Title: On Space, On Place: Emerging Tamaraw Identity: The FEU Lived Experience Journey of Students in the Communication Discipline
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Virtual Presentation
Maria Gwenetha Pusta, Far Eastern University, Philippines
The FEU Learning Journey provides a more formal structure that will capacitate students to navigate their academic lifecycle and prepare for career and life goals. It also integrates selected curricular and co-curricular activities as critical components of the students’ holistic development. The Student Life Cycle Model (Lizzio & Wilson, 2010) framed the analysis, where purpose (goal after university; capability (curriculum, co-curriculum), culture (school pride and system), and connected (relationships) were examined. Using multiple methods of qualitative inquiry of concept maps and narrative analysis of the lived experiences of FEU students, this paper focused on identifying the Emerging Identity of the Tamaraw highlighting conceived space, spatial practices and experiences that provided sources of insights to be valued and examined closely. Findings of the study indicated that academic policies (conceived space), practices (spatial practices) and experiences (lived space) are realized as comprehensive components of space (Lefebvre, 1991). The Tamaraw identity – optimistic and confident with a strong sense of self, is techno-literate, a team player with a sense of civic duty resonates with the FEU core values of Fortitude, Excellence and Uprightness. This identity were reinforced in certain spaces where the sense of belongingness to the community is evidently felt. Interactions and communication exchanges in these spaces also contributed to the acculturation process. The narrative accounts and concept maps offered "unique sources of insight to be valued and examined" (Tillmann-Healy & Kiesinger, 2001, p. 82).
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