Involvement the Cornerstone of Excellence

Astin, Alexander W.

doi:10.1080/00091383.1985.9940532

Cited by 143 publications

(148 citation statements)

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“…This theory has its origin in the work of Pace (1980Pace ( , 1984, Astin (1984Astin ( , 1985, and Kuh and his colleagues (Kuh, Schuh, Whitt, & Associates, 1991). Although the writers used different terminology (e.g., quality of effort, involvement, and engagement) to describe their concepts, their views were based on the deceptively simple premise that students learn from what they do (Kuh, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Although the writers used different terminology (e.g., quality of effort, involvement, and engagement) to describe their concepts, their views were based on the deceptively simple premise that students learn from what they do (Kuh, 2003). A second important premise of student engagement theory is that, even though the focus is on student engagement, institutional actions influence levels of engagement and learning on campus (Astin, 1985;Kuh, Schuh, et al;Pace, 1984).…”

Section: Introductionmentioning

confidence: 99%

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The Convergent and Discriminant Validity of NSSE Scalelet Scores

Pike¹

2006

csd

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Faculty and administrators are more likely to take responsibility for student learning and development if they believe that assessment data represent their students and identify specific actions for improvement. An earlier study found that NSSE scalelets provide dependable metrics for assessing student engagement at the university, college, and department levels. Building on the earlier study, the findings of the current research indicate that the NSSE scalelets have greater explanatory power and provide richer detail than the NSSE benchmarks.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Convergent and Discriminant Validity of NSSE Scalelet Scores

Pike¹

2006

csd

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“…3 Student, faculty, and alumni involvement in organizations that align with institution or divisional goals can further promote success through retention, agency, and branding. [6][7][8][9] There is little guidance or research concerning how to best position student organizations for success in the midst of rapidly evolving education and health care systems. As schools and colleges of pharmacy work to prepare aspiring pharmacists for the ongoing challenges of health care, [10][11][12] it is timely to consider how student organizations might work with the institution and one another to foster student growth and development.…”

Section: Introductionmentioning

confidence: 99%

Identifying Shared Values for School-Affiliated Student Organizations

Bush

Buhlinger²,

McLaughlin

2017

American Journal of Pharmaceutical Education

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Objective. To identify shared values for student organizations. Methods. A three-round Delphi approach was utilized to identify and prioritize shared values among student organization leadership. In round 1, student leaders selected 15 values from a list of 36 organizational values and were given an opportunity to include up to five suggestions not incorporated within the original list. Student leaders narrowed the 15 values to 12 in round 2. The top 12 priorities were ranked in round 3 and participants were invited to write a brief statement regarding their perspectives of the results. Results. Twelve shared values were identified and ranked: professional development, improving leadership of your members, advancing the role of pharmacy, planning quality events, networking, improving the academic experience for peers, community service, learning from pharmacy shadowing/ speakers, social outlet, recruitment/gaining student membership, attracting students to events, and gaining national/local attention or awards. Conclusion. This study contributes to the small but growing body of literature concerning student organizations in pharmacy education and provides a foundation by which this work could be advanced. Given the importance of student organizations in promoting student development, identifying strategies for supporting and facilitating the effectiveness of these groups is critical for optimizing student outcomes and institutional effectiveness.

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“…Astin (1985) refers to involvement as "the investment of physical and psychological energy in various objects" (p. 36). "Objects," however, lacks scope, and researchers note that involvement can vary by individual and by degree, and a person may devote more energy to one "object" than another (Hernandez, Hogan, Hathaway, & Lovell, 1999).…”

Section: Counterargumentmentioning

confidence: 99%

Student support in a virtual space : a phenomenological approach to understanding student success

Bass¹

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Involvement the Cornerstone of Excellence

Cited by 143 publications

References 0 publications

The Convergent and Discriminant Validity of NSSE Scalelet Scores

The Convergent and Discriminant Validity of NSSE Scalelet Scores

Identifying Shared Values for School-Affiliated Student Organizations

Student support in a virtual space : a phenomenological approach to understanding student success

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