Astin, A.W. (1999). Student involvement: a developmental theory for higher education. Journal of College Student Development, 40(5), 518-29
Astin (1984) proposed a developmental theory named Student Involvement Theory (SIT), which measured the amount of physical and psychological energy invested in collegiate life by students. This theory emphasized on student motivation and behaviors, contrasting the traditional pedagogy theory that focused on subject matter, learning resource, and individualized teaching techniques. Traditional theories had some limitations: passive learning would occur when learning depended on content mastery (Subject Matter Theory); resource would be allocated inequitably and deployed ineffectively (Resource Theory); …show more content…
With student development defined as intellectual/scholarly plus personal/social competency, student involvement was reviewed from the following seven categories. First, athletics had unclear impact on gains in cognitive skills, but gender and specific sports might be two factors that generate different learning outcomes. Second, Greek affiliation had negative impact on intellectual and cognitive development, especially for White male students. Third, participation in general clubs or organizations had positive influence on student development, since leadership roles would enhance interpersonal competence, practical competence, cognitive complexity, and humanitarianism. Fourth, on-campus living had the most consistent positive impact on students, living and learning center was a great example. Fifth, employment, either on or off campus, enhanced interpersonal competency for female students and practical competency for students of color. Sixth, peer interaction positively affected the students’ openness to diversity and challenge. Lastly, out-of-class contact with faculty was positively related to gains in skills such as the ability to comprehend, analyze and apply sophisticated knowledge. The result of this literature review concurred with the findings …show more content…
In other words, time and energy invested to get a 4.0 GPA cannot help students to think critically, learn independently, live healthily and grow holistically as a person. Some take-away from Astin’s recommendations is that, as student affair professionals, we should find ways to “hook” students to spend more time and energy in collegiate life. For example, we can help students build closer relationship with faculty, and help them find NEW peer groups. Since Mudd is a small, residential liberal art college, programs designed to create a living-learning community are suggested. Hiring more student-workers, creating meet-ups for students of similar interests, hosting cross-residence-hall events, inviting faculty to programs as guest speakers (or simply guests) could be the
Astin (1984) proposed a developmental theory named Student Involvement Theory (SIT), which measured the amount of physical and psychological energy invested in collegiate life by students. This theory emphasized on student motivation and behaviors, contrasting the traditional pedagogy theory that focused on subject matter, learning resource, and individualized teaching techniques. Traditional theories had some limitations: passive learning would occur when learning depended on content mastery (Subject Matter Theory); resource would be allocated inequitably and deployed ineffectively (Resource Theory); …show more content…
With student development defined as intellectual/scholarly plus personal/social competency, student involvement was reviewed from the following seven categories. First, athletics had unclear impact on gains in cognitive skills, but gender and specific sports might be two factors that generate different learning outcomes. Second, Greek affiliation had negative impact on intellectual and cognitive development, especially for White male students. Third, participation in general clubs or organizations had positive influence on student development, since leadership roles would enhance interpersonal competence, practical competence, cognitive complexity, and humanitarianism. Fourth, on-campus living had the most consistent positive impact on students, living and learning center was a great example. Fifth, employment, either on or off campus, enhanced interpersonal competency for female students and practical competency for students of color. Sixth, peer interaction positively affected the students’ openness to diversity and challenge. Lastly, out-of-class contact with faculty was positively related to gains in skills such as the ability to comprehend, analyze and apply sophisticated knowledge. The result of this literature review concurred with the findings …show more content…
In other words, time and energy invested to get a 4.0 GPA cannot help students to think critically, learn independently, live healthily and grow holistically as a person. Some take-away from Astin’s recommendations is that, as student affair professionals, we should find ways to “hook” students to spend more time and energy in collegiate life. For example, we can help students build closer relationship with faculty, and help them find NEW peer groups. Since Mudd is a small, residential liberal art college, programs designed to create a living-learning community are suggested. Hiring more student-workers, creating meet-ups for students of similar interests, hosting cross-residence-hall events, inviting faculty to programs as guest speakers (or simply guests) could be the