Original Research Article
Author
The transition to college can be difficult for many first-year students. Students who are conditionally enrolled may struggle more than their peers in terms of feeling comfortable in an academic setting. This case study explores how conditionally-enrolled students who participated in a summer bridge program read popular literature to explore their own struggles in the transition to college. Findings call for faculty and staff who work with conditionally-enrolled students to support and accept identity exploration in the classroom, particularly during the first semester.
Keywords: identity, first-year transition, faculty, fiction
How to Cite: Virtue, E. (2019) “Using Fiction to Support Identity Development and Transition in Conditionally-Enrolled Students”, Journal of Effective Teaching in Higher Education. 2(2). doi: https://doi.org/10.36021/jethe.v2i2.40.g22