, 1999). Leadership programs aid students in their academic achievement (Striffolino & Saunders, 1989), and leadership skills (Zimmerman-Oster & Burkardt, 1999). A specific type of leadership development programs are first-year leadership programs, or FYLPs. With similar goals as general leadership programs, FYLPs are created with the special needs and interests of first-year students in mind (Peraza, 2004). These programs encourage higher retention rates (Striffolino & Saunders, 1989), leadership skills such as teamwork and self-awareness (Outcalt, 2001), and ethical leadership (Peraza, 2004). As important as FYLPs are to the development of first-year students, though, there has not been sufficient enough research on their effectiveness in achieving their purpose. The purpose of this study was to assess the short and long-term effects of a particular FYLP on its participants as measured by the Student Leadership Outcomes Inventory (SLOI) (Vann, 2004). Participants included both FYLP and non-FYLP students at a midsized Midwestern institution. Results showed little difference in the improvement of leadership skills between FYLP and non-FYLP participants, and little change between each class of FYLP. Results did show that students who participated in the FYLP their freshman year went on to engage in more leadership activities than students who did not complete the FYLP. / Master of Arts

Research has examined student leadership in positions within residence life (Andersen, 2000; Levy, 1995; Posner & Brodsky, 1993; Romero-Aldaz, 2001), Greek life (Adams & Keim, 2000; Posner & Brodsky, 1992; Posner & Brodsky, 1994) and student government (Astin, 1992; Downey, Bosco, & Silver, 1984; Kuh & Lund, 1994; Schuh & Laverty, 1983; Schwartz, 1991). Very little research has been done to examine the leadership of orientation leaders. The purpose of this study was to examine the leadership practices of orientation leaders, by exploring how they rated their own leadership practices and how those practices were rated by first-year matriculants in their orientation groups. Differences by level of experience (first-year v. experienced), race (Caucasian v. non-Caucasian), and gender (male v. female) were examined. Data were collected by administering the student versions of the Leadership Practices Inventory (Kouzes & Posner, 2005a, 2005b). These instruments evaluate leadership using the Kouzes and Posner (1987, 2002a) model. The samples included 30 leaders and 584 matriculants who participated in five selected orientation sessions at a large, public research institution in the United States. Overall, orientation leaders self-reported high engagement on all five scales while matriculants indicated moderate engagement by orientation leaders on all five scales. Significant differences were revealed in the ratings of orientation leaders by level of experience and gender. Significant differences were not found in the matriculants' ratings of orientation leaders by level of experience or race. Interaction effects of race and gender were revealed on all five scales of orientation leader ratings. / Master of Arts

This study explores the benefits of multimodality in the drafting process and advocates for more disciplinary support of multimodality across first-year writing curriculums in the field of Rhetoric and Composition/Writing Studies. I explore my primary research question, how might multimodal drafting through the Literacy Sponsors Gallery Wall assignment support students' process of writing the Literacy Narrative, through an IRB-exempt study of the implementation of an original multimodal writing assignment, the Literacy Sponsors Gallery Wall, in my first-year writing classroom during the Fall 2021 semester. The results of this study illuminate valuable opportunities for multimodality to be integrated into the composition classroom during the writing process rather than it being utilized primarily as a transformative tool once the writing process has concluded. When multimodality is included as a natural aspect of the writing process, it allows more room for students to express and celebrate their multiliterate identities. / Master of Arts / Most of the time, writing assignments in academic contexts are limited to page-bound essays of block text. This is because of tradition and the cultural belief that this type of writing is the only mode, or format, worthy of value in a classroom. But that is not necessarily the case. Multimodal writing, i.e., more visually stimulating compositions that combine more than one mode of communication, are generative for student writers. However, multimodality is usually seen as a "last but not least" aspect of a draft's life cycle, meaning it is employed once the draft has been completed and is used to transform the draft into a more visual mode (infographic, poster, etc.). In this paper, I argue that multimodality should be taken up more in the field of Rhetoric and Composition/Writing Studies and embraced as a worthy aspect of the drafting process. I created a qualitative study in which I evaluated how multimodal drafting acts as a beneficial scaffolding tool for teachers.

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First-year experience programs on college and university campuses are designed to support the academic, social, and institutional transition needs of the first-year student. Retention on campuses has been an issue that educational leaders have been addressing for many years. On average, approximately 20% to 30% of first-year students will not return for the second year. A review of the literature shows that there is a positive impact of such programs on a student’s achievement and retention on college campuses. It also reflects the various factors outside of an institution’s control that can have an impact on the student’s achievement. This qualitative study included one case study that analyzed the experiences of thirteen (13) first-year students who participated in a first-year experience program consisting of an extended orientation camp and an intentional programming model on large, public, 4-year, urban campus in the Southern United States. Findings and discussion from the study revealed: (a) the perceptions of impact that first-year programs have on a student’s belonging, adjustment, success, and support after the first semester of college; and (b) common themes and trends throughout the first six weeks of the participants related to their perceptions of belonging, adjustment, success, and support. Implications of this study also prescribe future research that could explore specific resources, learning outcomes, and retention rates across other urban institutions.

Student Success continues to be a topic of great interest in the Higher Education Literature. Fifty percent of those students who enter a four-year institution actually graduate and 25 % of first year students do not persist into their second year in college. First-year success courses and peer mentoring along with other programming strategies have been developed to improve retention and success for college students during their first-year of college. This study explored how college students from nine different institutions defined college student success. In addition, students from these institutions were surveyed to find out how and if first-year success courses and/or peer mentoring contribute to college student success. Follow-up interviews allowed for a deeper understanding of how first-year success courses and peer mentoring contribute to college student success. The study found a new comprehensive definition for college student success. Also, first-year success courses and peer mentoring do have positive relationships with college student success however, they also have some shortcomings that were identified in this study.