Fostering Positive Civic Engagement Among Millennials: Emerging Research and Opportunities

Fostering Positive Civic Engagement Among Millennials: Emerging Research and Opportunities

Darrell Hucks, Tanya Sturtz, Katherine Tirabassi
Release Date: August, 2017|Copyright: © 2018 |Pages: 98
DOI: 10.4018/978-1-5225-2452-6
ISBN13: 9781522524526|ISBN10: 1522524525|EISBN13: 9781522524533
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Description & Coverage
Description:

The millennial generation is quickly becoming more prominent in the political, economic, and social aspects of modern society. Studying new techniques which foster positive impact in their engagement with the outside world can help the millennial generation become one of the most constructive groups to date.

Fostering Positive Civic Engagement Among Millennials: Emerging Research and Opportunities is an essential reference source that provides in-depth discussions on the latest trends among millennial engagement practices in social and political contexts. Featuring pertinent topics such as student self-assessments, mentoring roles, and educational tools, this scholarly resource is ideal for educational leaders, academicians, students, and researchers that would like to discover better ways to promote engagement within the millennial generation.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Educational Tools
  • Mentoring Roles
  • Millennial Engagement
  • Modeling Tools
  • Shaping Tools
  • Student Engagement
  • Student Experience
  • Student Self-Assessments
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Editor/Author Biographies
Dr. Darrell Hucks is an Associate Professor of Elementary Education at Keene State College. He received his Ph.D. in Teaching & Learning from New York University. His research interests are in the reading, thinking, and writing experiences of first-year students during linked-courses their first-year in college and in the literacy beliefs and knowledge development of pre-service teachers in teacher education programs. He is also interested in the schooling experiences of Black and Latino males, collective achievement, teacher education, culturally responsive pedagogy, college student retention and development, and literacy enrichment and technology integration. He is also the author of New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males. He is also one of the editors of Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, published by IGI Global. He was a New York City public school teacher for several years at the Ella Baker School.
Dr. Tanya I. Sturtz is an Associate Professor in the Education Department at Keene State College. Dr. Sturtz earned a doctorate degree in Special Education from the University of Virginia and has been working at Keene State College for seven years, teaching in both the undergraduate education programs and the graduate program in Special Education. Her research interests are in the reading, thinking, and writing experiences of first-year students during linked-courses their first-year in college and in the literacy beliefs and knowledge development of pre-service teachers in teacher education programs. She was a public school special education teacher for five years in Central Virginia at Fluvanna County High School.
Dr. Katherine E. Tirabassi is an Associate Professor of English and Director of the Center for Writing. She teaches creative nonfiction, professional writing, and first-year writing and coordinates the writing/publishing internship for English majors and writing minors and the training program for new Center for Writing tutors. She has published articles on archival research, composition pedagogy, writing center theory/practice, and sixteenth-century French writer and editor Marie de Gournay. Dr. Katherine E. Tirabassi earned her PhD at the University of New Hampshire.
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