Amy E Collins-Warfield
Biographic Data
| ID | 9696497 |
|---|---|
| NAME | Amy E Collins-Warfield |
| GIVEN NAMES | Amy E |
| FAMILY NAME | Collins-Warfield |
| SIGNATURE | COLLINS-WARFIELD A E |
| AFFILIATIONS | University of Minnesota Rochester |
| ORCID | 0000-0001-8675-0117 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Reframing First-Year Seminars for Student Success: The Self-Authored, Self-Regulated Learning (SASRL) Model
This article presents the Self-Authored, Self-Regulated Learning (SASRL) model for first-year seminars. Grounded in self-authorship and self-regulated learning theories, the model combines academic inquiry with practical success strategies. Qualitative assessment data from 219 participants in 2023 and 2024 showed that the model fostered positive mindsets, strengthened academic self-concept, and supported progress toward self-authorship. Integrati…
Student-ready critical care pedagogy: A student-centred instructional approach for struggling students
This qualitative case study proposes a pedagogy to support the academic success of students from historically excluded groups (HEGs), e.g. first-generation students, low-income students, and Students of Color, who are struggling academically. We adopted a ‘student-ready’ approach (McNair et al. Citation2016), which foregrounds institutional responsibility for meeting the needs of students. This study took place at a large, public, research-focuse…
No prominent works on this page.
Student-ready critical care pedagogy: A student-centred instructional approach for struggling students
This qualitative case study proposes a pedagogy to support the academic success of students from historically excluded groups (HEGs), e.g. first-generation students, low-income students, and Students of Color, who are struggling academically. We adopted a ‘student-ready’ approach (McNair et al. Citation2016), which foregrounds institutional responsibility for meeting the needs of students. This study took place at a large, public, research-focuse…
Reframing First-Year Seminars for Student Success: The Self-Authored, Self-Regulated Learning (SASRL) Model
This article presents the Self-Authored, Self-Regulated Learning (SASRL) model for first-year seminars. Grounded in self-authorship and self-regulated learning theories, the model combines academic inquiry with practical success strategies. Qualitative assessment data from 219 participants in 2023 and 2024 showed that the model fostered positive mindsets, strengthened academic self-concept, and supported progress toward self-authorship. Integrati…
Higher education (2 works) · Higher Education Practises and Engagement (2 works) · Qualitative research (2 works) · Student engagement (2 works) · At-risk students (1 works) · Cognitive reframing (1 works) · Evaluation of Teaching Practices (1 works) · Experiential learning (1 works) · Higher Education Research Studies (1 works) · Innovative Teaching and Learning Methods (1 works)