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Thank You

Discussion Questions

1.) How would you as a student affairs professional help a student, who is very shy and reserved, get involved on campus?

2.) How would you as a student affairs professional help an international student, who might not understand the concept of campus involvement, get involved?

Unanswered questions:

  • Why do highly involved students drop out?
  • Why do uninvolved students persist?
  • How do different forms of involvement interact?
  • What are the limits for effective involvement?
  • Can administrators bring about greater student-faculty interaction by setting an example?
  • Would student involvement as a common goal break down barriers between faculty and administrators?

Practical application

  • Faculty focus on how motivated students are and how much time they devote to academics
  • Focus on end results, not specific pedagogical techniques
  • Administrators need to find hook to draw students in
  • Help with study and time management skills to more effectively manage involvement

Forms of Involvement

  • Place of residence
  • Honors programs
  • Academic involvement
  • Student-faculty interactions
  • Athletic involvement
  • Involvement in student government

Theory of Involvement

  • Student actively participates in the learning process
  • Focus on what the student does, not the faculty/administrator
  • Closely related to motivation
  • Student time as most important resource
  • Educators are competing with other forces for finite time and energy
  • Virtually every policy and program affects how students devote time

Astin's Student Involvement Theory

5 postulates of involvement

1. Involvement refers to the investment of physical and psychological energy in various objects.

5. The effectiveness of any educational policy or practice is directly related to the capacity of that policy or practice to increase student involvement.

2. Involvement occurs along a continuum. Different students manifest different degrees of involvement.

The same student may manifest different degrees of involvement in different objects at different times.

4. The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program.

3. Involvement has both quantitative and qualitative features.

Definition

"Student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience."

Involvement is an active, behavioral term

Traditional pedagogical theories

presented by Lea Staedtler

  • See student as a kind of blackbox
  • Input: policies and programs
  • Output: student achievement and development
  • What's in the middle?

The Resource Theory

Subject-Matter Theory

The Individualized Theory

  • Student learning depends on exposure to the right subjects
  • Fragmentation and specialization of faculty interests
  • Greatest scholarly expertise = pedagogical ability
  • Students as passive learners
  • No one-size fits all approach
  • Examples: elective courses, independent study, self-paced learning, advising
  • Difficult to put into practice across all areas
  • Impossible to determine which types of programs fit which type of learner
  • Resources: physical facilities, human resources and fiscal resources
  • If adequate resources are available, student development will occur
  • Quantitative (faculty:student ratio) and qualitative (expert faculty)
  • Focuses on accumulation, not use of resources

Alexander W. Astin

  • Born in 1932
  • Founded Higher Education Research Institute
  • Allan M. Carter Distinguished Professor Emeritus of Higher Education and Organizational Change, at UCLA
  • More than 21 books and 300 publications

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