Many studies have been initiated and old studies “re-tested” to discover which factors most significantly assist higher education students in their success. But the problem, if there is one, is that these studies are so numerous they provide too many factors for the typical reader to sift through and understand. In that regard, this paper focuses on the core findings of four student development and achievement theorists: Alexander Astin, Ernest Pascarella and Patrick Terenzini, and Vincent Tinto. Within their individual studies, faculty is a common thread to student success.

 

Astin’s research finds a correlation between learning and involvement in academic activities (Astin, 1984). This involvement is not only about going to class. Students experience their greatest success when they spend extra time on the college grounds, participate in a student organization, and interact with faculty members (Astin, 1984). Although the study states it is the student who chooses whether or not to be involved, it is this type of extra involvement that more highly develops the student. Therefore, to raise the levels of learning and success, institutions must offer worthy activities and encourage faculty to participate with students outside the classroom (Astin, 1984).

 

Pascarella and Terenzini’s work looks at the efficacy of first-year seminars on student success (as cited in Goodman & Pascarella, 2006). These freshman seminars typically cover topics that concentrate on study skills and critical thinking strategies, introduce peer groups, give an overview of institutional governance, and provide freshmen with a faculty member to serve as a year-long mentor. While the composition of freshman seminars differs along American campuses, Pascarella and Terenzini show the most successful ones have at least this one shared trait: a form of faculty mentorship, whereby students spend scheduled time with their assigned instructor (as cited in Goodman & Pascarella, 2006). Students who are placed in first-year seminars return for their second year at a statistically significant higher rate; hence, there are fewer dropouts. These students are also shown to connect more frequently with other students, earn higher grades and register greater satisfaction in their learning experience. In addition, they are likelier to graduate in four years than students who do not participate in a freshman seminar (cited in Goodman & Pascarella, 2006). Faculty mentoring of students is an essential component of the seminar experience.

 

Tinto’s research is based on the idea that academic development is most successful if the student remains at the institution. And because most students drop out during their freshman year, it is imperative to keep students academically “involved in higher learning from the first month” (Tinto, 1996, p. 70). The most effective manner is in freshmen “learning communities” (Tinto, 1996, p. 70). These communities group freshman students together in their fields. For example, International Studies majors taking a Global Health Sciences course would also take World History together and International Politics. Because students in a learning community take the courses together, they develop as a group and are less likely to drop out (Tinto, 1996). Not surprising, this works when faculty are involved in the community and collaborate for the shared learning experience (Tinto, 1996). This faculty involvement can mean assigning group projects that incorporate the information students are learning in World History and applying it to their International Politics report. The group stays together during their first year, learns together, and shares the same faculty members in collaboration.

 

These four theorists, Astin, Pascarella, Terenzini, and Tinto, are authorities on student achievement, student development, and even student failure. In an effort to understand what drives the success of students in higher education, studies have shown and reaffirmed that it is more than the classroom academic experience. Students develop best when they are involved, attend first year seminars, and belong to a like community of learners. Prominent in all of these experiences is faculty involvement.

 

References

 

Astin, A. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student
    Personnel, 25, 297-308. Retrieved January 09, 2014, from
    https://www.middlesex.mass.edu/ace/downloads/astininv.pdf

 

Goodman, K. & Pascarella, E. (2006). First-Year seminars increase persistence and retention: A summary of the
    evidence from how college affects students. Peer Review, 8, 26-28. Retrieved January 10, 2014, from ProQuest
    Research Library database.

 

Tinto, V. (1996). Reconstructing the first year of college. In G. Keller, (Ed.) The best of planning for higher education:
      An anthology of articles from the premier journal in higher education planning (pp. 67-72). Retrieved January 09,
    2014, from http://files.eric.ed.gov/fulltext/ED472314.pdf. 

 

click here for Home page

click here for Thesis Statement page                                                                      Visit my other website FunFacts & Nonsense

click here for Topic Sentence page