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Astin: Theory of Student Involvement

HESA 260 (Spring 2013)
by

Samantha Harroun

on 16 April 2013

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Transcript of Astin: Theory of Student Involvement

Astin's Theory of Student Involvement Dr. Alexander Astin ~born May 30, 1932; still alive today
~married; two sons; three granddaughters
~professor at UCLA; founding director on a
number of Higher Education research projects
~he has authored 20 books and more than 300
other publications in his field
~"the most frequently cited author in the field of
higher education" What is Student Involvement? Refers to the amount of physical and psychological
energy that a student devotes to the academic experience A highly involved student:
spends time studying
going to things on campus
participates in student organizations
interacts with faculty and other students 5 Basic Postulates 1. Involvement refers to the investment of physical and psychological energy in various object, whether generalized ("the student experience") or specific ("preparing for a chemistry test) 2. Works on a continuum. Different students have different degrees of involvement in something and at different times. 3. Both quantitative and qualitative properties.
Quantitative--how many hours a student studies
Qualitative--whether the student retains what they study 4. The amount of student learning and personal development from any educational program is directly proportional to the quality and quantity of student involvement in that program. 5. The effectiveness of an education policy or practice is directly related to the capacity it has to increase student involvement. 3 Pedagogical (Teaching) Theories The Subject Matter Theory ~Focus on content; with more knowledge comes more prestige
~Limitation: students have a passive role in the learning process; think lectures The Resource Theory ~If the proper resources are gathered, student learning and development can occur.
~Faculty-to-student ratio
~Limitations: 1) bright students and expert faculty are limited, 2) focuses on acquiring resources, not how best to use them The Individualized (Eclectic) Theory ~Says no single approach works for all students
~Emphasizes electives; advising, counseling, independent study
~Limitations: expensive to implement; hard to define; appealing in the abstract, difficult in the practice "The most precious institutional resource is student time." Most Significant Environmental Factors applies to students regardless of sex, race, ability, or family background
they have more time and opportunity to get involved in aspects of campus life Holding a Part-time Job on Campus spending time on campus increases the chance that the student will come into contact with other students and faculty 4 Year vs 2 Year Institution Community colleges have minimal involvement of both faculty and students Why Students Drop Out Men: boredom (ie: a lack of involvement)
Women: marriage, pregnancy, other responsibilities (ie: things that take time away from school) Astin's Study Totaled more than 200,000 students and more than 80 different outcomes
Looking at the effects of several different types of involvement Place of Residence
Honors Program: substantial positives, likely to continue
Undergraduate research participation
Fraternities and Sororities
Academic Involvement: less likely than average to show increases in most interests
Student-Faculty interaction: more likely to express satisfaction with their institutional experience
Athletic Involvement: tend to not branch out beyond their athletic department
Student Government: greater than average increases Presentation by:
Sammie Harroun
and
Connor Mong Bibliography: http://www.ydae.purdue.edu/lct/hbcu/documents/Student_Involvement_A_Developmental_Theory_for_HE_Astin.pdf
http://en.wikipedia.org/wiki/Alexander_Astin
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