Degree

Doctor of Education (EdD)

Department

Educational Foundations and Leadership

Document Type

Dissertation

Abstract

This qualitative case study examined how exemplary first-year seminar (FYS) instructors design and implement pedagogical strategies that support students’ transitions into higher education through the lens of Schlossberg’s (1981) Transition Theory. Conducted at a public university in Louisiana, the study explored how university-identified, award-winning instructors foster academic, social, and emotional adjustment among first-year students, a critical priority amid the impending enrollment cliff and the growing need to retain enrolled students. Using semi-structured interviews and thematic analysis, findings revealed exemplary instructors design intentional, relational, and reflective learning environments. They view transition as a shared institutional process, model adaptability and lifelong learning, and embed resilience and self-efficacy within their teaching. The study concludes transition success is strengthened when pedagogy aligns with institutional supports, emphasizes identity development, and teaches adaptive coping strategies. Implications include enhanced professional development for FYS instructors, structured collaboration across campus resources, and consideration of higher education teaching certifications similar to K-12 models. Future research should incorporate student perspectives and longitudinal analyses to further examine lasting impacts on persistence and success.

Date

13-1-2026

Committee Chair

Christopher L. Giroir

DOI

https://proquest.com/docview/3292449471

First Committee Member

Elizabeth Giroir

Second Committee Member

Amanda Shuford Mayeaux

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