Book Image of Enriques Journey

Resources to Expand Your Student's Learning Experience:

Sonia Nazario Bio

Pew Hispanic Trends Project

In the News...

U.S. Citizenship and Immigration Services

 

If you're a UVU faculty member  visiting this page, more than likely it's because you have decided to incorporate the freshman reading selection into your course curriculum. This is an important decision that will positively impact your freshman students in far-reaching ways. When faculty from diverse academic disciplines integrate a common text into their freshmen level courses, we achieve the following objectives:

OBJECTIVE ONE
Facilitate a universal academic experience that enables dialog and learning around a common point of reference.
Our incoming freshman body is diverse and non-residential. The freshman reading book provides a common academic experience that can help students of varying backgrounds and academic preparedness to connect with one another in an educationally purposeful way.

OBJECTIVE TWO
Initiate a universal academic experience that introduces reading as a gateway to meaningful exploration of a topic via a variety of academic disciplines.
Freshman students benefit from observing how a central topic can be applied and explored from a variety of methods and points of view. i.e., how might a sociologist apply this topic? Mathematician? Biologist? Etc. This process helps to reinforce the benefits of a solid general educational core, enhances critical thinking skills, and possibly assists students with their major and career choices.

When new freshmen encounter the freshman reading book in multiple academic and social settings, they experience a learning model that provides “environments and experiences that bring students to discover and construct knowledge for themselves” (Barr and Tagg, 1995, p. 12), moving them beyond the traditional instructional model of simply receiving information. This process more effectively enables students to become “members of communities of learners that make discoveries and solve problems” (Barr and Tagg, 1995).

If you have any ideas on how UVU can more dynamically integrate the freshman book into course curriculum and campus events, we'd love to hear them. Please send your comments and ideas to Martha Wilson, Assistant Director, First-Year Experience and Orientation.

Thank you for your support of this program!

Please scroll down for course specific ideas for integration.

References:
Barr, R.B., & Tagg, J. (1995, November/December). From teaching to learning: A new paradigm for undergraduate education. Change, 12-26.

Teaching Resources for CLSS 1000 Faculty:

    1. Integrating "Enrique's Journey" with the FOCUS text is an excellent way to enhance learning concepts presented in the textbook (view idea document).

    2. Watch some of Sonia Nazario's media appearances as a class (here is a link to her appearance on the Daily Show). Have students write a reflective essay on what type of personal impact the immigration issue has had on them.

Teaching Resources for ENGH 0890 Faculty:

    1. Utilize "Enrique's Journey" as a supplemental assigned reading resource for some of your formal essay assignments. View our list of essay/discussion topics.

    2. Watch some of Sonia Nazario's media appearances as a class (here is a link to her appearance on the Daily Show). Have students write a reflective essay on what type of personal impact the immigration issue has had on them.