2. CONTEXT
Where?
Urban Campus University
Who?
Task Force of Representatives from Academic Affairs and
Student Affairs
What?
Current restructuring of the Division of Student Affairs:
Reporting to the Provost
3. TRADITIONAL APPROACHES
Three Pedagogical Theories
Subject Matter
Resource
Individualized
How can we better allocate our time & resources?
Student time
Administrators
Faculty
4. ASTIN’S THEORY OF INVOLVEMENT
Five Postulates:
1. Investment of physical and psychological energy in various
objects.
2. Involvement occurs along a continuum
3. Involvement has both quantitative and qualitative features.
4. Student development is directly proportional to the quality and
quantity of student involvement in that program.
5. The effectiveness of policy or practice is directly related to its
capacity to increase student involvement
5. OTHER CONSIDERATIONS
Economic Considerations
Rising Costs and Limited Resources
Decreasing Job Market
Preparing students to enter their chosen profession & meet
their desired goals
Non-traditional learners
Different Learning Styles
Cognitive
Affective
Linking classroom & community through involvement
6. SHIFT IN PROGRAMMING APPROACH
Restructuring of the Division
Social Programming - Center for Student
Engagement
Building Community
Crisis
Educational Programming – Hallmark Programs
Learning Outcomes
Co-Curricular & Curricular Learning
7. WHERE TO START?
Who are Our Students?
How do they spend their time?
Motivations?
Quality and Quantity of their current involvement
Utilize Partnership for Assessment, Evaluation, and Research
Quality of the Undergraduate Experience
Collaboration is essential to get the complete picture
Fulfilling Mission of the Institution
8. SUCCESSFUL COLLABORATION &
ASSESSMENT EFFORTS
Virginia Commonwealth University
First-Year Student Feedback
New Advising Center
New Dean of Student Affairs to Improve Collaboration
Programs through Residential Life and Workshops Stressing the
Importance of investing time in academic pursuits
Chicago State University
Questionnaire Designed to Improve Retention
80% of Respondents Cited No Meaningful Contact with Faculty
and Staff
James Madison University
Identified Broad Educational Goals
Linked General Education Outcomes with Co-Curricular
Activities
9. ULTIMATE GOALS
Student Development
Learning Outcomes
Changing Behavior & Epistemological Processes
Creating Effective Learning Environments
Student Affairs and Academic Affairs
Joint Programming to Contribute to Co-Curricular & Curricular
learning
Encouraging Involvement with Faculty
Improving the Undergraduate Experience!
10. REFERENCES
Astin, A. W. (1984). Student involvement: A developmental theory for higher
education. Journal of college student personnel, 25(4), 297-308.
Banta, T. W., & Kuh, G. D. (1998). A missing link in assessment: Collaboration
between academic and student affairs professionals. Change: The Magazine of
Higher Learning, 30(2), 40-46.
Cantor, J. A. (1997). Experiential learning in higher education: Linking classroom
and community. The University.
