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ERIC Number: ED329310
Record Type: RIE
Publication Date: 1991
Pages: 11
Abstractor: N/A
Achieving Student Success through Student Involvement.
Friedlander, Jack; MacDougall, Peter
Student involvement theory defines student involvement as the amount of physical and psychological energy that a student devotes to the academic experience. Research on student involvement conducted at community colleges and universities has shown that the quality of time spent was a more important factor in explaining student achievement than sheer amount of time spent. Another important feature of student involvement theory is the concept of education as a partnership between the institution and the student, with both expected to fulfill their respective responsibilities. The challenge facing community college educators is to design policies and practices that will encourage students to invest their time and effort in learning activities. This is particularly difficult given the myriad demands on most community college students' time. Strategies for increasing student involvement in learning include the following: (1) alter features of the teaching-learning process to yield more active participation; (2) design learning technologies to increase the amount of time that students are actively engaged in the learning process; (3) increase student contacts with faculty and other students through class restructuring, faculty advising, and student teaching and research assistantships; and (4) increase student participation in out-of-class learning activities by linking those activities to specific course assignments. Student involvement theory can also be incorporated into faculty hiring and faculty evaluation procedures, as well as orientation, advisement, and counseling programs for students. By implementing strategies such as these, a college can improve the likelihood of student success without the need to invest additional resources. (JMC)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A